bluuebunny/crossref_metadata_2025 huggingface dataset:
Values Perception and Future Educational Leaders
Authors: Craig Robert P. , Norris Cynthia J.
Published: January 2019

This article describes a process of incorporating future school administrators’ value clusters into a university preparation program. The university's role in integrating a values dimension in school administrators’ preparation programs is elucidated. The “Principal's Reflective Experiential Preparation Program” is described, with an emphasis on the use of the “Hall-Tonna Inventory of Values” to ascertain the future administrators’ value clusters as they relate to the individual's leadership classification. It is noted that this process of values and leadership articulation affords clarity regarding the future administrator's philosophical foundations as they relate to educational practice and to the determination of future career decisions. Finally, reflections are given regarding future directions to enhance values integration in administrative preparation programs; such programs are challenged to integrate the candidates’ value clusters—those that energize humans, within programmatic development.
Attitude Tpward Visionary Leadership
Authors: Lesourd Sandra J. , Tracz Susan , Grady Marilyn L.
Published: January 2019

Typologies of leadership style are emerging from naturalistic studies conducted by researchers at school sites. Through extensive observation and interviews with members of schools, researchers have accomplished a specific description of the values and behavioral attributes of leaders. For example, Bennis and Nanus (1985), Blumberg and Greenfield (1980), Deal and Kennedy (1982), Lightfoot (1983), and Wolcott (1973) have presented informative studies of schools and organizations. These analyses of leadership in context have contributed to the identification of notable, effective leadership qualities. In addition, the genre of effective school research clarified the existence of variation in the principals’ influence upon school quality (Leithwood and Montgomery, 1982; Purkey and Smith, 1982). Investigation of school effectiveness confirmed that some principals are more influential than others in making improvements. Some develop reputations as dynamic leaders who foster institutional change, while others are primarily concerned with routine maintenance functions.

While documentation of the distinctive propensities of notable principals is available, specific techniques for assessing these propensities are lacking. There is a need to integrate research findings into preparation and professional development programs for school leaders. Information gained from studies of outstanding leaders should be converted into techniques and strategies applicable to the preparation of candidates for leadership roles and continued professional development of individuals who have assumed leadership roles. The following reports an attempt to formulate descriptive research findings into a utilitarian tool for leadership development programs. An instrument to measure attitude toward a leadership ideal was developed, administered, and analyzed for construct validity. Findings from the previously cited studies of leaders, who had reputations for implementing outstanding leadership, were summarized to establish the leadership ideal. It was postulated that the instrument would address a need to assess individual acceptance of the qualities identified in outstanding leaders.
Creating a Caring School
Authors: Courtney Michael
Published: January 2019

Administrators can create a climate of caring in today's schools despite the negative characterizations toward education. The author describes attempts to improve school climate at an inner city school in Durham, North Carolina. The approaches are theoretically founded and practically implemented.
From Teaching to Administration: A Preparation Institute
Authors: Crow Gary M. , Mecklowitz Bernard , Weekes Y. Nona
Published: January 2019

The move from teaching to administration is a pivotal point for creating innovative leaders. The National Policy Board on Educational Administration and other professional organizations have called for reform in the training of school leaders. This article discusses the socialization processes leading to an innovative approach to the role of principal and then moves to a description of the implementation of a particular principal training institute. As well as describing the theoretical, experiential and analytical components of the program, the article identifies benefits and problems with such an institute.
A Meta-Analytic Model of Principal Assessment
Authors: Williams John , Pantili Linda
Published: January 2019

The selection of a school principal is a very important personnel function in a school system. Considerable effort has been expended by school systems to improve the selection process. In an endeavor to establish objectivity in an apparently subjective procedure for principal selection, the National Association for Secondary School Principals (NASSP) developed an assessment process to enhance the identification and selection of potential school principals.

Research studies to date have been individually inconclusive in identifying the best criteria for assessment and selection of school administrators. The primary questions of this study centered on concerns about the criteria used for evaluating leadership potential. First, are NASSP-style assessment centers effective in evaluating desirable criteria for the principalship? Which criteria used in assessment are the most and least correlated with job performance criteria? If the criterion validity of current dimension estimators is relatively low, which alternate criteria might augment the current assessment process?

This study used a series of meta-analyses to integrate the factors identified within and outside of the NASSP assessment center process into a consistent theoretical framework for the improvement of principal preparation, assessment, selection and performance. A model for future assessment center programs is then proposed on the basis of this analysis.
School Administrators: The Next Generation
Authors: Grady Marilyn L. , Kristine J. Carlson , Brock Barbara L.
Published: January 2019

This study addressed the perceptions held by student teachers in Nebraska concerning administration as a career, their aspirations to become administrators, and the encouragement received by males and females to become administrators. A questionnaire was administered to 322 individuals who were student teachers during the Fall Semester of 1990, to determine whether they had considered careers in school administration and whether they had received encouragement to do so. Results indicated that most of the respondents considered administration to be a managerial role; leadership did not rank highly in the student teachers’ perceptions of administrators. Most of the respondents did aspire to become administrators at some point. More than one-half of the respondents had been encouraged to enter administration, but this encouragement did not appear to affect their decision. There were no differences reported for the amount of encouragement received by males and by females.
Ethical and Moral Theory and Public School Administration
Authors: Craig Robert P.
Published: January 2019

This article examines a taxonomy for understanding and applying various facets of ethical argumentation and conceptualization to administrative practice. Initially, the importance of using such research findings and developing the ability of conceptual analysis is presented. Then, an explication of normative ethics is given; that is, both a prescriptive approach to ethics and the relevance of applied ethics for educational leadership is considered. This four part taxonomy is then applied to administrative practice. Finally, recommendations are given on the use of the taxonomy for educational leaders.
Observations of the U.S. Principalship: A Cross-Cultural Perspective from a Kenyan Headmaster
Authors: Barasa J. Malilo , Gips Crystal J. , Hazler Richard J.
Published: January 2019

This paper arises from a Kenyan headmaster's personal observations of U.S. principals. As a case study, it provides an analysis of U.S. educational leadership by comparing the roles of U.S. principals and Kenyan headmasters. Similarities and differences in roles are noted as they emerge from the values of the two cultures. The impacts of the different approaches to school leadership are considered, especially as they allow for insights into potential alterations in the practices of U.S. principals. The paper concludes with a series of recommended strategies for change in school leadership, which answer the needs identified in the current literature on educational reform.
A Review of the Literature on the Status of Women and Minorities in the Professoriate in Higher Education
Authors: Granger Marylyn W.
Published: January 2019

Over the past twenty years, the status of women in higher education has improved, but only marginally so. As the political and social climate of the country has become more conservative, the concepts of affirmative action and equal opportunity for women and minorities have been challenged more than ever. In addition, although women are flocking to graduate schools in record numbers, only a small percentage of them are encouraged to seek positions in higher education as administrators or professors. Statistically, the situation is worse, especially for black women. This status report focuses on the following: (1) the role of affirmative action in the hiring and retention of women in higher education; (2) the environment that exists in colleges and universities in regard to women and minorities; (3) policies that adversely affect black women in academia; (4) existing rank and salary inequities of minority male and female professors; (5) a specific look at male and female professors of educational administration; and (6) implications and recommendations.
Levels of Environmental Uncertainty of a Site-Based Management School within a Minority/Majority Context
Authors: Antelo Absael , Ovando Martha N.
Published: January 2019

The focus of this study was the perceived environmental uncertainty (PEU) of teachers in two selected elementary schools in a minority/majority context. It attempted to determine the sources of uncertainty that are perceived by teachers in a site-based management (SBM) elementary school and a non-site-based management elementary school. Specific items were examined to determine which indistrict and out-district matters were related to uncertainty and to explore whether or not the two groups of teachers in the selected schools were different regarding their perceived environmental uncertainty. A basic causal-comparative design was employed and the Perceived Environmental Uncertainty Index (PEUI) developed by Singh (1991) was used to collect data. Means, standard deviations and t-tests were calculated to quantify and summarize the data. Findings indicate that the PEU levels for the SBM school were lower than that of the non-SBM school; specific in-district and out-district items rated as most unclear and significant are different for both schools. However, both schools were concerned with the impact of state legislature on job. There is a significant difference in in-district PEU, out-of-district PEU and total PEU between the two schools. These results seem to suggest that site-based management is a viable alternative for reducing and coping with environmental uncertainty. However, further research needs to focus on other levels of school following a SBM approach. Additional studies should address correlations between perceived environmental uncertainty and student success.
Influencing Education Policy Discussions: A Case Study
Authors: Grady Marilyn L
Published: January 2019

This article is a report of one effort to directly influence state education policy discussions through a coordinated plan. The report is presented as a case study. The case study includes a description of the development, implementation, and outcomes of a state legislative relations plan. Recommendations to others seeking to influence education policy include: become involved with the State Education Policy Seminars; secure sponsorship of activities from a foundation or educational laboratory; and seek policy discussion participants who are leaders in their constituent groups.
Integrating Site-Based Management and Effective Schools Research for Policy Development
Authors: Cole Bryan R.
Published: January 2019

Shared decision making is a central tenet of site-based management. Effective educational policy should be an outgrowth of this shared decision making and provide direction for educational practice. To this end, this article provides a sequentially integrated approach to policy development. By incorporating analyses of foundations of educational decision making, accepted practices of site-based management, sound educational research, assessment of policy values, and a disciplined decision-making process, campus management teams can provide the effective, proactive leadership that society and the educational community demand and deserve. The model outlined is designed to provide educational leaders with an enhanced context within which one can effectively integrate site-based management principles and effective schools research that will result in policies and practices for more effective schools.
Who is Teaching California School Administrators? A Profile of California Professors of Educational Administration
Authors: Townley Arthur J. , Sweeney Dwight P.
Published: January 2019

This study reports findings of a survey of California Professors of Educational Administration. Surveys were mailed to 160 California Professors of Educational Administration.

The survey was intended to establish a profile of current Professors of Educational Administration to assist in determining the number of new faculty positions needed over the next five years. The survey sought information concerning age, gender, ethnicity, education, employment status, rank, amount and type of prior public school administrative experience, number of new faculty positions anticipated over the next five years, and the need for a differential pay scale to attract new Educational Administration faculty.
An Investigation of School Superintendents’ Views of School Funding Problems and School Finance Reform in Tennessee
Authors: Hirth Marilyn A.
Published: January 2019

Current or potential legal challenges have forced many states to scrutinize and reform their existing school finance structures. Many states are experiencing similar school finance problems; therefore, in an effort to provide information that may be beneficial to other states and superintendents, school funding, tax reform, and education reform in Tennessee are examined. It was the purpose of this study to request information from superintendents concerning the extent and impact of budget cuts for 1991–1992, solicit their opinions on tax reform, ask their impression of the small school system lawsuit (Tennessee Small School Systems v. McWherter, 1988), and assess the effect of proposed Basic Education Program (BEP) requirements on special education programs in their local school district.
Mentoring and Shadow Consulting: Keys to Enhancing Novice and Veteran School Administrator Training
Authors: Shelton Maria M. , Herman Jerry J.
Published: January 2019

Countless school administrators will soon be retiring, and as a result, school systems must proactively help novice administrators quickly “learn the ropes.” Two ways to assist novices are: (1) mentoring, and (2) shadow consulting. Mentoring entails coupling a respected, experienced administrator with the novice and moving the novice to higher levels of productivity and effectiveness. Shadow consulting places a shadow consultant with the novice who monitors the individual's daily routine, provides the individual with performance feedback, and helps the individual develop a personal improvement plan. Mentoring and shadow consulting are excellent vehicles for “bringing novices on board” and “improving veteran administrators’ skills.”
The Priorities of Elementary and Secondary Principals for the Criteria Used in the Teacher Selection Process
Authors: Place A. William , Drake Thelbert L.
Published: January 2019

In this study, elementary and secondary principals, from the states Ohio and Illinois, were not found to have different priorities for the selection of teachers regardless of the area/focal position being sought. The higher selection priorities are enthusiasm for teaching, communication skills, and interviewer's evaluation. The lower priorities are reference information, grade point average, and self-purposing. More research is needed to clarify how these criteria actually are used. Administrators and potential candidates need to be aware of and concentrate on the higher priorities in relation both to how they are demonstrated and to how they are evaluated.
Empowered Leadership: Realizing the Good News
Authors: Shields Carolyn , Newton Earle
Published: January 2019

As we began our study of four schools’ participation in a major School Improvement Program (Saskatchewan, Canada), we were particularly interested in examining the practice of leadership and the lessons that might be learned from both successful and less successful change initiatives concerning leadership for positive educational change. We analyzed our data from two perspectives: the technical, political, and cultural frames advanced by Corbett and Rossman (1989), and the disciplines of the learning organization identified by Senge (1990). Findings suggest that provincial guidelines discuss but do not define leadership and that leadership as practiced most frequently consists largely of disconnected decisions, behaviors, and actions. The dual analysis provides support for our contention that a view of leadership that emphasizes the development of shared vision and systems thinking, and which encourages constant learning, renewal, and increased empowerment for all participants might provide more consistent momentum and more positive results.
The Association of Role Conflict and Ambiguity with Administrator Stress and Burnout
Authors: Gmelch Walter H. , Torelli Joseph A.
Published: January 2019

Many of the recent studies on school administrator stress and burnout have failed to investigate the connection between stress and burnout with role conditions such as role conflict and role ambiguity. The present study assessed the association of role conflict and ambiguity with the administrative stress cycle. Seventy-four percent of the 1000 principals and superintendent completed the Administrator Work Inventory which consisted of the Administrator Stress Index, Maslach Burnout Inventory and Role Questionnaire in addition to demographic and organizational questions. The results of the multiple correlations between the variables resulted in the following conclusions: (1) Role conflict and ambiguity contributes specifically to conflict-mediating stress; (2) Burnout in administration is associated closely with role structure of administrative positions; and (3) Administrators must manage the role conflict and ambiguity in order to filter some of the stress and emotional exhaustion from their occupations. Implications for training institutions were also drawn from the study.
Preparing Leaders to Understand and Facilitate Change: A Problem-Based Learning Approach
Authors: Chenoweth Tom , Everhart Robert B.
Published: January 2019

This article describes the development and fruition of a class on the topic of school change. The class was organized following the precepts of problem-based learning, believing that the content and pedagogy of the class should reflect the reality of the environment within which change is implemented in schools.
Next Steps: Adaptation and Use of an Established Organizational Model in Training Principals
Authors: Burnett Emett
Published: January 2019

Today's school principals are confronted with increasing and often conflicting demands for effective and accountable performance. Many of those demands center on essentially impersonal managerial tasks such as strategic planning, documentation and evaluation, while others focus on the humanistic imperatives of showing concern for others, nurturing staff talents and empowering faculty. The author has found the Getzels-Guba model of organizational social system functioning (Getzels and Guba, 1957; Getzels, 1958) to be a practical conceptual base for adaptation as a teaching tool to be used with principalship trainees in addressing such conflicting demands.

The Getzels-Guba model as adapted by this writer has proven effective as an analytical aid used by graduate students in understanding the practical dynamics of the school leadership functions of the principal. The school is viewed as a social system, the functioning of which results in observable organizational behavior. The model is divided into an impersonal nomothetic dimension comprising the institution, role and expectation, and a highly personal idiographic dimension consisting of the parallel elements of the individual, his/her personality and his/her operative need-disposition. Simultaneous activity along both dimensions results in observable behavior with which the principal must deal. Although Getzels focused on the idio-graphic/nomothetic dynamics involved as existing within the individual, the author of this article has expanded the basic concept to include such interaction both within the individual and between individuals.

Three types of possible conflict arising from the internal dynamics of the model were identified by Getzels: role conflict, personality conflict, and role-personality conflict. Each, as expanded and adapted by the present writer, is discussed in reference to its applicability to principalship training. The point is emphasized to students that by facilitating effective interface of the nomothetic and idiographic dimensions of the school social system, the principal can minimize the negative effects of conflict and help release the creative energy needed to attain organizational effectiveness.

Emphasis is placed on experiences in using this adapted model with principalship trainees, their reactions to its applicability, and practical suggestions to facilitate its use as an aid in teaching. The author concludes by advising professors of educational administration to consider rational expansion and adaptation of existing models, theories and paradigms essential to their task of linking theory with practice.
Successful and Unsuccessful Candidates for Public School Administrative Positions
Authors: Hite Steven J. , Krueger Joann , Basom Margaret R.
Published: January 2019

What do we know about the values and selection standards of practicing school administrators as they recruit and replace one another as leaders of schools? By examining the experiences of successful and unsuccessful candidates who are licensed for and seeking school administrative positions, it may be possible to expand our understanding of the process by which school leaders are selected. Additionally, by describing the experiences of successful and unsuccessful candidates, educational researchers can begin to examine the role, if any, of university preparation programs at the juncture between the completion of pre-service training and the practice of leading learning in schools.
Dilemmas of Assistant Principals in Their Supervisory Role: Reflections of an Assistant Principal
Authors: Glanz Jeffrey
Published: January 2019

Attention is focused, in this article, on the dilemmas of the supervisory role and the shift from a bureaucratic to a collegial culture. This article, based on practitioner reflection, provides anecdotal evidence to support the move from a bureaucratic culture to a collegial one. The author documents a basic conflict he has experienced which hindered his ability to function effectively. Specifically, the article explores an unresolved dilemma between the necessity to evaluate and the desire to genuinely assist teachers in the instructional process. This problem, although seemingly intractable, can, in fact be mitigated through more collaborative efforts which strive to foster participatory democratic leadership. These efforts are discussed.
Effect of Family Structure on Parental Involvement: Perspectives of Principals and Traditional, Dual-Income, and Single Parents
Authors: Wanat Carolyn L.
Published: January 2019

This study examined children's school needs, the school's response to those needs, and present and desirable forms of parental involvement from the perspectives of traditional, dual-income, and single parents. Parents from each family type and principals shared their opinions in 48 in-depth interviews. Respondents agreed that children from all families need a quality education in a safe environment. While respondents disagreed on specific forms that parental involvement should take, they agreed that it is the principal's responsibility to provide an open climate and interactive communication for meaningful involvement to occur.
School-Based Community Services: A Study of Public Agency Partnerships
Authors: Arthur Gary , Bauman Paul
Published: January 2019

This article describes the dynamics of establishing school-based community services through interagency partnerships. It is based on a case study of the creation of an intergenerational learning center in Colorado Springs, Colorado, where a public middle school, faced with closure and neighborhood decline, became the focus of a managerial and programmatic agreement between the city, a community action agency, and the school district. A case synopsis describes the (developmental) sequence of partnership development and the school restructuring process. Findings indicate that interagency partnerships can result in school restructuring which encourages school-based community services as service delivery options for students.
Women Principals as Leaders: A Case Study
Authors: Fennell Hope-Arlene
Published: January 2019

Discussed in this paper are experiences with leadership and power from the points of view of four women elementary school principals and the teachers with whom they work. Focused on the concepts of leadership, communication, decisionmaking, and conflict resolution, data were collected through semi-structured and unstructured interviews with principals, and surveys and structured interviews with teachers. Interview data were analyzed by transcription to determine emergent themes; survey data were analyzed statistically. Findings included descriptions of principals’ uses of facilitative power from their self reports and the reports of those teachers with whom they worked. The paper also provides examples of power as both a multi-dimensional and multi-directional concept.
Constructing a New Taxonomy of Change: Michigan Administrators’ Perspectives on Current Change Processes
Authors: Jenlink Patrick M. , Kinnucan-Welsch Kathryn
Published: January 2019

Reform in education is capturing national attention. While a macro view of change process from the policy, legislative or structural perspective is crucial, the perspectives of those engaged in the change process are equally important to the understanding of change in all of its complexity. This study examined the perceptions of administrators whose districts were involved in change processes. The responses from the administrators suggest a framing mechanism, or taxonomy, that represents the current state of change efforts in Michigan.
Designing Effective School-Linked Services Programs: Lessons from Collaborative Programs for Children with Disabilities
Authors: Kelley Carolyn , Kahne Joseph
Published: January 2019

After approximately twenty years of experience with federal education legislation for individuals with disabilities, educational researchers have developed an extensive knowledge base on collaborative delivery systems for children with disabilities. Drawing on this experience, the article examines research in the areas of funding, parent involvement and accountability for lessons which can be applied to the design of school-linked service programs for at-risk youth.
Experience-Based Leadership Training: Reflections of African-American School Leaders
Authors: Benham Maenette K. P. , Shepard Edward
Published: January 2019

A variety of innovative pedagogues focused on improving school leadership preparation programs are currently under way throughout the United States. Coupled with these fresh approaches to teaching and learning that center on exploring the professional knowledge of the practitioner, more institutions are actively recruiting school leaders who represent a range of ethnic backgrounds. The intent of the following paper is to examine the usefulness of one innovative instructional approach, an experientially-based leadership retreat, for five African-American school leaders. The stories presented in this paper attempt to link the participants’ lives and professional experiences to the leadership retreat to answer the question “What did they learn about themselves through this experience?” The emergent themes have universal value and positive implications for current and future leadership preparation programs.
Developing an Industry-Education Community: The United Auto Workers/General Motors Quality Educator Program
Authors: Jacobson Stephen L. , Walline James
Published: January 2019

In this paper we review the evolution of the Quality Educator Program (QEP), a program sponsored by the United Auto Workers (UAW)/General Motors (GM) that employs school teachers, administrators, and college and university faculty each summer in GM assembly plants. The QEP provides educators and those in industry the unique opportunity to interact and observe one another in a common workplace for a 4–6 week time period. Participation in the QEP allows educators the chance to observe first-hand the UAW/GM's use of “quality networks.” We argue that quality networks hold promise for improving the day-to-day operation of public schools by allowing new and better relationships to develop among educational professionals, and between educators and the communities they serve.

Implicit in this work is the fact that a larger community is being developed, a community of labor and management from industry working closely with educators to improve the quality of public education for their mutual benefit. To better understand the implications of this emerging community, a brief review of conceptual differences in the dominant social relationships characteristic of communities as compared to organizations is developed from Tonnies’ (1887) distinction between Gemeinschaft and Gesellschaft societal types, Sergiovanni's (1993) distinction between organization and community as dominant school metaphors, and Maxwell's (1994) and distinction between similarity and contiguity as modes of relationship central to community solidarity.
School Principal Succession and Teachers on Successor Effectiveness
Authors: Johnson Bob L. , Licata Joseph W.
Published: January 2019

Consistent with a long-standing tradition of research on schools as social systems, this study examines the relationship between the conditions of principal succession and teachers’ perceptions of the successor's effectiveness. Using a sample of seventy-three elementary and secondary school principals and 3,067 teachers, its intent is to stimulate exploration of principal succession through the development of a series of tentative propositions. Study findings suggest that effective successors: inspire teacher confidence early; are associated with predecessors that teachers see as relatively weak; and are not vulnerable to negative comparisons with the predecessor. Further, and within the context of the social-systems framework, this study suggests that teachers’ assessments of successor effectiveness are related to the degree to which the successor's style and policies disrupt those features of the school organization which promote systemic predictability for organizational participants.
Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development
Authors: Macpherson R. J. S. Mac , Taplin Margaret
Published: January 2019

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.
Superintendents’ Roles in Curriculum Development and Instructional Leadership: Instructional Visionaries, Collaborators, Supporters, and Delegators
Authors: Bredeson Paul V.
Published: January 2019

The purpose of this paper is to present the findings of a survey study of superintendents’ work in the areas of curriculum development and instructional leadership. Four primary instructional leadership roles are identified: 1) instructional visionary, 2) instructional collaborator, 3) instructional supporter, and 4) instructional delegator. Further analyses revealed significant differences among instructional leader types in work role priorities, use of time, and in their descriptions of the expectations others had for them in the areas of curriculum development and instructional leadership.
Differences in the Socialization Experiences of Promoted and Aspiring School Administrators
Authors: Hamilton Douglas N. , Ross Peter N. , Steinbach Rosanne , Leithwood Kenneth A.
Published: January 2019

This study examined the socialization of seven promoted and seven aspiring vice-principal candidates in a large suburban school district. Evidence from these interviews indicates that the following socialization experiences were highly valued in the selection process, especially regarding the promoted candidates: having administrative experience at the system level; possessing a focused orientation toward preparation; understanding and practising instructional leadership; developing a strong support system (e.g., mentoring); and possessing highly valued personal qualities such as being change-oriented and demonstrating a positive orientation to the role. Recommendations for the improvement of vice-principal promotion programs focused on the importance of specific and clear feedback to all candidates and the role of school districts in proactively facilitating candidate preparation.
The Principalship and Stress in the Workplace: An Observational and Physiological Study
Authors: Whan L. D. , Thomas A. Ross
Published: January 2019

This study sought to identify stress when experienced by principals in their schools, to record the duration of periods of stress experienced, and to ascertain if and what particular administrative behaviors were associated with stress. Structured observation was used to record and time all activities of ten elementary school principals in Sydney, Australia. Observed stressful behavior was confirmed by the use of a tissue perfusion monitor—a physiological measure of stress. All principals were shown to experience stress—some at heavy levels for extended periods. Eight categories of stressors were identified.
Preparing Expert Leaders: A Fresh Clinical Model
Authors: Furtwengler Carol B. , Furtwengler Willis J. , Hurst David , Turk Randall L. , Holcomb Edie
Published: January 2019

This article describes an innovative doctoral program that prepares students to become expert leaders in educational administration. The program integrates curriculum through an applied inquiry, clinically oriented, field-based model. To ensure accurate assessment, student performance is judged according to theoretically grounded categories and is based on multiple evidences.
Decision Making: A Comparison of Group and Individual Decision-Making Differences
Authors: Calabrese Raymond L. , Zepeda Sally J. , Shoho Alan R.
Published: January 2019

This study contrasted the quality in decision making between individuals and collaborative groups. Forty-five participants were administered the Decision-Making Inventory either as individuals or in collaborative groups. There were few differences between individual and collaborative decision-making formats; individual decision-making skills were more effective than collaborative groups in the areas of curriculum and student discipline; there were no significant differences in decision-making skills across the independent variables of gender, ethnicity, and the participants’ current positions in schools.
Organizational Health and Decision Participation: An Empirical Analysis of Healthy Interpersonal Dynamics and Teacher Participation
Authors: Sabo Dennis J. , Barnes Kevin , Hoy Wayne K.
Published: January 2019

Important domains of teacher participation in decision making and school climate are identified and examined in this empirical study of middle schools. In general, healthy interpersonal dynamics in schools are associated with lower levels of decision deprivation among teachers. Although a healthy school climate seems important in limiting decision deprivation in classroom decision areas, it is less significant in the management domain. The results suggest that although a healthy school climate may be a necessary condition for authentic teacher participation, it is not a sufficient one.
Governing Education in an Antigovernment Environment
Authors: Bauman Paul C.
Published: January 2019

This article examines how negative views of government and the public sector are impacting educational governance. Social and political trends undermining support for public programs and school systems are reviewed. In response to the anti-government environment of the 1990s and the apparent aversion toward politics among many educators, a new definition of governance is presented to more constructively portray the politics of educational leadership. The article concludes with considerations and recommendations for school leaders who are both at the center of the action of governance and the targets of reform by groups within and outside the public system.
Perspectives on Groups and Teams in Educational Organizations
Authors: Restine L. Nan
Published: January 2019

This article explores groups and teams from a sociological perspective with specific focus on the structure of activity, the nature of interaction and interdependence, and coordination. The emphasis is on distinguishing groups and teams, describing selected team sports configurations and school corollaries, and discussing dimensions of contrast and implications for leadership.
Working through the “Riddle of the Heart”: Perspectives of Women Superintendents
Authors: Brunner C. Cryss
Published: January 2019

Advice from successful women superintendents is useful for other women aspiring to the position or wishing greater success while in the position. The purpose of this non-traditional paper is to share such advice in a way that is useful to those who want or need it. Toward that end, this paper presents the results of a qualitative study that is focused on specific methods for success that were gathered in interviews with women superintendents. Interpretations that cut across the narratives are expressed through the metaphoric framework provided by Carlos Castaneda's (1981, 1987) principles of power that govern the riddle of the heart. Rather than a typical conclusion, the paper ends with the results experienced after practicing the principles governing the riddle of the heart and how these results can be found in the practice of the women superintendents in the study.
Autobiographical Stories of Rites of Passage of Caucasian and African-American Female Doctoral Students in Educational Administration
Authors: Shapiro Joan Poliner , Briggs-Kenney Margaret , Robinson Rochelle W. James , De Jarnette Pamela M.
Published: January 2019

This paper focuses on the autobiographical stories of one Caucasian and three African-American female doctoral students during their rites of passage in departments of educational administration. A rite of passage has been defined as the student's journey toward the completion of the dissertation. While not generalizable, the four stories offer different perspectives and experiences of nontraditional doctoral students and may provide new insights for those who advise and teach diverse graduate students.
Gender and Perceptions: Females as Secondary Principals
Authors: Nogay Kathleen , Beebe Robert J.
Published: January 2019

The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females.

Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well.

The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.
Toward an Understanding of Teachers’ Desire for Participation in Decision Making
Authors: Taylor Dianne L. , Tashakkori Abbas
Published: January 2019

An integral component of the restructuring literature rests on the assumption that teachers want to participate in schoolwide decision making. The present study explores this assumption by constructing a typology of teachers based on their reported desire to participate. Four types of teachers are characterized: (a) empowered—those who want to participate and do; (b) disenfranchised—those who want to participate but do not; (c) involved—those who do not want to participate but do; and (d) disengaged—those who do not want to participate and do not. We examine the differences and similarities among the four types of teachers on both demographic and attitudinal indicators. Results indicate that teachers are distinguished more by actual participation than by desire to participate. However, one attitudinal indicator, sense of efficacy, differentiated teachers based on desire for participation.
Performance Assessment in the Preparation of Educational Administrators: A Journey
Authors: Furtwengler Willis , Furtwengler Carol
Published: January 2019

This article describes a process to assess student performance in educational administration preparation programs. In 1992, faculty in a Midwestern university developed and began testing a leadership expertise performance assessment system. The system includes five performance rubrics, job-related criteria, and multiple evidences for determining leadership expertise. Applications of the faculty's use of the performance assessment system are presented.
Principals as Managers and Leaders: A Qualitative Study of the Perspectives of Selected Elementary School Principals
Authors: Cascadden Dean S. T.
Published: January 2019

The primary purpose of this study was to explore how selected elementary school principals described and defined their work in terms of leadership and management. There were three subareas of investigation under this primary purpose: a) exploring the principals’ conceptions about the constructs of leadership and management; b) exploring the principals’ beliefs about the role of their personal philosophies, goals, or values in relation to their practice; and c) using content analysis to explore the language that principals used to describe themselves, their work, and their schools. Thetheoretical perspective adopted for this study was that organizations are constructed, human, social entities, and the focus of this study was to describe the role of the elementary school principalfrom the perspective and voice of the participants. The data collection was accomplished using semistructured interviews of eight selected elementary school principals. Results consist of the principals’ stories (hermeneutic) and analyses (dialectic), generating common themes and patterns. Four major issues were identified and discussed: a) role conflicts, b) “being there,” c) evolving from managers to leaders, and d) balancing culture and distributed decision making. These themes were alsodiscussed in relation to the existing literature on leadership, management, and the elementary school principalship. The paper concludes with a discussion of the implications of this study for educational administration focusing on a) the contrast of visionary leadership and democratic leadership, b) the role of theory in administrator preparation, and c) implications for practice—a personal postscript.
Leadership in Evolving Democratic School Communities
Authors: Rusch Edith A.
Published: January 2019

Theorists have suggested that the practice of democracy is very hard work and current research on schools attempting more democratic practices such as site-based governance verify the complexity of the task. This article describes the values and associated behaviors of seven school administrators who foster and sustain democratic practices in schools engaged in restructuring. These school administrators reject the centrality of the principal's role and prominently display values that support equity, inclusion, mutual influence, and candor. Their values and associated behaviors lead to some provocative questions for professors of educational administration.
Organizational Climate and Student Achievement: A Parsimonious and Longitudinal View
Authors: Hoy Wayne K. , Hannum John , Tschannen-Moran Megan
Published: January 2019

Health and openness metaphors are used to develop measures of organizational climate. In addition to socioeconomic status, Environmental Press, Collegial Leadership, Teacher Professionalism, and Academic Press are aspects of climate that make significant, independent contributions to student achievement in basic skills and explain a substantial amount of the variance. Moreover, the influence of school climate on achievement is enduring over several years. The proposed climate framework underscores important linkages between the institutional, managerial, technical, and client levels in service organizations such as schools.