Rozprawy doktorskie: „School leadership”

1

Mead, Carlton R. 1963. "Encouraging school leadership in elementary schools". Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8293.

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xi, 112 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The purpose of this study was to conduct, as a participant observer and district-level regional administrator, three exploratory mini-case studies of elementary schools in the same district attempting to meet the same district improvement goal, imbedded in individual School Improvement Plans (SIP) during the same period of time in the school year. In order to document how each leadership team identifies strategies to meet the goal, how strategies are implemented, how each leadership team interacts with me as their district administrator, and how performance toward meeting the goal is perceived by key actors in the school this research was conducted as an action-research case study. The inter-relationships between school goals and school leadership team behaviors in a large suburban school district and the influence of these teams on the practices of the individuals on each of the three different school teams were the primary focus of this study. This study took place beginning in December 2007 and culminating in March 2008. The researcher kept a field journal of team meetings and staff development activities at each site. Interviews were conducted with principals, teachers, and parents at each site to gain multiple perspectives of school improvement and leadership. Findings of this case study may reveal a close connection between the practices of the regional administrator and school leadership teams and the outcome of school improvement initiatives. Recommendations are made for changes in practice and for future research studies.
Adviser: Diane M. Dunlap

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Mead, Carlton R. "Encouraging school leadership in elementary schools /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8293.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-112). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Kgwete, Ephraim Matala. "Understanding school leadership : a study of the ACE school leadership programme and leadership practices". Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/44145.

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The South African Department of Education (DoE) introduced a new threshold qualification, Advanced Certificate in Education (School Leadership), which was the first concrete step towards implementing a compulsory professional qualification for principalship. The qualification is called ACE ‘School Leadership’ but the outcomes in the learning content designed by the DoE tend to focus on ‘management’. Since this qualification was only implemented from 2008, the synchrony between the theory and practice has not yet been investigated. The focus of this paper was to determine whether the ACE promoted leadership practices (ideographic dimensions) rather than just management skills (nomothetic dimensions). This study employed qualitative case study research methods and procedures to investigate the influence of the ACE School Leadership programme on leadership practices. Six principals who had completed the ACE School Leadership programme and their 24 subordinates from Mpumalanga, one of the poorest provinces in South Africa, were purposively selected. The findings display ample evidence of the nomothetic dimensions of the social systems theory outweighing the ideographic dimensions in the principal preparation programme. Principals showed confidence in management and this gave rise to unconscious leadership practices. Subordinates in their schools scored them highly regarding compliance and stated that they were more participative in their approach. The contribution that this research makes is that future preparation programmes be balanced regarding the social systems theory and contain contextual case studies; networking opportunities and strategic and innovative thinking which would result in principals not just being compliant, but competent and capable of leading school improvement. The study suggests a model for future effective leadership preparation programmes. The model outlines the threshold principal roles and the principal primary roles. The study acknowledges the need for more research on how principal leadership preparation programmes influence leadership practices. The ACE school leadership programme demonstrated in this study its ability to develop principals’ management practices and a need to develop principals’ leadership skills more. Findings in this study demonstrate improvement in learner performance for the principals who attended the ACE programme. The refinement of the ACE programme’s curriculum could lead to school leadership improvement
Thesis (PhD)--University of Pretoria, 2015.
tm2015
Education Management and Policy Studies
PhD
Unrestricted

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Seaton, Daniel M. "School board leadership". Diss., Virginia Polytechnic Institute and State University, 1991. http://hdl.handle.net/10919/80019.

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Local school boards and their presidents provide Americans with the grass roots leadership for public education. Both have been ignored by policy makers and authors. The purpose of the study was to solicit school board members', school board presidents', and past presidents' perceptions of the role as well as the real and ideal leadership attributes of their school board presidents. A survey method was utilized to address the questions inherent in the purpose. The population for this study included the members of local public boards of education in the U.S. The sampling frame consisted of local school board members holding membership in the National School Boards Association. A random stratified sample was selected. Descriptive procedures were used to summarize the data. Additionally, the relationships between school board presidents', past presidents', and board members perceptions and selected demographic variables (i.e. geographic region, gender, community type, school system enrollment, age, number of terms served, education attainment, race, method president is chosen) was explored using cross-tabulation procedures. The response rate was about 27%. School board members perceive their school board presidents to be most active in the board room. Ideally, school board members perceive an expanded role for their president that includes services to board members and superintendent relations. School board presidents perceive a greater role for the school board presidents than do school board members that includes the highly visible board room roles as well as board member services and superintendent relations activities. Past school board presidents' views differ widely from those of school board presidents and slightly from board members, and in most cases tend to give a lower rating of the board president. School board members, school board presidents, and past presidents perceive their school board presidents as displaying few of the leadership attributes of traditional leaders. They agree that ideally these leadership attributes are critical or important. Differences concerning the board president's real and ideal role and real and ideal leadership attributes were found among board presidents by gender and school system enrollment; among past presidents by school system enrollment, and method president is chosen; and among school board members by geographic region, gender, age, school system enrollment, and education attainment. Results should assist school superintendents and professional educators, school board presidents, school board members, and the general citizenry as they work to clarify their respective roles.
Ed. D.

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Hamid, Jamaliah Abdul. "Agency in school leadership". Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368769.

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Anderson, Anne. "Leadership for school improvement". Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/cf341520ed4e7b127c8126c5d751581e3ea112f20082fdcc672012d29d217b3a/10920837/Anderson_2016_Leadership_for_School_Improvement.pdf.

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This study has emerged from an international interest and movement towards school improvement. The process of school improvement concerns itself with the concepts of change and accountability within school systems as well as the impact of leadership within these processes. The purpose of this study is to explore the influence of leadership on school improvement in Catholic secondary schools. Specifically, it addresses how leadership was seen to influence both school improvement and the understandings of leadership of people involved in school improvement within Catholic secondary schools in Sydney. The research asked the question: How does leadership influence school improvement? It explored an understanding of the views, experiences and perspectives of teachers, middle managers and executive regarding the influence of leadership practices on school improvement within secondary schools. With this aim in mind the epistemological framework of constructionism was adopted using the theoretical perspective of symbolic interactionism and case study methodology. The case study approach was chosen as it allowed an understanding of the phenomenon of leadership experienced by the participants within school improvement. Multiple data collection methods of survey, semi-structured interviews and documents analysis were employed to allow the researcher to look into and detail the complex and multifaceted interactions of the teachers, middle managers and executive to gain an understanding of how these participants experienced leadership and how it impacted on their role, responsibilities, and sense of ownership of school improvement. This research has shown that certain elements of leadership play a vital role in influencing change for school improvement. A proposed model for school improvement was found that focuses on seven elements of leadership that influence school improvement: establishing a core team to lead the process, identifying a clear vision and strategic direction, priority given to shared leadership which is enhanced by a collaborative approach, commitment and alignment of values, developing a strong learning culture that focuses on continual improvement and support through reflection and evaluation of improvement processes. These elements, when combined, provide a fertile environment in which principals and teachers can take collective responsibility for change to improve schools. Further it recognises that leadership between principals and teachers needs to be shared as both have roles and expertise that can influence change for school improvement.

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Lucas, Stephen Earl. "Transformational leadership : principals, leadership teams, and school culture /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013000.

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Sharp, Charis Eirene. "Small School Leadership: A Q Method Study of Elements of Leadership Specific to a Small School Setting". [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1221152535.

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Thesis (Ph.D.)--Antioch University, 2008.
Title from PDF t.p. (viewed Oct. 26, 2008). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy March, 2008."--from the title page. Includes bibliographical references (p.137-142).

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Abrams, Eric Regier 1955. "Perceptions of successful elementary school principals of effective school leadership practices: A portrait of school leadership". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282606.

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This study investigated the perceptions of 11 successful elementary school principals from seven school districts in southern Arizona. The principals were identified by their district superintendent or assistant superintendent as exemplifying the eight characteristics of successful principals described by Joekel, Wendel and Hoke (1994). Qualitative methodology was used to inductively analyze and describe response data collected through in-depth interviews. These interviews consisted of open-ended questions regarding: effective leadership, school culture, vision, school improvement, empowerment, staff motivation, shared decision making, teacher instructional leadership, conflict, the changing nature of the principalship, and educational administration pre-service education. These perceptions were then compared to descriptions of effective practice as described in current literature on transformational leadership, leadership standards accepted by the National Policy Board for Educational Administration, and current literature on educational administration pre-service reform efforts. The following are some findings that emerged from this study. These successful principals placed the needs of students in the center of all their decision making. This appeared to be the prime transformational behavior that awakened intrinsic motivation among staff members. Moreover, they demonstrated transformational leadership behaviors that included meeting intrinsic needs of followers, visionary leadership, building collaborative school cultures, and putting teachers in roles of instructional leadership. However, despite the presence of these behaviors, it appeared that they had a poor objective understanding of the transformational epistemology. Specific recommendations were made to better prepare school leaders to be the transformational leaders that researchers believe are necessary to successfully lead schools as we approach the turn of the century. The principals in this study believed their pre-service educational administration program was inadequate in preparing them for their role as principals. They believed pre-service programs need to define a body of knowledge and create a cohesive curriculum to teach the skills that administrators need to know to be effective leaders in their schools. Specific recommendations were made to improve educational administration graduate programs.

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Malasa, Donald Papaku. "Effective School Leadership: An exploration of the issues inhibiting the effectiveness of school leadership in Solomon Islands' secondary schools". The University of Waikato, 2007. http://hdl.handle.net/10289/2429.

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This study investigates issues impeding effective school leadership in Solomon Islands' secondary schools. In particular, it examines principals' perceptions of those issues that impede their effective leadership of their schools. There is an international literature focusing on this area that has contributed to the study. However, many of the research findings in western contexts are invalid in the context of a developing nation such as the Solomon Islands. Thus contextual specificity was an important underlying factor in the study. The research data was gathered using qualitative methods. Specifically, interviews with five principals were conducted using semi-structured interviews and was analysed using a thematic analysis approach. The research fieldwork was carried out in the Solomon Islands in August 2006. A sample of five participants was used. They were selected from five schools representing Community High Schools (CHS) and senior Provincial Secondary Schools (PSS) in two provinces and the Honiara City Council. The key findings of the study identify a range of factors that inhibit effective school leadership. These included a lack of initial training and support for on-going professional learning, unfavourable conditions of service, poor quality of teachers' professional practice, poor school facilities and infrastructure, poor administrative infrastructure, lack of appropriate and adequate financial resources, lack of support personnel, policy and systemic issues, social and cultural issues, and issues pertaining to school-community partnerships. Based on the findings identified in the study, recommendations were made on how to improve effective leadership of the schools throughout the Solomon Islands. Of particular importance is the establishment of professional development programmes for both newly appointed and servicing principals. Such programmes should enhance the leadership capacity of the principals in the schools and create a more conducive learning environment.

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Taylor, R. John. "Urban school leaders' perceptions of transformational leadership /". Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848613.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Jeannette Fleischner. Includes bibliographical references (leaves 164-174).

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Pathomporn, Oumthanom Lyman Linda L. "Principal leadership behaviors differences in perceptions /". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064497.

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Thesis (Ph. D.)--Illinois State University, 2001.
Part of Appendix A in Thai. Title from title page screen, viewed March 21, 2006. Dissertation Committee: Linda Lyman (chair), John Rugutt, George Padavil, David L. Tucker. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.

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Hendricks, Clarence Nowellin. "Integrated leadership : a leadership approach for school management teams". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018610.

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School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.

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September, Phinias. "School management teams’ understanding of collaborative leadership in primary schools". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25823.

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Although the Task Team on leadership and development (DoE, 1996) has introduced the notion of shared (collaborative) leadership as embodied among others in school management teams, considerable doubt remains about its practical implementation (DoE, 1996). It seems that there may be widespread failure to implement the idea of collaborative (shared) leadership (DoE, 1996). The problem this research explores is whether, in the opinion of school management team members, the traditional approach to leadership has changed (DoE, 1996). According to Grant (2006 in Grant&Singh, 2009), despite an enabling democratic policy framework the leadership at many South African schools seems to remain firmly entrenched within the formal, hierarchical management structure. During the period of colonialism and apartheid in South Africa government legislation perpetuated a society of inequality based on race, class and gender (Grant 2006 in Grant & Singh, 2009). To control and maintain this inequality, government policies promoted centralised, authoritarian control of education at all levels within the system (Grant 2006 in Grant&Singh, 2009). Today, within a democratic South Africa, the South African Schools Act (1996), the Government Gazette of the Norms and Standards for Educators (2000) and the Task Team Report on Education Management Development (DoE, 1996) challenge schools to review their management policies, which have traditionally been top-down, and create a whole new approach to managing schools where management is seen as an activity in which all members of education engage and should not be seen as the task of a few (DoE, 1996:27). According to Moloi (2002 in Grant&Singh, 2009), although our education policies call for new ways of managing schools, many remain unresponsive and retain their rigid structures because educators are unable to make a shift away from patriarchal ways of thinking. It is against this backdrop that I explore whether leadership has indeed shifted to become more participatory and inclusive. One form of leadership that would reflect this shift is termed collaborative leadership (Grant&Singh, 2009). This form of leadership is based on the premise that leadership should be shared throughout an organisation such as a school (Grant&Singh, 2009). This alternate form of leadership allows for the emergence of teachers as one of the multiple sources of guidance and direction (Grant&Singh, 2009). According to Grant and Singh (2009), collaborative leadership offers a radical departure from the traditional understanding of leadership because it deconstructs the notion of leadership in relation to position in the school. It constructs leadership as a process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school (Grant&Singh, 2009). The general aim of this research is to investigate school management teams’ understanding of the implementation of collaborative leadership in primary schools in Gauteng District 4 in Pretoria. In this research I discuss important issues relating to collaborative leadership. My findings reveal that schools management teams indeed understand and implement collaborative leadership in their schools but also that collaborative leadership is much more than just working together as a team. My argument is that there must be a radical reconceptualisation of the concept of collaborative leadership as well as an attempt to move towards more dispersed and democratic forms of it.
Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted

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McCormick, Paul R. "Leadership in a Democratic School". Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603433.

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The purpose of this study is to examine the experiences of a democratic school leader and understand how his conception of leadership is congruent or incongruent with notions of democracy and democratic leadership. This small, participant-observer case study follows a democratic school leader and his staff for a year and examines those challenges and opportunities. Specifically, the research addresses how a school leader’s belief system impacts their approach to school governance. It also examines the tensions leaders in this context encounter and how those tensions are navigated. The data uncovers unique opportunities that similarly situated democratic school leaders encounter, and the best approaches for practitioners in the field.

The research traces the history of democratic schools and the diverse set of ideas that define the broad spectrum of these types of schools. This work also examines recurrent leadership themes in literature and pairs them with some of the defining characteristics of democratic schools. It then looks specifically at research aimed at understanding democratic school leadership. It creates a conceptual understanding of democratic schools based on an intimate and practitioner-based understanding of the research site: voice in decision-making, curriculum, and community.

The findings uncover a school leader who is pulled in many different directions, but one who remains committed to the democratic process of deliberation and listening. The findings also elucidate a tension with autonomous teaching and curriculum writing, as well as the process of terminating students from community. While revisiting existing research, this work explains some new understandings about leadership in a democratic school context and contains some practical suggestions for leaders in similar situations.

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Hardie, Lorraine. "Successful primary school principal leadership /". Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh262.pdf.

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Wargo, Elizabeth Sue. "Hyperconnected school leadership| Shared experiences". Thesis, University of Montana, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256108.

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Leaders remain perpetually connected to their work because of the rapid advancement of information technology. This research, using a qualitative approach, explored how increased connective technology is affecting school leaders with the central question: How is hyperconnectivity experienced by school leaders? Using personal interviews, the lived experiences of fifteen international middle and high school principals with one-to-one student-to-device programs were collected. Raw transcriptions of their experiences were analyzed using the descriptive phenomenological approach as outlined by Giorgi (2009). This approach allowed for the data to be reduced into a single narrative description shared by all participants indicating the essences of their lived experience as hyperconnected school leaders.

This shared narrative highlighted complex and paradoxical experiences associated with how these school leaders interact with technology. Their experiences indicated that work-life balance for hyperconnected leaders required strong personal boundaries and skillful use of connective technologies. Examples of effective leader development of self and community highlighted, paradoxically, the need to unplug to effectively deploy connected technology within their leadership practice. Conversely, this study also showed how leaders can be controlled by connectivity. They associated their roles as responsible school leaders with perpetual connectivity; in consequence, they fused their work and home lives, experienced increased stress, and struggled with work overload. These results imply that international school principals are impacted by increased connectivity in different ways. Findings from this study indicate those leading hyperconnected schools must pay attention to how connectivity is affecting themselves and members of their school communities. Principals must protect themselves from the increasing demands upon their attention that constant connectivity presents in order to make mental room for the self-reflection and creativity needed to provide novel solutions and approaches towards their leadership work.

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Sarasola, Bonetti Marcos, i Carolina da Costa. "Evaluating learning centered school leadership". Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117939.

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The research shows that school leadership influences school management resultsin general, and it particularly impacts student learning. This article presentsand analyzes the VAL-ED (Vanderbilt Assessment of Leadership in Education)as a school leadership assessment tool that is based on the research on learningcentered leadership.
La investigación indica que el liderazgo educativo afecta los resultados de la gestiónde los centros educativos en general, y en particular, incide en los aprendizajes delalumnado. Este artículo presenta y analiza el VAL-ED (Vanderbilt Assessment ofLeadership in Education) como un instrumento de evaluación de la gestión, apartir de la investigación sobre liderazgo centrado en los aprendizajes.
A pesquisa indica que a liderança educacional afeta os resultados da gestão dasescolas em geral, e em particular afeta a aprendizagem do aluno. Este artigoapresenta e analisa o VAL-ED (Avaliação Vanderbilt de Liderança em Educação)como uma ferramenta de avaliação da gestão, a partir de pesquisas sobre liderançacentrada na aprendizagem.

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Lawler, Nancy L. "The examination of the Missouri Leadership Academy and principal leadership effectiveness /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091942.

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Smith, James David. "Urban school principal leadership preparation [electronic resources] perspective of urban school principals /". Diss., Connect to online resource - MSU authorized users, 2008.

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Streck, Mary Theresa. "Distributed leadership and shared decision making leadership practices that promote collaboration /". Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009streck_m.PDF.

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Thesis (E.Ed.)--The Sage Colleges, 2009.
"A Doctoral Research Project presented to Professor of Education James Butterworth, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: distributed leadership; shared decision making; leadership. Includes bibliographical references: (p. 69-74).

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Ruiz, Ernesto. "A study on cultural flexibility, leadership style, leadership style flexibility and leadership style effectiveness among Mexican-American principals in Northern California". Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2795.

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The purpose of this study was to examine the relationship among cultural flexibility, leadership style, leadership style flexibility and leadership style effectiveness among Mexican-American principals in Northern California. Three instruments were utilized to collect quantitative self-perception data from principals regarding these variables. Qualitative data was collected through interviews to elicit information that might not be provided through the surveys. Two additional questionnaires were utilized to validate principals' self perceptions and to strengthen the overall research design. Instruments were mailed out to 105 Mexican-American elementary and secondary principals in Northern California. Forty-three subjects returned and completed all three questionnaires. Completed surveys were also received from 16 supervisors and 59 teachers. Fifteen principals were randomly selected for the follow-up interviews and 10 were actually interviewed. The study contained six major hypotheses and nine research questions. The results of this study indicated that the predominant leadership style among Mexican-American elementary and secondary school principals is high supportive, low directive. These principals also scored in the average range of leadership style flexibility and effectiveness. Findings further revealed that 37% of the Mexican-American principals possessed a high or very high degree of cultural flexibility, 46% a moderate degree of cultural flexibility and 17% a low or less than average degree of cultural flexibility. This data demonstrated that 37% of the principals in this study possessed a "mostly modern" orientation, 22% possessed a balanced orientation and 51% possessed a "mostly traditional" orientation. The hypotheses in this study were rejected. The findings did not reveal a positive correlation between principals' cultural flexibility scores and their leadership style, leadership style flexibility and effectiveness. The interview qualitative data, however, indicated that a majority of principals interviewed perceived that cultural flexibility does influence their leadership style and leadership effectiveness, particularly as it relates to communicating with students and parents, working with teachers, and possessing a broader sensitivity and understanding of educational issues in multicultural school environments. Considering the mixed findings and conclusions emerging from the quantitative and qualitative data, this study is an important first step in the investigation of the relationship between cultural flexibility and leadership in educational settings. This study provides recommendations for further inquiry and suggests implications for administrator preparation.

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Newman, Mairette T., i n/a. "Practitioners' Meanings of School Leadership: Case Studies of Jamaican High School Principals". Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040910.144727.

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Guided by the symbolic interaction premise that meaning is found in the interaction of individuals with their world, this study set out to describe and analyse how selected high school principals in Jamaica understand and practise school leadership by exploring how they view their circumstances, and how their meanings of leadership are modified by the contexts of their work. To gain insight into how Jamaican principals conceptualise and experience leadership the study adopted a qualitative, collective case-study design. A purposeful sampling strategy was used to select four exemplary high school principals such that gender, school location and organization were varied. Data were sourced from semi-structured interviews, non-participant observation sessions and integrative diagrams as well as from school, principal and official Ministry of Education, Youth and Culture documents. Within-case and cross-case analyses were conducted using grounded theory modes of analysis, specifically the systematic processes referred to as open and axial coding. Findings from the within-case analysis are presented as four individual cases that communicate the salient features of each principal's leadership and context. In the first case entitled Mother of the Poor, the principal defines school leadership as the pursuit of excellence within a framework of valuing and caring for students. The principal at the centre of the second case, The Reculturing Principal, portrays leadership as transforming school culture so that it is receptive to change and committed to growth and improvement. The principal featured in the third case understands leadership as a response to students' social problems, diminished self-concept and dysfunctional community relationships - hence the title The Principal as Social Architect. The final case presents The Community Principal who conceptualizes leadership in terms of building caring, co-operative relationships among all involved in the schooling process with a view to developing community connectedness. Findings from the cross-case analysis are presented as two broad themes that characterize the principals' conceptualization and interpretation of school leadership. The first theme - 'Leadership as values-driven' - identified care and respect, social justice and excellence as the common values that defined the principals' leadership, permeating their interactions and informing their decisions. The second theme - 'Leadership as responding to and acting on context' - revealed that dynamics related to personal, school-community and policy contexts also entered into and interacted with their understandings of leadership. While all four principals in this study were guided and informed by common values, they applied them to their leadership in individual ways, modifying their approaches and emphases in response to a range of contextual elements that were both dynamic and unique. Generally, the principals conceptualized leadership as a moral undertaking, and values together with context emerged as powerful influences on how they defined, interpreted and enacted school leadership. Findings from this study contribute to local knowledge about principals and school leadership. Currently, perspectives on what constitutes school leadership depend on frameworks developed for other environments even though the extent to which these are applicable to a Caribbean context is unknown. Furthermore, in the context of recent shifts in policy, it is important to understand what and how principals think about leadership. In this respect, the findings may serve as a guide for future decisions about leadership training and professional development for principals and aspiring principals.

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Newman, Mairette T. "Practitioners' Meanings of School Leadership: Case Studies of Jamaican High School Principals". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366988.

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Guided by the symbolic interaction premise that meaning is found in the interaction of individuals with their world, this study set out to describe and analyse how selected high school principals in Jamaica understand and practise school leadership by exploring how they view their circumstances, and how their meanings of leadership are modified by the contexts of their work. To gain insight into how Jamaican principals conceptualise and experience leadership the study adopted a qualitative, collective case-study design. A purposeful sampling strategy was used to select four exemplary high school principals such that gender, school location and organization were varied. Data were sourced from semi-structured interviews, non-participant observation sessions and integrative diagrams as well as from school, principal and official Ministry of Education, Youth and Culture documents. Within-case and cross-case analyses were conducted using grounded theory modes of analysis, specifically the systematic processes referred to as open and axial coding. Findings from the within-case analysis are presented as four individual cases that communicate the salient features of each principal's leadership and context. In the first case entitled Mother of the Poor, the principal defines school leadership as the pursuit of excellence within a framework of valuing and caring for students. The principal at the centre of the second case, The Reculturing Principal, portrays leadership as transforming school culture so that it is receptive to change and committed to growth and improvement. The principal featured in the third case understands leadership as a response to students' social problems, diminished self-concept and dysfunctional community relationships - hence the title The Principal as Social Architect. The final case presents The Community Principal who conceptualizes leadership in terms of building caring, co-operative relationships among all involved in the schooling process with a view to developing community connectedness. Findings from the cross-case analysis are presented as two broad themes that characterize the principals' conceptualization and interpretation of school leadership. The first theme - 'Leadership as values-driven' - identified care and respect, social justice and excellence as the common values that defined the principals' leadership, permeating their interactions and informing their decisions. The second theme - 'Leadership as responding to and acting on context' - revealed that dynamics related to personal, school-community and policy contexts also entered into and interacted with their understandings of leadership. While all four principals in this study were guided and informed by common values, they applied them to their leadership in individual ways, modifying their approaches and emphases in response to a range of contextual elements that were both dynamic and unique. Generally, the principals conceptualized leadership as a moral undertaking, and values together with context emerged as powerful influences on how they defined, interpreted and enacted school leadership. Findings from this study contribute to local knowledge about principals and school leadership. Currently, perspectives on what constitutes school leadership depend on frameworks developed for other environments even though the extent to which these are applicable to a Caribbean context is unknown. Furthermore, in the context of recent shifts in policy, it is important to understand what and how principals think about leadership. In this respect, the findings may serve as a guide for future decisions about leadership training and professional development for principals and aspiring principals.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
Full Text

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Meyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools". Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.

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Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals. Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas. Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards. This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions. This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.

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Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools". Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.

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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community (CARICOM) largely supports The Dakar Framework for Action of Education for All (UNESCO, 2009), and their openness to the UNESCO Salamanca Statement for Action in 1994 is widely acknowledged. There have been reports indicating steady progression in educational leadership and inclusive practices within the last decade. However, no planned, long-term innovations have emerged (Commonwealth, Secretariat, 2012 & UNESCO, 2015; Riser, 2012). The aim of the study was to explore school leadership and Inclusive education in the Caribbean from the point of view and lived experience of a group of Head Teachers. A qualitative study was conducted with sixteen participants selected from among secondary schools across Guyana and Trinidad & Tobago. An Interpretative Phenomenological Approach- IPA was used (Smith, J. A.; Flowers, P. & Larkin, M. 2009), which explored how Head Teachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. This study has identified major misalignments between the requirements of the United Nations conventions regarding inclusion and the current focus of the Caribbean system of Education. In their efforts to maintain a student centred approach in leading their schools, the Head Teachers have been instrumental and innovative under uniquely challenging school circumstances. There is potential for the Caribbean schools' context to be seen as a place for the development of leadership that supports the process of inclusive education. However, the impression was that it would take major realignment of leadership perspectives, alongside trained, skilled expertise to be able to deliver meaningful support for inclusion.

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Ivery, Daphney Denise. "Why are women with leadership certification not pursuing school-level leadership positions". Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/daphney_d_ivery/ivery_daphney_d_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Abebayehu Tekleselassie. ETD. Includes bibliographical references (p. 120-129) and appendices.

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O'Sullivan, Casey. "Character education and school leadership: building a school community". Thesis, Boston University, 2004. https://hdl.handle.net/2144/27734.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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Cain, Maureen Elizabeth. "Inside the primary school leadership team : an investigation into primary school leadership practice and development as an integrated process". Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/inside-the-primary-school-leadership-team-an-investigation-into-primary-school-leadership-practice-and-development-as-an-integrated-process(6bbedb79-7646-4b37-b396-8b155ce27bb1).html.

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This thesis makes a conceptual contribution to the field of school leadership studies with a descriptive and analytical representation of the current practice and development of leaders in English Primary schools. The aim of the research is to investigate the development of nineteen school leaders, nesting their own vivid descriptions of their leadership development within a professional researcher enquiry for new knowledge and understanding. An extensive literature review locates the argument in a historical and cultural context, directed by the first research question: ‘What are the knowledge claims about the changes to school leadership and management in the policy and research literature in the last twenty-five years?’ The second research question asks: ‘What are the knowledge claims of the practice of school leadership in Primary schools as found in the official and research literature?’ Findings from the literature provide knowledge of the official expectations and advice given to school leaders in the implementation of their work. The literature also provides knowledge of leadership practice associated with issues of power, micro-politics, social and moral frames used by leaders as social agents in interpreting their leadership. Research questions three and four direct the field-research asking: ‘How are leadership roles practised and developed in Primary schools?’ and ‘What are the empirical findings that build knowledge of Primary school leadership practice and development?’ A case-study methodology structured the field-work, with qualitative research conducted in four Primary schools in North-West England during one academic year, 2008-2009. The empirical data for the case was primarily collected from nineteen members of four Senior Leadership Teams (SLT) through semi-structured interviews and observations of SLT meetings. The analysis of the full research findings is presented in an original construction of leadership, conceptualised as the PIVOT. This framework presents the key findings as integrated factors in a holistic frame around a central point, the PIVOT of leadership, which is explained as the Purpose, the Identity, the Values, the Options and the Trust, presenting wider issues for educational leadership decisions. The final research question five asks: ‘What recommendations can be made for policy and practice regarding school leadership development in Primary schools?’ Findings from the case-study make a contribution to knowledge about current school leadership practice and development, explained as a holistic, integrated approach underpinned by a wider, educative rationale, identified in the PIVOT framework. This raises issues for policy-makers and school practitioners in the development of Primary school leaders as educational leaders and provides a resource for further research enquiry by academic researchers with an interest in developing Primary school leaders.

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Taneja, Anishiya. "Leadership and mentorship". Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39533.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2007.
Includes bibliographical references (leaves 61-63).
This thesis aims to learn more about mentoring relationships in organizations. Through detailed one on one interviews with mentors and mentees from a variety of different backgrounds, different age groups, genders, races, ethnicities and experiences, I develop a perspective on how mentoring relationships are structured and what met individuals expectations and what failed. The thesis then applies principles of system dynamics to understand the complexities of organizations. Applying the assumption that the demographics in the system are represented by demographics in Fortune 500 companies today, we analyze reinforcing and balancing loops within the system to understand why there is resistance to mentorship policy and why despite good intentions, many formal mentorship policies fail. I explore the case for mentorship through the value proposition of a mentorship relationship from the perspective of the mentor, mentee and the organization through responses collected from the interviews with mentors and mentee about why they enter into mentoring relationships and what motivates them to seek them out. The thesis uses system dynamics principles to understand mentoring policies and the barriers posed by the system.
(cont.) I examine examples of mentorship policy that have worked and aim to understand their success through the framework of the model. Using learnings from the model and interviews, I try to build a list of useful elements to consider when designing effective mentorship policy. Mentorship policy like all other policies feels the tension between equity and efficiency. On one extreme, too much regulation leads to bureaucratic policy and mentoring relationships that exist long after they stop working but a lack of any regulation can leave a whole group of employees that provide diverse voices and experiences without a supportive environment to realize their potential.
by Anishiya Taneja.
M.B.A.

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Vicari, Sandra K. Mogilka Judith Ann. "Spirituality in educational leadership". Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3108313.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Judith A. Mogilka (chair), Patricia H. Klass, Paul J. Baker, Sharon Hull. Includes bibliographical references (leaves 109-125) and abstract. Also available in print.

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Clonch, Sandra U. "A School Improvement Success Story: A Qualitative Study of Rural School Leadership, Culture, and the Change Process". Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458847983.

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Johnson, Peggy E. "Exploring relationships and interactions between district leadership and school leadership teams". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3296858.

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Thesis (Ed. D.)--University of California, San Diego, San Diego State University and California State University, San Marcus, 2008.
Title from first page of PDF file (viewed March 25, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 296-304).

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Hibbs, James D. "Leadership, change and the school principal". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36133.pdf.

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Smith, Angela Powers. "The Leadership Potential of School Librarians". Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557505.

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Since their origin in 1925, standards for elementary school library programs have outlined role expectations for the school librarian. As the passage of time introduced new technologies into the world of education, these standards were reviewed and revised. After each revision, the standards, which were later referred to as guidelines, reflected an updated view on the school librarian's position with additional responsibilities listed in the form of roles. Researchers have explored perceptions of educator groups regarding these roles, to determine if they were accepted by the members of the school community (Church, 2008; Dorrell & Lawson, 1995; Gustafson, 1982; Kaplan, 2006; McCracken, 2001; Mohajerin & Smith, 1981; Person, 1993; Roach, 1989; Schon, Helmstadter, & Robinson, 1991; Scott, 1986; Shannon, 1996; Shelton, 2002). Repeatedly, findings indicated disagreement among the educator groups and an overall lack of support of these roles from teachers, administrators, and even school librarians themselves, in some cases. If a lack of support for the fulfillment of these roles exists, the school library program cannot develop to its full potential. Consequently, the school librarian cannot fully contribute to student achievement, and a valuable resource is wasted. This study explored perceptions held by educators at the elementary level on the roles of the school librarian, in light of the latest revision to the guidelines (American Association of School Librarians, 2009) which added the role of leader to the list of expectations for school librarians, to determine if a lack of support for the fulfillment of these roles persists.

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Robinson, Courtney Brooke. "Instructional leadership for high school principals". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708304.

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Instructional leadership for high school principals is becoming more important as principals are being held increasingly accountable for student achievement results. Principals are next to teachers in impacting learning in the classroom. The problem for high school principals is that they do not feel prepared to be instructional leaders for their school. There are many tasks a principal must handle throughout the day and these tasks take time away from principals acting as the instructional leader for their school. Principals are also not always supported in their development as an instructional leader. The purpose of this qualitative study was to explore how high school principals have developed into instructional leaders, the obstacles they encountered during this process and their perceptions of the types of external support they received in instructional leadership. The participants in the study included six high school principals from four different school districts. The principals had all been on the job for at least one year. Interview and document data were collected and analyzed for common themes. The findings of the study suggested that when principals receive external support in instructional leadership, there are indications that they begin to develop in this area. District support, mentoring and coaching, team support and reading with purpose were important in the development of the principals. The findings also suggested two obstacles, time and people, for principals as they lead their schools in instruction. Finally, the study’s findings indicated the principals who receive support had positive views of that support. Based on the results of the study, recommendations were made for providing a strong system of support for high school principals in the area of instructional leadership.

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West, Sylvia M. "Values in school leadership and management". Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240854.

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Waterhouse, Joanne Caitlyn. "School leadership in context : three portraits". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610771.

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Dycus, Linda Gail. "Leadership Practices of School Nutrition Professionals". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2160.

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School-aged children's nutritional needs have changed from a 1946 underweight and undernourished population to rapidly increasing numbers of overweight and obese children with associated health complications. The purpose of this quantitative study was to explore leadership practices of state and system school nutrition professionals. By obtaining information regarding the past and present practices of school nutrition professionals, this researcher strove to provide insight into best practices for future leaders. Electronic mail messages linked to Kouzes and Posner's (1995) self-reporting leadership practices survey were sent to 194 Tennessee school nutrition professionals (53 state directors and 141 system supervisors). The survey had a response rate of 40.7%. Descriptive statistics and content analysis were used to analyze responses from the survey's participants. Findings of the study provided a reflection of current school nutrition professionals' leadership practices and a demographic profile of school nutrition professionals. School nutrition professionals tend to have exemplary leadership skills as measured by the LPI compared to Kouzes-Posner mean scores. Of the nutrition professionals, 68% reported plans to retire in 10 or fewer years. Current school nutrition professionals primarily come from the ranks of existing school instructional personnel. A majority of the school supervisors held associate or bachelor degrees. State directors tended to have degrees at masters or doctorate level. A small number had postsecondary professional training in nutrition and disease. Over half had some type of training in nutrition. The findings of the study resulted in several suggestions for the school nutrition professional of the future including creation of specialized degree programs and internships at the post secondary level to train future candidates for the job as school nutrition professionals. Today's school nutrition professionals' postsecondary curriculum content could be lacking essential nutrition content area and might not be reflective of the current school population's nutritional risks, needs, and best practices of preventions and/or treatments.

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Strickland, Jessie S. "Leadership Perspectives of Tennessee School Leaders". Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2978.

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The problem was to determine factors Tennessee school leaders consider important to effective leadership. Organizational frames by Bolman and Deal were used. The four organizational frames used in the study were structural, human resource, political, and symbolic approaches to leadership. The frames were examined with regard to their relationship to Tennessee superintendent's leadership and management styles with the perception of his/her style by their superordinates and subordinates. Leadership Orientations, a validated instrument designed by Bolman and Deal, was used to gain insight about school leader perceptions from superintendents and from individuals who work in school administration with the superintendents. Individual school systems, the director of the Tennessee Academy of School Leaders (TASL), the Tennessee Organization of School Superintendents (TOSS), and the Tennessee School Board Association (TSBA) received the data analysis results about leadership perspectives. The research provided school system personnel a method to understand individual, subordinate, and superordinate expectations as they relate to the four organizational frames. Additionally, the findings indicated predictors of management and leadership effectiveness as perceived by the respondents.

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Matthew, Sonia Amarisse. "Exploring Leadership in a Multicultural School". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2559.

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The educational problem addressed in this study was the lack of empirical research of the effects of how principal leadership characteristics and style influence the culture of multicultural schools. This qualitative case study identified and explored the leadership strategies used by a reputedly successful principal of a multicultural school. A successful principal was the case being studied. The conceptual framework was anchored in Burns' transformational leadership theory. Three research questions focused on the principal's leadership characteristics, the participants' perceptions of how the principal applied the leadership style, and the influence of the principal's leadership style on school culture. A principal, an assistant principal, and 8 lead teachers knowledgeable of the principal's leadership style participated in semistructured interviews. School climate surveys were examined to enhance understanding of school climate under the principal's leadership. Data analysis strategies included transcribing interview data, thematic development, and data triangulation. Results showed that the principal's abilities to share decision-making and communicate the school's vision were important skills. The principal had profound influence on school culture and also shaped how teachers created a safe, nurturing, and stimulating learning environment sensitive to multicultural students. A central recommendation of the study is that principals in similar settings should build trust and collaboration to create inviting and equitable learning environments for diverse students and their families. This study contributes to positive social change by providing insight that may help current and emerging principals in similar situations lead school personnel in ways that contribute to positive and productive learning environments that ultimately provide increased awareness of diversity and ensure student success.

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Pendleton-Brown, Saroya N. "Teacher Job Satisfaction and School Leadership". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7250.

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Teacher Job Satisfaction and School Leadership by Saroya N. Pendleton-Brown MSA, Fayetteville State University, 2011 BBA, Baker College, 1993 AAS, Jordan College, 1991 Doctoral Study Completed in Partial Fulfillment of the Requirements for the Degree of Doctor of Education August 2019 The problem in a middle eastern school was the high annual rate of teacher attrition, which is above 25% per year. The purpose of this qualitative case study was to examine teacher perceptions of the attrition rates as they relate to the school leadership style at this study site. Herzberg's theory of motivation, which provides insights regarding job satisfaction, served as the conceptual framework that guided this study. The research questions were developed to examine teacher perceptions about administrative influences on teachers' job satisfaction and the programs and services they believe may enhance morale. A case study design was used to capture the insights of 10 purposefully selected teachers from the target school to conduct semi-structured interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking and a process to identify convergence and divergence. The findings revealed that participants preferred leadership styles that were supportive, and they placed a high value on teacher input. A professional development program was designed to educate participants on the connection between leadership styles and teacher attrition. This program may contribute to positive social change by guiding educational leaders to establish an enhanced learning environment that is responsive to the social, cultural, and ethnic differences of the teachers in the middle east.

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Kellogg, John R. "An examination of distributed leadership in a public school district /". View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3234225.

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Harris, Mary Judy. "Effective leadership by department chairs in educational leadership / administration departments /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164512.

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Irvin, Janice L. "School TVAAS Rank and Teacher Perceptions of Elementary School Culture in East Tennessee". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2294.

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The focus of this study was a comparison between the perceptions of school culture characteristics as measured by the TELL Tennessee Survey taken by school-based licensed educators in Tennessee and each school’s overall composite TVAAS score. 9 factor variables were discussed in the literature review. This dissertation was a quantitative study of teachers' perceptions of school culture and TVAAS composite scores. A one-way analysis of variance (ANOVA) was conducted to evaluate the relationships among overall school culture as measured by the TELL Tennessee survey and individual effects on TVAAS composite scores. The dependent variable was the response to the TELL Tennessee survey questions by Tennessee licensed school-based educators. The exploratory question that originated from this study was: Is there a significant difference in teacher perceptions in the 9 areas (Community Engagement, Teacher Leadership, School Leadership, Managing Student Conduct, Use of Time, Professional Development, Facilities and Resources, Instructional Practices and Support, and New Teacher Support) measured by the TELL Tennessee Survey among schools that received a 1, 2, 3, 4, or 5 on their overall TVAAS score in 2013? In an attempt to answer this question, means were calculated using the TELL Tennessee survey responses for each of the 9 variables. This purposeful sample represents 164 elementary schools in East Tennessee. An ANOVA test was used to determine if a correlation existed between teacher perceptions in the 9 areas measured by the TELL Tennessee Survey and schools that received a 1, 2, 3, 4, or 5 on their overall TVAAS score in 2013. The results showed no significant difference in the teachers' perceptions of their school’s administrator, culture, and overall composite TVAAS data score. The null hypotheses were retained in all 9 survey areas.

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Maziejka, Stanley W. "Future system leadership". Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009maziejka_s.pdf.

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Thesis (E.Ed.)--The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, Sage Graduate School." Suggested keywords: superintendent shortage; job satisfaction; leadership capacity; pathways to leadership; knowledge of superintendency; mentoring. Includes bibliographical references: (p. 67-71).

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Nye, Gary D. Adkison Judith Ann. "Principals' leadership beliefs". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9747.

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Tillman, Gerald David. "Teachers' and principals' perceptions of the variables school leadership, school curriculum, school building facilities, teacher expectations, parental involvement, and school discipline in the Dekalb County School System". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2001. http://digitalcommons.auctr.edu/dissertations/1458.

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This quantitative study described the perceptions of teachers and school administrators related to six variables in the Dekalb County School System. The study involved a population of 200 teachers and 75 school administrators employed in a large metropolitan school system in Georgia. The respondents from the population of 200 teachers and 75 school administrators consisted of 202 total subjects. The sample of the population was analyzed during the 1998-99 academic school year. There were a total of six variables in the study. The statistical procedures involved a t-test for Equality of Means and a Pearson Correlation Analysis. There were six significant findings according to the t-test results. The statistical review of the survey data revealed that teachers and school administrators had significantly different perceptions on all six variables. The overall mean scores were consistently higher for school administrators showing that they were more likely to agree on the tested variables than teachers. According to the Pearson test, all of the variables had a ( r ) value less than .397. The Pearson Analysis produced a weak but significant relationship between teachers and school administrators on all of the variables, thereby supporting the ttest analysis and rejecting all six hypotheses.

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Al-Farsi, Said Nasser. "Omani school head teachers views of effectiveness of school leadership of secondary schools in Oman". Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2611/.

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The aims of the study were to: examine how school leaders define effective school leadership, and identify the range of strategies school leaders employed in the management of their school. These aims would allow a consideration of the implications of the results for the professional development of school leaders in secondary schools in Oman. Two questions were set: What are the head teachers’ views of effective school leadership in the secondary schools, and what are some of the strategies head teachers use to lead their schools? Two methods were used. A survey was carried out using a questionnaire completed by all head teachers of secondary schools in Oman. This questionnaire identified a number of items within seven fields and asked head teachers to indicate their level of agreement with these items. These items were drawn from a reading of the literature to identify the features of participatory school leadership. The questionnaire had 40 items divided into seven fields with between 4 and 7 items in each field. This first stage was followed by a smaller group of head teachers being interviewed with the sample being composed of one male and one female head teacher from every district in Oman. The study investigated the profile of current secondary head teachers in Oman in terms of qualification, job experience, teaching experience and gender. Summary data for each of these aspects has been gathered. Also gender was examined in relation to the factors of qualification, length of experience as a teacher and as a manager. The study explored the views of all secondary head teachers in Oman about a participatory model of school leadership and found that there was a consistently high level of agreement with each of the items in the seven fields. The responses of head teachers were also examined for the presence of any statistically significant correlation between the views of the head teachers and each of the following variables: the head teachers’ gender, qualifications, length of experience as a head teacher and length of teaching experience.

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Dunn, Michael C. "School board service : how modern school board members engage and understand their leadership role". Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/m_dunn_041309.pdf.

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