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Socio-Cultural Leadership: An Innovative Model For School Leadership
Title
Socio-Cultural Leadership: An Innovative Model For School Leadership.
Creator
Blackburn, Desmond K., Bogotch, Ira, Florida Atlantic University
Abstract/Description
The conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the...
Show moreThe conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the items of the survey instrument divide into the four domains as described? 2. What is the relationship, collectively and independently, between SocioCultural Leadership and student achievement in high-poverty schools? 3. Is the frequency in observed principal behaviors different between lowperforming and high-performing schools? Therefore, the purpose of this study was to, via exploratory factor analysis; verify that these four factors existed as described and to, via regression analysis, find the direct relationship between the resulting factors and student achievement in high poverty schools. High poverty schools were defined as schools where 50 percent ( 40 percent for high schools) or more of the student population participated the federally funded Free and/or Reduced Price Lunch Program. This study also sought to differentiate these findings according to the performance levels of the schools sampled. The pilot study, the descriptive statistics, the principal components analysis, and the measures of internal consistency, all provided the researcher with empirical evidence to establish the reliability and validity of specific SCLQ items along with the significance of the resulting factors. Two of the five SCLQ subscales that resulted from the factor analysis, OP (outreach to parents) and MIPD (management of instructional process detractors), positively correlated with student achievement in the total sample (n = 903). There is a less than 5 percent chance that these findings were due to a Type I sampling error. Finally, principals in high-performing schools exhibited behaviors indicated by subscales OP (outreach to parents) and MIPD (management of instructional process detractors) significantly more than principals in low-performing schools.
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Date Issued
2006
PURL
http://purl.flvc.org/fau/fd/FA00000650
Subject Headings
Academic achievement--Cross-cultural studies, Minority students--Social conditions, Motivation in education
Format
Document (PDF)
roles and responsibilities of the Associate in Science Degree department chair
Title
The roles and responsibilities of the Associate in Science Degree department chair.
Creator
Bredemeyer, Nancy Rehak, Florida Atlantic University, Bryan, Valerie
Abstract/Description
The changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a...
Show moreThe changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a questionnaire implemented in Round Two and Round Three of the Delphi study. The ASDDCs interviewed in Round One, serving as the expert panel in Two and Three, were asked, "How are the listed roles and responsibilities changing?" Sixty-seven, or 63.21 percent of the identified list of roles and responsibilities of the ASDDC reached consensus of change. Fifteen, or 14.50 percent of the roles and responsibilities were identified as "changing rapidly" or "change is tremendous." Nine categories of responsibilities emerged from the identified 123 roles and responsibilities of the ASDDC. Ranked highest to lowest in consensus of change were: Technology, programs, community college, students, professions, hiring/supervising, leadership, clerical and last, training. Statistical significance was found between the subgroups of "high tech" ASDDCs and "high touch" ASDDCs in three categories: program, community college, and hiring/supervising. Themes emerging from the study indicated the Associate in Science Degree department chairs are fulfilling Gmelch and Miskin's earlier identified department chair roles of manager, leader, and scholar with the faculty developer role just emerging; the future holds time-consuming clerical work; the chairs are proud of their technology and physical working space; community colleges are changing; Associate in Science Degree department chairs see themselves as leaders in their professions by teaching and developing curriculum, and ambiguity and lack of clarity exits in the roles and responsibilities of the Associate in Science Degree department chair which echoes Dymmel's earlier findings in North Carolina community colleges. Recommendations resulting from the study include: Restructuring the position of Associate in Science Degree department chair, examining the ambiguity of the position, and creating partnerships to provide training for the position.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12173
Subject Headings
Community colleges--Florida--Administration
Format
Document (PDF)