Current Search: Educational leadership (x)
View All Items
(101 - 109 of 109)
Pages
- Title
- Leadership styles of secondary school principals as perceived by secondary school teachers.
- Creator
- Ross, David Brian., Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
The purpose of this research was to examine secondary school teachers' perceptions of the leadership styles of their principals. The study explored perceptions of leadership styles in relation to selected demographic variables of the teachers (age, gender, ethnicity, level of education, teaching discipline, and years of teaching experience). It also examined differences among the responding teachers' perceptions of their principals' overall effectiveness as managers or leaders using the...
Show moreThe purpose of this research was to examine secondary school teachers' perceptions of the leadership styles of their principals. The study explored perceptions of leadership styles in relation to selected demographic variables of the teachers (age, gender, ethnicity, level of education, teaching discipline, and years of teaching experience). It also examined differences among the responding teachers' perceptions of their principals' overall effectiveness as managers or leaders using the Leadership Orientations (Other) survey based on the four frames identified by Bolman and Deal. Secondary teachers employed by The School District of Palm Beach County were surveyed during the spring term of 2005. Of the 975 surveys that were distributed, 349 respondents returned completed surveys, a return rate of 35.8 percent. Descriptive statistics revealed two prevalent leadership orientation frames of principals as perceived by their teachers. Analysis of Variance (ANOVA) and post hoc analysis were used to examine differences in the secondary school teachers' perceptions of their principals' leadership orientation frames considering teacher variables of age, gender, ethnicity, educational level, teaching discipline, and years of experience. A t-test was used to identify significant differences in the secondary school teachers' perceptions of their principals' overall effectiveness as managers or as leaders. The human resource frame and political frame were identified as the prevalent orientation frames. This finding is partially congruent with results reported by several other authors (Davis, 1996; Durocher, 1995; Eckley, 1997; Suzuki, 1994) who found the human resource frame to be prevalent in education settings. There were no significant differences among the teachers considering age, gender, and teaching discipline regarding the leadership orientation frames of their principals, however there were significant differences considering ethnicity, educational level, and years of experience. The teachers' ratings of their principals' overall effectiveness as managers was significantly higher than their ratings of the principals' overall effectiveness as leaders, t (348) = 2.24, < .05. Further study is warranted to explore ways that principals develop as effective in both their leadership and management.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12218
- Subject Headings
- School administrators--Rating of--Florida--Palm Beach County, Educational leadership--Florida--Palm Beach County, Education, Secondary--United States--Evaluation, School management and organization--United States
- Format
- Document (PDF)
- Title
- The relationship between school climate and school performance in Miami-Dade County's schools of choice.
- Creator
- McLean, Dyona V., Florida Atlantic University, Pisapia, John
- Abstract/Description
-
The purpose of the study was to determine whether a relationship exists between school climate and school performance in Miami Dade County's schools of choice. More specifically, the study sought to determine: (a) the climate in Miami Dade County's magnet programs/schools of choice; (b) whether high performing (A/B) magnet programs schools have a different climate than low performing (D/F) magnet programs/schools of choice; (c) if the relationship between school climate and school performance...
Show moreThe purpose of the study was to determine whether a relationship exists between school climate and school performance in Miami Dade County's schools of choice. More specifically, the study sought to determine: (a) the climate in Miami Dade County's magnet programs/schools of choice; (b) whether high performing (A/B) magnet programs schools have a different climate than low performing (D/F) magnet programs/schools of choice; (c) if the relationship between school climate and school performance is moderated by contextual factors; and (d) if a model can be developed to predict school performance using the variables in the study. Archival data was retrieved from the Florida Department of Education (FLDOE) website to determine school performance and from Miami Dade County Public Schools' (MDCPS') website, District Profiles and Statistical Abstracts from 1998-1999 to 2003-2004 to determine school climate. The MDCPS' data is based on survey responses from The School Climate Survey that is administered annually to 100 parents, staff and students in all 356 K-12 schools. Four questions guided the research and nine related hypotheses aligned to specific questions were analyzed and presented. The school was the unit of study. The results from School Climate Responses for 73 magnet programs/schools representing 12 percent of Miami Dade County Public Schools' 356 schools were analyzed. After determining a mean score for each selected item in the survey, the overall mean scores for each year was computed. The analysis employed a variety of procedures including Analysis of Variance (ANOVA), graphical analyses and Multiple Regression/Correlational Analyses. The study has implications for policy makers at the state and district level, principals, teachers and parents as they relate to reduction of school size and a trend towards schools-within-a school or theme schools. There are also issues that will inform future research and leadership development at the university level.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12210
- Subject Headings
- School management and organization--Florida--Miami-Dade County, School environment--Florida--Miami-Dade County, Education--Aims and objectives--Florida--Miami-Dade County, Educational leadership, School management and organization
- Format
- Document (PDF)
- Title
- Principals' knowledge of special education policies and procedures: does it matter in leadership?.
- Creator
- Jesteadt, Lindsay., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held...
Show moreResearch has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3355571
- Subject Headings
- School improvement programs, Educational leadership, Learning disabled children, Education, School principals, In-service training, Response to intervention (Learning disabled children)
- Format
- Document (PDF)
- Title
- The impact of stress on elementary school principals and their effective coping mechanisms.
- Creator
- Krzemienski, Joyce., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
In today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014...
Show moreIn today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014 federal objective of the No Child Left Behind Act of 2001 rapidly draws closer for the majority of states, this federal legislation has created increasingly high stress levels, potentially the highest ever, for principals across the country. ... The proposed study is significant to the field of education because this study provides the most current research regarding the mental and physical effects of work-related stress on elementary school principals in an era of increased accountability and the impact stress has on the school climate. Further, this study offers school principals a repertoire of effective coping mechanisms that can be utilized to help reduce their perceived stress levels. Over the time of the study, it was repeatedly reported by the principal participants that their work stress had increased, which was found to have impacted their health as well as the school climate.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3358601
- Subject Headings
- Elementary school principals, Job stress, Stress management, Stress (Psychology), Burn out (Psychology), Educational leadership, Psychological aspects
- Format
- Document (PDF)
- Title
- The application of Bowen Family Systems Theory to the high school principalship.
- Creator
- Gottlieb, David G., Florida Atlantic University, Maslin-Ostrowski, Patricia
- Abstract/Description
-
The purpose of this multi-ease qualitative study was to examine the application of Bowen Family Systems Theory to the high school principalship. More than eighty interviews were conducted of twenty-five participants from the Sun County School District (a pseudonym). The questions pursued related to how a working knowledge of Bowen Family Systems Theory (BFST) could help principals understand the following: their schools as a system, their leadership roles in their schools as a system, and how...
Show moreThe purpose of this multi-ease qualitative study was to examine the application of Bowen Family Systems Theory to the high school principalship. More than eighty interviews were conducted of twenty-five participants from the Sun County School District (a pseudonym). The questions pursued related to how a working knowledge of Bowen Family Systems Theory (BFST) could help principals understand the following: their schools as a system, their leadership roles in their schools as a system, and how to become more effective in their schools as a system. Beside a review of the problems affecting the principalship practice in this country, was an analysis of systems theories generally and BFST specifically. This study also included a review of leadership generally and educational leadership specifically. Six BFST elements were used as a coding platform to explicate more than twenty stories collected from the thick, rich data in this research. This study concludes that a working knowledge of BFST may help some principals in achieving more effective solutions in their practice. BFST offers the principal a theoretical platform from which to operate. Principals who have a working knowledge of BFST can understand the significance of their leadership roles not only in terms of their schools as systems, but also in terms of their schools as parts of a larger societal system and process. The recommendations from this study include the suggestion that BFST can help provide structure and strategies to help the principal navigate educational leadership challenges for greater success in the school system. Principal development through BFST could help school districts diminish and abate high levels of principal turnover and burnout. Local school districts in concert with local universities could include programs in BFST for educational leadership development for principals. While BFST may not be a silver bullet for the high school principalship practice, it could offer greater understanding in considering the educational leader as a helmsman of education. It could help foster and forge partnerships with other disciplines by inviting their leaders to be participants in the educational system called school---in which they are already stakeholders in the larger societal system and societal process. This is the prescience, promise, and potential of the applicability of BFST to the high school principalship.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/11943
- Subject Headings
- Bowen, Murray,--1913-1990, High school principals--United States--Case studies, High schools--United States--Administration--Case studies, Educational leadership--United States--Case studies
- Format
- Document (PDF)
- Title
- The Relationship of Transformational Leadership and Reading Achievement in Broward County, Florida Charter Schools.
- Creator
- Freeland, Jennifer, Florida Atlantic University, Pisapia, John
- Abstract/Description
-
Charter schools have dramatically increased in number in Florida and throughout the country. In Florida, charter schools must meet the achievement standards developed through the A Plus Plan. The purpose of this study was to examine the relationship of transformational leadership and reading achievement in Broward County, Florida charter schools. Transformational leadership was defined using the model developed by Kenneth Leithwood (Leithwood, Jantzi, & Steinbach, 1999). Transformational...
Show moreCharter schools have dramatically increased in number in Florida and throughout the country. In Florida, charter schools must meet the achievement standards developed through the A Plus Plan. The purpose of this study was to examine the relationship of transformational leadership and reading achievement in Broward County, Florida charter schools. Transformational leadership was defined using the model developed by Kenneth Leithwood (Leithwood, Jantzi, & Steinbach, 1999). Transformational leaders are those that demonstrate, charisma/inspiration/vision, intellectual stimulation, individual consideration, contingent reward, high performance expectations, goal consensus, modeling, culture building, and structuring. Charter schools in Broward County, Florida were surveyed using the "Nature of School Leadership Survey" (Leithwood & Jantzi, 1995). The results of the survey in each transformational leadership dimension were correlated with reading achievement measured in learning gains. No significant relationships were found. Further, the relationships were analyzed to determine if contextual variables SES, size and configuration moderated the relationship. None of the contextual variables moderated the relationships. Finally, the population of charter schools was divided into thirds based on level of reading achievement gains to determine if the top and bottom third of schools used transformational leadership differently. No significant difference was found.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000665
- Format
- Document (PDF)
- Title
- Was I Ready? The Perceptions of Preparedness of New Student Affairs Professionals Who Served as Graduate Assistants.
- Creator
- Byard, Lisa A Samuda, Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
According to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes...
Show moreAccording to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes complementary to the work the graduate student is doing in the classroom and thus becomes a practical learning opportunity After completing a preparation program, a former master’s student will most likely move into an entry-level position in student affairs, such as residence hall director, student activities coordinator, judicial affairs coordinator, or a fraternity/sorority coordinator However, despite this common career pathway, there has been limited research regarding the role a student affairs graduate assistantship plays in assisting students in their socialization and transition into the field and how this prepares these new student affairs professionals for their first position post-master’s degree Thirteen new professionals in student affairs who graduated from two preparation programs in the southeastern region of the United States participated in this basic interpretive qualitative study The purpose of this basic interpretive qualitative study was to examine and describe the experience of new student affairs professionals who held a graduate assistantship in student affairs during their graduate preparation program and the role, if any, the graduate assistantship played in their perceptions of preparedness Based on the findings of this study, the graduate assistantship in student affairs indeed plays a role in the perceptions of preparedness of these new professionals The overarching themes that emerged using Schlossberg’s (1984) transition theory as the analytical lens were mentorship, hands-on experience, peer interactions, and financial enticement The findings from this study align with and expand upon the existing student affairs literature, and provide awareness to student affairs practitioners and higher education leadership faculty on how to best support new professionals as they transition into the field of student affairs
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004743
- Subject Headings
- Student affairs administrators--In-service training--United States, Student affairs administrators--Supervision of--United States, Student affairs administrators--Professional relationships--United States, Educational leadership, Mentoring in education, Education, Higher--Administration, Student counselors--Training of
- Format
- Document (PDF)
- Title
- The President of the United States as charismatic leader: analysis of the Presidents' role and success in influencing educational policy between 1981-2009.
- Creator
- Shanfeld, Randye., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The proposed study intended to identify the public education agenda and the success of implementation of this agenda of four Presidents: Ronald Reagan, George H.W. Bush, William Clinton, and George W. Bush. In addition, the study aimed to indentify if any of the above listed Presidents can be categorized as charismatic leaders as defined by Charismatic Leadership Theory and if this categorization can be linked to the determined success or failure of the agenda implementation. This was done...
Show moreThe proposed study intended to identify the public education agenda and the success of implementation of this agenda of four Presidents: Ronald Reagan, George H.W. Bush, William Clinton, and George W. Bush. In addition, the study aimed to indentify if any of the above listed Presidents can be categorized as charismatic leaders as defined by Charismatic Leadership Theory and if this categorization can be linked to the determined success or failure of the agenda implementation. This was done using two research methods, document and content analysis, on such documents as presidential speeches and writings, speeches and writings of the Secretary of Education, biographies and autobiographies, editorials from three major newspapers, writings from people working closely with the Presidents, writing of political analysts, and writing of Senate and House majority leadership. The study found the education agendas of the four presidents, and those education items that were passed by Congress. The study also found that Reagan, George H.W. Bush, and Clinton were found to be Charismatic Leaders, while George W. Bush was not. A conclusion was made with this data that there were no connection between Charismatic Leadership Theory and the passage of presidential education agendas.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3320106
- Subject Headings
- Views on education, Views on education, Views on education, Views on education, Political leadership, Political leadership, Education, Political aspects, Education, Political aspects, Education and state, Education and state
- Format
- Document (PDF)
- Title
- Address delivered at the funeral of Rev. S.M. Isaacs : forty-fourth Street Synagogue, New York, May 22d, 5638-1878.
- Creator
- Morais, Sabato 1823-1897
- Abstract/Description
-
Cover title: In memoriam : Rev. S.M. Isaacs. Notes: Some text in Hebrew characters. Black mourning borders. FAU Libraries' copy has original printed black wrappers; side stitched with cord.
- PURL
- http://purl.flvc.org/fau/fd/fauwsb23f48
- Subject Headings
- Jews -- New York (State) -- New York -- History -- 19th century, Educators -- United States -- Biography, Isaacs, Samuel Myer -- 1804-1878 -- Death and burial, Isaacs, Samuel Myer -- 1804-1878 -- Sermons, Jewish leadership -- United States -- Biography, Jewish sermons -- United States, Jewish sermons, American -- 19th century, Memorials (Commemorative) -- 1878, Philanthropists -- United States -- Biography, Rabbis -- New York (State) -- New York -- Biography
- Format
- E-book
