An Analysis of Ohio Superintendents' Perceptions of Middle-level School Principals' Leadership Competencies PDF Download

Author: Jean Westover Garvin-Dawson
Publisher:
ISBN:
Category : Junior high schools
Languages : en
Pages : 312

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Author: M. Christopher Marchese
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 128

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Book Description
This study investigated the perceptions of leadership behaviors at the middle level by superintendents and principals. An inventory was used as the primary source of quantitative data for this study. Qualitative data were obtained through interviews of superintendents and principals using open-ended probes tied to five identified leadership themes. Seventeen superintendents and fifteen principals from schools within the southeastern region of Pennsylvania participated in this survey. In addition to participant survey responses, this study also utilized the Pennsylvania Department of Education funding formula, called the Market-Value Aide Ratio (MV/AR), to find if school district wealth/socio economics are a factor in perceived leadership behaviors. Using Kouzes and Posner's Leadership Practices Inventory, 3rd Ed. (2003a), superintendents and middle school principals identified behaviors described in the theme titled Encourage the Heart with the highest frequency response rate. Superintendents and middle school principals identified giving members of the team significant appreciation and support for their contributions as the most observable or perceived behaviors of leadership within the theme of Encourage the Heart. In contrast, the respondent data compared to the Market Value Aide Ratio identified behaviors described in the theme titled Inspire a Shared Vision as the least frequently performed behaviors in poorer school districts.

Author: Andrew Williams Halpin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 126

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Author: Kevin L. Bright
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 472

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 604

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Author: Thomas L. Goodney
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 100

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Book Description
A purported discrepancy exists in Ohio between what knowledge, understandings, skills, and traits are most important for preparing secondary principals compared to those valued in selecting and hiring secondary administrators. The purpose of this study was to determine the areas and the degree of discrepancy, if any, in perceptions among educational leadership faculty and superintendents in the value and utility of Interstate School Leaders Licensure Consortium Standards (ISLLC) and Ohio Standards for Principals (OSP) as well as the specific knowledge, understandings, skills, and traits contained in them. The design of this primarily quantitative study used simple descriptive statistics and basic tests to identify significant statistical variances between educational leadership faculty and superintendents and assistant superintendents. Additionally, this study uses limited qualitative data gathered from a one-time facilitated discussion that further illustrate and support the findings. As expected, some statistical analyses of knowledge, understandings, traits, and/or skills revealed distinct differences in the perceptions of superintendents and educational leadership professors. However, comparison of means of the two groups generally showed more agreement than variation, a finding that surprised participants in a facilitated discussion among a small group of superintendents, assistant superintendents, and educational leadership faculty. Other findings yielded statistically significant correlations between rankings of certain ISLLC and OSP standards and specific demographics of educational faculty. In effect, adjunct professors and full professors seem to differ on the importance of preparing secondary principals in relationship to developing, articulating, and implementing a shared vision, in addition to engaging parents and community members in the educational process. Clearly this new line of inquiry exposes the inherent discrepancies among the realities of standards, accountability, and structures that define the parameters of the secondary principalship as seen by superintendents and assistant superintendents and by theories of leadership, teaching, and learning that frame the scope of principal preparation programs. Further, this study raises new and important questions for future investigation that could serve to bridge the gap and better prepare secondary principals for what is expected of them in the field.

Author: Frederick A. Lindley
Publisher:
ISBN:
Category : Middle schools
Languages : en
Pages : 262

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Author: Henry Pettiegrew (II)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 90

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Abstract: The purpose of this study was to identify the instructional leadership behaviors that distinguish effective suburban school in Northeast Ohio to reach conclusions about the contextual factors that influence the nature and exercise of the instructional leadership in schools. This research was conducted for the following purposes: (a) to determine if a significant relationship between principal self-perceived instructional leadership behavior and student performance, (b) to determine if a significant relationship between teacher perceived principal instructional leadership behavior and student performance, (c) to determine the extent principals' instructional leadership behavior scores, as perceived by principals, principal experience and student socioeconomic status (SES) explain the variance in student performance, (d) to determine the teachers' perceptions of principal instructional leadership behavior, teacher experience and student socioeconomic status (SES) explains the variance in student performance. This study followed a descriptive and comparative research design. A version of the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger (1984) was sent to 1,454 Ohio middle school principals and teachers, and 505 survey respondents were used. Results indicated that both principals and teachers perceive framing school goals as the most important instructional leadership behavior. Other results show that student socioeconomic status and framing schools goals were perceived to explain the variance in student performance in middle schools.

Author: John V. Richard
Publisher:
ISBN:
Category : School board members
Languages : en
Pages : 119

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"Leadership and school leadership have been topics of considerable investigation over the past century. However, there has not been a similar literature base specifically focused on school board members and their perceptions of school superintendents' leadership behavior. The current study provides a framework for understanding this important subject and develops several hypotheses suggesting that board members views of superintendents' leader behavior may be influenced by demographic factors. The Leader Behavior Description Questionnaire (LBDQ)-Form XII was used in gathering information from board members. Through multivariate analysis of variance (MANOVA) the data were analyzed. Results indicated that significant differences might be influenced by superintendents' and board members' years of experience, as well as the gender of board members."--Abstract.

Author: Jerry Valentine
Publisher: National Association of Secondary School Principals(NASSP)
ISBN:
Category : Education
Languages : en
Pages : 190

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Book Description
The National Association of Secondary School Principals periodically studies practices and characteristics of secondary schools to help inform educators and shape policy. Such studies of middle-level education were conducted in 1966 and 1981. As middle-level education moved into the 1990s, many new questions about education and leadership needed to be asked and old ones revisited: What are the differences in views and preparation of school leaders? Has middle-level school leadership changed? Has the "leadership team" concept emerged? And what middle-level school programs are successful? This study examines these questions by asking middle-level school principals, assistant principals, and leadership team members about personal characteristics, job roles and tasks, and professional beliefs. Also examined are programs, practices, and trends in middle-level schools. Information from this survey of 2,000 middle-level schools in the 1991-92 school year is presented and compared, where applicable, with findings from six previous surveys going back to 1966. In addition to an introduction, this study includes chapters on personal and professional characteristics, school leadership, educational programs, issues and trends, and leadership profiles. An appendix includes sample questionnaires used in the survey. (Contains 34 references.) (JPT)