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Title: Sizing up the principalship: the relationship between school size and principal leadership in elementary and middle schools.
Creator: Kaplan, Mark J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined the issue of school size and the potential impact that school size has on the leadership behaviors of principals. Contextual factors were also considered as potential moderators of the relationship between transformational/ transactional/laissez-faire leadership behavior and school size. Data were collected and analyzed using quantitative methods. A survey was conducted based on a chosen model to gather the data. Multi-factor Leadership Questionnaire (MLQ) surveys were...
Show moreThis study examined the issue of school size and the potential impact that school size has on the leadership behaviors of principals. Contextual factors were also considered as potential moderators of the relationship between transformational/ transactional/laissez-faire leadership behavior and school size. Data were collected and analyzed using quantitative methods. A survey was conducted based on a chosen model to gather the data. Multi-factor Leadership Questionnaire (MLQ) surveys were distributed electronically to school staff in elementary and middle schools in Sunshine County, Florida for input regarding their principal's behavior. Using one-way and two-way analysis of variance tests for the main and moderating factors, the survey results indicated that while the main effect of size has no direct impact on principal leadership behavior, contextual factors (socio-economics, principal gender, and principal experience) do moderate the relationship between specific transformational principal leadership behaviors and school size.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3171397
Subject Headings: School management and organization, Educational leadership, School principals, Action research in education
Format: Document (PDF)

Title: THE PERCEPTIONS OF SECONDARY SCHOOL ASSISTANT PRINCIPALS AND DEANS IN PALM BEACH COUNTY RELATIVE TO THEIR INVOLVEMENT IN THE DECISION-MAKING PROCESS.
Creator: SMITH, JOSH, JR., Florida Atlantic University
Abstract/Description: Purpose. This study was designed to examine the perceptions of secondary school assistant principals and deans in Palm Beach County to determine the extent that they perceived their involvement in the decision-making process. Conclusions. It is concluded from the results of these analyses that there are significant differences between the perceptions of assistant principals and deans relative to their involvement in the decision-making process. There are significant differences in their...
Show morePurpose. This study was designed to examine the perceptions of secondary school assistant principals and deans in Palm Beach County to determine the extent that they perceived their involvement in the decision-making process. Conclusions. It is concluded from the results of these analyses that there are significant differences between the perceptions of assistant principals and deans relative to their involvement in the decision-making process. There are significant differences in their perceptions of the following variables used to measure the perceived extent of involvement in decision making: l) Communication; 2) Motivation; 3) Accountability; 4) Interaction-Influence; and 5) Involvement In Decision Haking. There are no significant differences in their perceptions of the Discrimination variable used to measure the perceived extent of involvement in decision making. It is also concluded from the results of these analyses that there are significant differences between the perceptions of black deans and white deans relative to their involvement in the decision-making process. There are significant differences in their perceptions of the following variables used to measure the perceived extent of involvement in decision making: l) Accountability; 2) Motivation; 3) Communication; and 4) Discrimination. There are no significant differences in their perceptions of the Interaction-Influence and Involvement In Decision Making variables used to measure the extent of involvement in decision making. Additionally, the analyses also indicate significant correlations between the years of administrative experience of assistant principals and deans and their perceptions with regard to their involvement in the decision-making process. There are significant correlations relative to the following variables used to measure the correlations: 1) Involvement In Decision Making: 2) Interaction-Influence; 3) Motivation; and 4) Discrimination. There are no significant correlations relative to the Accountability and Communication variables used to measure the correlations. Finally it is concluded that deans are no less reluctant to assume responsibility in decision making than assistant principals.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11777
Subject Headings: School management and organization--Florida--Decision making, High schools--Administration
Format: Document (PDF)

Title: A MODEL FOR SCHOOL BASED MANAGEMENT AS PERCEIVED BY FLORIDA SCHOOL PRINCIPALS.
Creator: CROWELL, LEONARD., Florida Atlantic University, Weppner, Daniel B.
Abstract/Description: This study proposes a school based management model for Florida schools based on the role of the principal as principals perceive that role. The reviewed literature indicated little information was available concerning principals'· views on school based management, yet the role ascribed to them seems to make their opinions vital, The crucial nature of the principal's role seemed to justify designing a school based management model centered on his role as decision- maker. The literature...
Show moreThis study proposes a school based management model for Florida schools based on the role of the principal as principals perceive that role. The reviewed literature indicated little information was available concerning principals'· views on school based management, yet the role ascribed to them seems to make their opinions vital, The crucial nature of the principal's role seemed to justify designing a school based management model centered on his role as decision- maker. The literature established prominent characteristics of school based management, and defined the principal's role, The principal's management role is three-fold. He is manager of finance, instruction, and personnel. Under school based management his role is characterized by more responsibility for decisions and greater latitude in planning. School based management entails colleague-type decision- making, The principal is examined for this characteristic as he relates to faculty, parents, students, and district personnel. The results of this survey are recommended to the Department of Education and the Legislature f or consideration during the formative stage of the school based management program. The results of this survey indicate a need to reexamine plans for participation of parents in school decision-making . It is recommended that the Department of Education and the Legislature do this. The results of this survey indicate a need to reexamine the value of the school advisory committee as a vehicle for parental input into school management. This reexamination is recommended.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11735
Subject Headings: School principals--Florida, School management and organization--Florida--Mathematical models
Format: Document (PDF)

Title: School-business partnerships: Awareness, attitudes, and actions of secondary school principals and their business counterparts in selected Florida school districts.
Creator: Wechter, Dennis., Florida Atlantic University, Bogotch, Ira
Abstract/Description: The role of the business partner in education has come into more prominence in the public school system, especially at the high school level. Shrinking budgets have prompted high school principals to explore the idea of business partnerships as a way to close the gap in academic achievement and provide direction for high schools struggling to meet the workforce development demands in today's society. In addition, financial support has provided opportunities for curriculum enhancement, staff...
Show moreThe role of the business partner in education has come into more prominence in the public school system, especially at the high school level. Shrinking budgets have prompted high school principals to explore the idea of business partnerships as a way to close the gap in academic achievement and provide direction for high schools struggling to meet the workforce development demands in today's society. In addition, financial support has provided opportunities for curriculum enhancement, staff development, and student support. However, as more emphasis is placed on the development of school business partnerships, the need to determine how these partnerships function successfully is a necessary part of the process. This study looked at the historical perspective concerning the involvement of the business sector and their relationship with education throughout the twentieth century. This exploratory study utilized quantitative and qualitative data gathering procedures. The purpose of this study was to identify the skills and knowledge that high school principals and their business counterparts need to have to create an equitable relationship. High school principals from three school districts in the State of Florida were asked to complete a quantitative survey, including a section in which they named their business partners. A section was provided for each principal to agree to a personal interview. One principal from each Florida school district was selected at random from among those returned surveys in which the principal agreed to be interviewed. In addition, a photo matrix was created by visiting each high school campus in which the principal agreed to an interview in order to collect data of businesses that had visible name recognition. The top six business partners based upon frequency of appearance or as indicated by the principal were selected from the matrix and contacted for an interview. The research questions that guided this study were (a) What is the nature of the relationship between high schools and their business partners? (b) What do high school principals need to know in order to create equitable business partnerships? (c) What do business partners need to know in order to create equitable education partnerships? (d) Based on this study, what recommendations emerge that will promote more equitable relationships between business and education partnerships?
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12097
Subject Headings: Business and education--Florida, Education, Cooperative--Florida, Community and school--Florida, School management and organization--Florida
Format: Document (PDF)

Title: Principal Leader Actions and Their Influence on School Culture and School Performance.
Creator: Featherstone, Ginger L., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This quantitative, non-experimental study was conducted to determine whether there is a link between the principal’s behavioral agility, the organization’s culture, and school performance as defined by the state’s Value Added Measure (VAM). Additionally, this study examined if there was a moderator influence of contextual factors to behavioral agility and school culture and school culture and school performance. Data collection was obtained through the use of two validated scales, the...
Show moreThis quantitative, non-experimental study was conducted to determine whether there is a link between the principal’s behavioral agility, the organization’s culture, and school performance as defined by the state’s Value Added Measure (VAM). Additionally, this study examined if there was a moderator influence of contextual factors to behavioral agility and school culture and school culture and school performance. Data collection was obtained through the use of two validated scales, the Strategic Leadership Questionnaire (SLQ) and the Organizational Culture Assessment Instrument (OCAI). Multiple regression was conducted to determine the extent each independent variable predicts school performance. Hayes’s (2012) PROCESS macro for SPSS was completed to determine if school culture mediated the relationship between behavioral agility and school performance and school culture and school performance. Significant correlations were found between and within the two instruments measured unidimensionally and multidimensionally. The OCAI findings included significant, high effect correlations with the four culture types, although market was not correlated with clan or adhocracy. All subscales of the SLQ had positive significant correlations within the instrument. School size was significantly negatively correlated with clan and adhocracy culture types. School performance was found to be significantly correlated with hierarchy culture type and school level. The contribution this study makes is both theoretical and practical. Theoretically, this study offers insights into school level and its moderation of culture and school performances as well as the influence culture types have on school performance. Practically, the study could identify a new culture type valuable to principals for improving school performance.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004885, http://purl.flvc.org/fau/fd/FA00004885
Subject Headings: School principals., Educational leadership., Education--Research--Methodology., School management and organization., School improvement programs., Action research in education.
Format: Document (PDF)

Title: Beyond fidelity: relating educational practices and their determinants to student learning gains.
Creator: Urdegar, Steven M., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at...
Show moreThis study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at their schools. Nearly 13,000 students in grades 2 through 5 were assigned to those teachers. Factor analyses were used to separately identify patterns within survey items that measured educational practices, leadership actions, and instructional program coherence. Then, the students' achievement gains were adjusted for the effects of fixed demographic and organizational variables through hierarchical linear modeling. Finally, classroom level relationships between the adjusted achievement gains, and subscales computed from the factors that were identified, were examined through a path analysis. Educational practices were found to align to six factors labeled Technology, Training Utility, Advanced Skills, Basic Skills, Grouping, and Assessment. Leadership actions were found to align to two factors labeled Relationship and Task. Fixed effects at the student, classroom, and school levels were found to have an impact on both the initial status and growth components of student achievement. In the path model, Task was found to have a significant direct effect on Advanced Skills, while the effect of Relationship on educational practices was partially mediated by Instructional Program Coherence. Both Advanced and Basic skills were found to have positive effects on Adjusted Gain when taught at the appropriate level, and negative effects, when taught at the inappropriate level., Technology was found to facilitate Basic Skills instruction overall, with greater benefits seen at the upper grades. It was concluded the rates of use seen for Advanced and Basic skills instruction were similar at the three types of schools examined because of poor differentiation due to innovation diffusion. Teachers who perceived their leaders as supportive, tended to rate their schools as more coherent and training requirements as more appropriate, and used technology and assessment more often, leading to gains in student achievement.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/77653
Subject Headings: School management and organization, Decision making, Education, Evaluation, Educational tests and measurements, School improvement programs, Evaluation
Format: Document (PDF)

Title: A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
Creator: Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004022
Subject Headings: Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
Format: Document (PDF)

Title: Virtual K-12 leadership: a postmodern paradigm.
Creator: Tucker, Tommy N., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from...
Show moreThis phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from charter, district, and state virtual K-12 schools. Phase one of the study used a modified Delphi methodology, consisting of an Internet-based survey and semantic differential survey. The second phase was a round of interviews, seeking similarities and differences between leadership in the two domains. Using the lens of postmodernism, the nuances of difference arising from contextual factors were examined, along with the often-unheard voices of dissensus within the ranks of virtual K-12 leaders and teachers. Among the major findings, the study revealed no significant differences in leadership between traditional and virtual K-12 leaders. A new paradigm of “leadership by design” was uncovered as one possible means of innovating through virtual K-12 leadership.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004168, http://purl.flvc.org/fau/fd/FA00004168
Subject Headings: Education -- Effect of technological innovations on, Educational leadership, School management and organization, Virtual work teams
Format: Document (PDF)

Title: Distributed leadership: An exploratory study.
Creator: Lucia, Rosemary T., Florida Atlantic University, Bogotch, Ira
Abstract/Description: The purpose of this study was to investigate the distribution of leadership and its effectiveness in an elementary school setting. This investigation viewed distribution as a horizontal continuous process, rather than a hierarchical process with administrators, teachers and support staff each demonstrating varying degrees of involvement in leadership activities according to roles, situations, leadership styles and organizational relationships. This study was anchored in a democratic,...
Show moreThe purpose of this study was to investigate the distribution of leadership and its effectiveness in an elementary school setting. This investigation viewed distribution as a horizontal continuous process, rather than a hierarchical process with administrators, teachers and support staff each demonstrating varying degrees of involvement in leadership activities according to roles, situations, leadership styles and organizational relationships. This study was anchored in a democratic, distributed perspective using the work of Jack Gibb, Richard E. Elmore, Peter Gronn, and James Spillane as its foundation. The design of this study involved the use of both quantitative and qualitative methods. The quantitative path involved data collection through surveys and existing documents. The qualitative data collection involved interviews and observations. In order to maximize the probability for identifying the dynamics and effects of distributed leadership in elementary schools, the settings for this study included schools engaged in a guidance grant model in both Broward County and Pasco County Public School Districts in Florida, which, on the surface, appeared to have distributed leadership components already in practice. The sample for this study included six Florida elementary schools, three located in Broward County and three in Pasco County. Four of these schools, two from Broward County and two from Pasco County, had been implementing the guidance reform effort. The two remaining schools, one in Broward County and one in Pasco County, demonstrated similar demographics and closely matched socioeconomic status of the grant schools, but were outside the guidance grant program. The population used in this sampling included principals, assistant principals, teachers, titled teacher leaders, school counselors and support staff. The findings of this study confirmed the theories of Gibb, Elmore, Gronn, and Spillane through the development of the Distributed Leadership Cycle. Distributed leadership is the key to effective collaboration that will positively impact the quality of teaching and learning, thus impacting student achievement. It is this integrative, relational model of distribution that will propel schools forward. Distributed leadership is the theoretical lens through which leadership practice in school can be reconfigured and re-conceptualized for the 21st century.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12122
Subject Headings: Educational leadership, Education--Philosophy, School management and organization, Educational change
Format: Document (PDF)

Title: A STUDY TO DETERMINE THE EXTENT TO WHICH SELECTED SCHOOL COMMUNITY MEMBERS ARE INVOLVED IN THE PARTICIPATORY MANAGEMENT PROCESS.
Creator: MITCHELL, ROY ISHMAN., Florida Atlantic University
Abstract/Description: Purpose: This study was designed to examine the perceptions of selected school community members to determine to what extent they perceived their involvement in the participatory management process. Conclusions and Recommendations: It is concluded from the results of these analyses that administrators tend to believe that members of the school community are involved in the participatory management process to a greater extent than do teachers, students, advisory council members and counselors....
Show morePurpose: This study was designed to examine the perceptions of selected school community members to determine to what extent they perceived their involvement in the participatory management process. Conclusions and Recommendations: It is concluded from the results of these analyses that administrators tend to believe that members of the school community are involved in the participatory management process to a greater extent than do teachers, students, advisory council members and counselors. Further, it was concluded that perhaps administrators should review the management practices in their schools if they intend to operate according to the principles of participatory management and if they really want to discourage the issuance of further legislative mandates, collective bargaining demands, public criticisms and psychological withdrawls. Organizations with commitments to enlightened leadership have been proven to be the most effective and efficient. The lack of involvement in deciding matters that affect them decreases subordinates' sense of commitments and, therefore, limits the full implementation of decisions. If schools are to become more effective and efficient, all members of the school community must be provided ways to become integral parts of the decision-making process. Administrators must be willing to share their authority. The responsibility for correcting these perceptions rest with administrators, for they are the educational leaders of the schools.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11686
Subject Headings: School management and organization--Decision making, Teacher participation in administration--United States
Format: Document (PDF)

Title: THE EFFECTIVENESS OF VARIOUS MANAGEMENT SYSTEMS IN SPECIAL EDUCATION SCHOOLS IN THAILAND.
Creator: ARRAYAVINYOO, PADOONG., Florida Atlantic University
Abstract/Description: The purpose of this study was to identify various management systems existing in special education schools in Thailand as well as to explore the teachers' perceptions concerning the effectiveness of those management systems in special education schools in Thailand. The population was comprised of teachers and principals in eleven special education schools in Bangkok and in other regions of the country. Three instruments were utilized: Form 3 and Form 5 of the Profile of a School and the...
Show moreThe purpose of this study was to identify various management systems existing in special education schools in Thailand as well as to explore the teachers' perceptions concerning the effectiveness of those management systems in special education schools in Thailand. The population was comprised of teachers and principals in eleven special education schools in Bangkok and in other regions of the country. Three instruments were utilized: Form 3 and Form 5 of the Profile of a School and the Effectiveness Rating of Management System. Three statistical techniques were used on the returned questionnaires (87% of those submitted to school personnel): The Pearson Product Moment Correlation Coefficient, the Scheffe Test and One Way Analysis of Variance, to determine the significance at p < .05 level of confidence. The statistical analyses yielded the following conclusions: (1) Management systems in special education schools fell into the Consultative Model, System 3 of Likert's management system. (2) The teachers in special education schools perceived their school's management system as effective. (3) There were significant correlations (r = .67) in mean scores between management systems and their measured effectiveness. (4) There were no significant correlations (r = -.085) between management systems and the level of education of the principals. (5) There were statistically significant differences between the teachers and the principals with regard to the perceptions of the management systems of the school. (6) Management systems under the leadership of female principals were not significantly different from those under the leadership of male principals. (7) Management systems among various types of special education schools were not significantly different. (8) Management systems in special education schools in Bangkok were not significantly different from those in the "up country" schools. Based upon the analyses and the findings, the following recommendations were made: (1) Likert's Survey Feedback strategy should be applied after the study so that school administrators could have maximum opportunities to improve their administration which would assist in moving the management systems toward System 4: the participatory model. (2) Further studies should include the replication of this study in order to detect the change, if there be any, in management systems after a period of time has elapsed.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11837
Subject Headings: School management and organization--Thailand, Children with disabilities--Education--Thailand
Format: Document (PDF)

Title: WOMEN'S POWER MOTIVE AND THE IMPACT ON ADMINISTRATION IN TWO LARGE SOUTH FLORIDA SCHOOL DISTRICTS.
Creator: BURDSALL, JEANNE R., Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: There is no question that the percentage of women in administrative positions is disproportionate to the number of women who make education their career. That this number is declining is well documented. External factors blamed for this disparity are many; school board prejudices, community attitudes, and the organization of school systems, are but a few. This study is important because it investigates the intrinisic motivation of women. The question considered is, Are women motivated to seek...
Show moreThere is no question that the percentage of women in administrative positions is disproportionate to the number of women who make education their career. That this number is declining is well documented. External factors blamed for this disparity are many; school board prejudices, community attitudes, and the organization of school systems, are but a few. This study is important because it investigates the intrinisic motivation of women. The question considered is, Are women motivated to seek administrative jobs? The purpose of this study was to investigate the relationship between motivation and employment of women in education. The data was collected by giving David Winter's Power Motive test to both sexes of administrators and teachers. Winter's instrument assesses power motivation from stories subjects make up to describe a series of ambiguous pictures. Stories were scored using Winter's scoring system. It was determined that there was no significant difference in the power motive of men and women, whether they were teachers or administrators. There was, however, a very significant difference between the power motive scores of teachers and administrators, with teachers having a higher power motive score.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11855
Subject Headings: Control (Psychology), Motivation (Psychology)--Testing, Women's studies
Format: Document (PDF)

Title: A study of teacher response to a program of whole-school change.
Creator: Solomon, Gail Fern, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: This single site qualitative case study of a large high school was conducted during the course of one school year. The study focused on how secondary level teachers of the four core content areas, language arts, science, social studies and mathematics, responded to a program of whole school change. In addition to teachers, the administration and support staff were interviewed. The primary sources of data were the results of one hour interviews, document analysis and researcher non-participant...
Show moreThis single site qualitative case study of a large high school was conducted during the course of one school year. The study focused on how secondary level teachers of the four core content areas, language arts, science, social studies and mathematics, responded to a program of whole school change. In addition to teachers, the administration and support staff were interviewed. The primary sources of data were the results of one hour interviews, document analysis and researcher non-participant observations. The purpose of this study was to identify and understand teachers' various responses to a program of whole school change. The major concepts underlying the study were the meaning of change, the need for schools to change, the change process, the role of people involved in the change process and the proliferation of various programs of whole school change. The research findings highlighted the importance of: recognizing only one whole school change initiative as the primary focus, being knowledgeable of the whole school change initiative, constantly working on personalizing the school's vision, facing external and internal change forces, handling challenges and dealing with the rate of change. The conclusions of the study are that from attempted implementation of multiple school change initiatives perhaps only one change initiative will rise to prominence, teacher involvement and buy-in are important components of successful whole school change, educators face both internal and external factors while implementing whole school change and the principal plays a crucial role in successful whole school change.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12084
Subject Headings: Educational change, Educational leadership, Teachers--Attitudes, School management and organization
Format: Document (PDF)

Title: THE IMPACT OF COVID-19 ON DUAL ENROLLMENT INCLUDING ACCESS, EQUITY, AND LEARNING ENVIRONMENT: LESSONS LEARNED FROM THE SECONDARY AND POST-SECONDARY SCHOOL STAFF AND ADMINISTRATORS WHO FACILITATE THESE PROGRAMS.
Creator: DeRosa, Adam, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: While students are the center of dual enrollment programs, high school counseling professionals, often called guidance counselors, and college/university administrators are vital to the success of these programs. High school guidance counselors coordinate schedules and ensure student awareness, registration, and participation in the program. College/University administrators facilitate dual enrollment partnerships between the school district and the post-secondary institution, guided by...
Show moreWhile students are the center of dual enrollment programs, high school counseling professionals, often called guidance counselors, and college/university administrators are vital to the success of these programs. High school guidance counselors coordinate schedules and ensure student awareness, registration, and participation in the program. College/University administrators facilitate dual enrollment partnerships between the school district and the post-secondary institution, guided by formal articulation agreements. COVID-19 has impacted both secondary and post-secondary school systems. Since dual enrollment is a formal bridge program between these systems, the pandemic may have long-term effects on access, equity, and the learning environment associated with dual enrollment. This case study focused on high school guidance counselors and school district administrators in Broward County, Florida schools as well as the college/university staff and administrators who oversee dual enrollment programs at three post-secondary institutions that offer classes for Broward County students. By collecting the participants’ perceptions of the impact of COVID-19 on dual enrollment programs, this study found out what worked, what did not work, and the lessons learned.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014302
Subject Headings: Dual enrollment, COVID-19, School management and organization, Education, Higher--Administration
Format: Document (PDF)

Title: Principal leadership: the missing link in teacher retention.
Creator: Cornella, Janet A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the...
Show moreThe purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome., Choosing, supporting, and valuing faculty and encouraging shared decision-making appear to be the central practices in building teacher retention; and these practices are supported by and integrated with principals' modeling of positive personal characteristics, exercising fairness and equity, being visible and approachable, and communicating in an open two-way manner. Congruence of findings from all data collection methods provided an updated list of common practices identified by these highly successful principals that may inform principal preparation and a professional development model for present and future educational leaders interested in maintaining a stable teaching faculty.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683125
Subject Headings: Teacher turnover, School prinicipals, Training of, Teachers, Recruiting, School management and organization, Educational leadership
Format: Document (PDF)

Title: Why they leave: A study of Jewish day school administrators who left Jewish education.
Creator: Raab, Yaron Roni, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to determine turnover trends of administrators in Florida's Jewish day schools, and to ascertain the reasons Jewish day school administrators leave the field despite the demand for professionals in that field. The study fills a gap in available data and research in this area, and helps shed light on a serious leadership crisis in Jewish education from the perspective of the administrators. A survey of documents and a series of interviews with school officials...
Show moreThe purpose of this study was to determine turnover trends of administrators in Florida's Jewish day schools, and to ascertain the reasons Jewish day school administrators leave the field despite the demand for professionals in that field. The study fills a gap in available data and research in this area, and helps shed light on a serious leadership crisis in Jewish education from the perspective of the administrators. A survey of documents and a series of interviews with school officials revealed that 105 administrative positions turned over in Florida's 36 Jewish day schools during the 1994-2004 school years. A third of those who left their positions opted to leave the field of day school administration entirely. Utilizing qualitative methodology, the researcher interviewed 11 of the administrators who left. The study found that day school administrators who leave the field are motivated and growth-oriented individuals who do not actualize their personal challenges in the field. Day school administrators who leave are disillusioned by what they find in the day school system, from the way administrators are treated by the various constituents of the school to the values under which the day school system operates. The study also found that there are no clear predictors of which administrators will leave the field; however, circumstances that lead to departure are similar.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12199
Subject Headings: Jewish day schools--Florida--Administration, Jewish religious education--Administration, School management and organization, Burn out (Psychology)
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.
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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: An exploratory multiple case study of succession planning for higher education community engagement practitioners in selected higher education institutions in theSoutheastern region of the United States.
Creator: Louisy, Heidi, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Succession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results...
Show moreSuccession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results revealed that HEIs are not currently using succession planning strategies for the HECEP role. Further, although the study revealed that professional development opportunities for HECEPs exist, only 50% of institutional study participants were aware of, and participated. Finally, based on the credentials of individuals currently in HECEP roles and data obtained from this study (including data from an expert judge linked to the professional development program analyzed as part of this study), the researcher provides a job specification template for determining if institutions have a pipeline of individuals who could be prepared to assume the HECEP role in the future. This study, although limited in scope as it relates to succession planning, provides insight into the attitudes and perceptions of specific higher education professionals toward the professional development of employees, and more specifically, the HECEP role.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004303, http://purl.flvc.org/fau/fd/FA00004303
Subject Headings: Education, Higher -- Aims and objectives, Educational leadership, Leadership in education, Organizational change, School management and organization, Universities and colleges -- Administration
Format: Document (PDF)

Title: An Assessment of Leadership Practice in High Schools: Improving Graduation Rates.
Creator: Osorio, Maria Eugenia, Maslin-Ostrowski, Patricia, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team...
Show moreThis research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates. The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004618
Subject Headings: School improvement programs., Educational leadership., School management and organization., School principals--Professional relationships., Assistant school principals--Professional relationships., Organizational behavior.
Format: Document (PDF)

Title: Does leadership matter?: the relationship of school leadership to a safe school climate,bullying, and fighting in middle school.
Creator: Leff, Jonathan M., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student...
Show moreThe purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student fights, and a safe school climate and the number of bullying incidents and student fights. The study surveyed 12 middle schools located in a large, urban district in south Florida. Principal leadership style was determined from the MLQ-5X, school safety climate was determined from the school district’s Annual Customer Survey, and the reported number of fights and bullying incidents recorded in the school district’s Discipline Management System were collected via records request for each participating middle school and tallied. Pearson correlations were conducted to examine the bivariate association between the leadership dimensions, a safe school climate, and school violence. Separate multiple linear regression models were used to examine the following relationships: leadership style and the number of reported fights and reported bullying incidents; leadership style and a safe school climate; and a safe school climate and the number of reported fights and reported bullying incidents. The findings suggested that there were no statistically significant correlations between leadership style (transformational, transactional, and laissez-faire), and bullying or fighting, and no statistically significant correlation between principal leadership style and middle school climate. There was a statistically significant correlation found between school climate and the number of student fights. The significance of this finding is important because it illustrates the adverse impact fighting has on student safety, which, in turn, adversely affects the school climate. Therefore, it is up to the school leader to create a climate where everyone feels safe can focus on student achievement.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004133, http://purl.flvc.org/fau/fd/FA00004133
Subject Headings: Bullying in schools -- Prevention, Education, Secondary -- Sociological aspects, Educational leadership, Educational leadership, Middle school students -- Attitudes, Middle school teachers -- Attitudes, School management and organization
Format: Document (PDF)

School management and organization (37)	+ -
Educational leadership (18)	+ -
Educational change (5)	+ -
School management and organization--Florida (5)	+ -
Academic achievement (4)	+ -

School management and organization--Decision making (4)	+ -
School management and organization--United States (4)	+ -
Educational leadership. (3)	+ -
School improvement programs (3)	+ -
School improvement programs. (3)	+ -
School management and organization. (3)	+ -
Citizens' advisory committees in education (2)	+ -
Coalition of Essential Schools (2)	+ -
Decision making (2)	+ -
Education (2)	+ -
Educational accountability (2)	+ -
Educational change--Florida--Broward County--Case studies (2)	+ -
Evaluation (2)	+ -
School management and organization--Florida--Decision making (2)	+ -
School principals (2)	+ -
Strategic planning (2)	+ -
Teacher-administrator relationships (2)	+ -
Academic achievement--Florida--Broward County (1)	+ -
Achievement in education--Florida (1)	+ -
Action research in education (1)	+ -
Action research in education--Case studies. (1)	+ -
Action research in education. (1)	+ -
Administration (1)	+ -
African American women--Employment--Public opinion (1)	+ -
Assistant school principals--Professional relationships. (1)	+ -

United States (5)	+ -
Florida (3)	+ -
Educational leadership--Florida (2)	+ -
School management and organization--Florida (2)	+ -
Academic achievement--Florida (1)	+ -

Academic achievement--Florida--Broward County (1)	+ -
Block scheduling (Education)--Florida (1)	+ -
Catholic Church--Education--Florida (1)	+ -
Charter schools--Florida--Broward County (1)	+ -
Curriculum planning--Florida (1)	+ -
Educational leadership--Florida--Broward County (1)	+ -
Educational tests and measurements--Florida (1)	+ -
Florida Comprehensive Assessment Test (1)	+ -
High schools--Florida--Palm Beach County (1)	+ -
Motivation in education--Florida (1)	+ -
Schedules, School--Florida--Palm Beach County (1)	+ -
School improvement programs--Florida--Broward County (1)	+ -
School management and organization--Florida--Broward County (1)	+ -

Florida Atlantic University (53)	+ -
College of Education (24)	+ -
Department of Educational Leadership and Research Methodology (22)	+ -
Maslin-Ostrowski, Patricia (11)	+ -
Pisapia, John (11)	+ -

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