An Analysis Of The Relationship Of Superintendent Leadership Orientation Style And District Performance Outcomes
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| Author | : Edna Yvonne Davis Kennedy |
| Publisher | : |
| Total Pages | : 368 |
| Release | : 2015 |
| Genre | : Academic achievement |
| ISBN | : |
The purpose of the present study was to determine if a relationship existed between the perceived Leadership Orientation Styles (LOS) of Texas Public School Superintendents and district performance outcomes. Lee G. Bolman and Terrence E. Deal's Leadership Orientation Survey (1990), which defines action and behaviors into the four frames described below, was used to determine and form a contemporary profile of superintendent leadership styles. Superintendents in Texas (N=1037) were sent electronic surveys to assess perceived leadership styles of orientation. Data was collected and analyzed using the self-reporting Leadership Orientation Style Survey developed by Bolman and Deal (1990). Preliminary steps in the study included identification of a systematic approach to define and measure district performance outcomes as indicated on the Texas Academic Excellence Indicator System (AEIS). In order to identify district performance outcomes and quantify data as factor scores, variables from the Texas AEIS database were subjected to factor analysis. The analysis of the relationship between superintendent leadership orientation styles and district performance outcomes was reported by using canonical correlation and multiple regression interpretations. The model for Bolman and Deal's Leadership Orientation Survey (1990) views leadership from four differing frames of organizational thought: structural, human resource, political, and symbolic. Bolman and Deal (1990) describe these perspectives as a lens, or window, which frame tools of action and behavior. District performance outcomes included academic, advanced academic, and teacher characteristics to form a Valence Index of Performance (VIP) score. As educational systems and public schools become increasingly complex and reach levels of crisis proportion, superintendent must use sophisticated and creative leadership to approach today's epic demand must deal with the orientational school structure from a leadership vantage point of flexibility and multi-dimensional thought processes. Therefore, a study that reveals the style of superintendent leadership orientations can assist leaders to comprehend and address issues that arise in a school district. In conclusion, while the preset research study did not contribute to the superintendent leadership orientation style relationship to district performance outcomes many questions are still left unanswered. The demand for substantive research linking student achievement to superintendent leadership practices remains unchanged.
| Author | : Teresa Murray Reynolds |
| Publisher | : |
| Total Pages | : 314 |
| Release | : 2006 |
| Genre | : Educational leadership |
| ISBN | : |
Leadership style often reflects superintendent effectiveness when leading a district toward organizational improvement. The pattern of behaviors that determine leadership style may be a perceptional response of the superintendent regarding organizational situations. This perception was been identified by Bolman and Deal (1991) as a frame or organizational orientation. The purpose of this study was to investigate the relationship between the leadership style and the organizational orientation of superintendents in five southern states. Data were collected from district superintendents in five southern states using the Leadership Style Inventory (Bennis, Reardon & Rowe, 1995) and the Leadership Orientation Survey Inventory (Bolman & Deal, 1991). A Pearson product moment correlation coefficient determined the strength of the relationship between the leadership style and the organizational orientation of superintendents. The Pearson product moment was also used to determine the relationship between the superintendent's organizational orientation and district size and superintendent's level of experience. These tests examined how that relationship influences decisions and processes superintendents contend with when leading organizational change. The results of the study indicated a small but significant relationship between the organizational orientation and the leadership style of superintendents. It also showed a small, but significant relationship between the organizational orientation and superintendents' years of experience. Further analysis demonstrated a weak relationship between the organizational orientation of superintendents and district size. Recommendations were: (a) to conduct a similar study with superintendents from different geographical regions of the United States, (b) to conduct a study regarding superintendent multi-framing practices and (c) to complete separate studies for each research questions using an analysis of variance statistic. Further research would provide a broader scope of information helping district superintendents understand personal inclinations toward specific orientations. It would also help superintendents to link patterns of leadership behaviors and appropriate organizational orientations when engaging in organizational improvement and increase the quality of decisions made when engaging in organizational planning.
| Author | : Warren Leroy Moss |
| Publisher | : |
| Total Pages | : 310 |
| Release | : 2002 |
| Genre | : Educational leadership |
| ISBN | : |
Purpose. Using previous research (Deal & Peterson; 1994; Smith, 1996) as a conceptual framework, this study examined the leadership orientations of district superintendents in a mid-western state. The investigation explored two types of leadership orientations: technical and symbolic leadership. District superintendents as well as their board-president were asked to assess the leadership orientation of the district superintendent. Also, this study analyzed the relationship of the superintendents' leadership orientation with their annual evaluation. Superintendents' evaluations were utilized to explore whether or not the leadership orientation of the superintendent influenced the level of a school board's satisfaction as expressed by the annual evaluation. Leadership orientations were analyzed in relationship to various personal, professional, and district demographic variables in order to provide an understanding of how different leadership orientations were perceived by the school board presidents in particular demographic areas. This study will provide a better understanding of the two types of leadership orientations discussed and how these orientations have an influence on the perceptions of board presidents. Procedures. Two hundred and sixty-two public school superintendents were selected to participate in the study. Three survey instruments were used to analyze leadership orientation and the district superintendent's personal, professional, and district demographics. Quantitative research methods were used to provide information on superintendent and school board president's perceptions of the superintendent's leadership orientation. The superintendent's annual formal evaluation was explored with the perceived leadership orientation. Findings. The findings of this study revealed that superintendents perceived themselves as being symbolic in their leadership, whereas school board presidents' perceptions indicated the superintendents were more technical in their leadership orientation. Yet, school board presidents expressed more satisfaction with the symbolic leadership orientation than technical orientation they perceived their superintendents to have exhibited. Therefore, the findings of this study suggested that school board presidents revealed a preference in symbolic leadership orientation in their superintendents' performance to influence and create satisfaction.
| Author | : Cynthia Ann Edwards |
| Publisher | : |
| Total Pages | : 280 |
| Release | : 2006 |
| Genre | : Dissertations, Academic |
| ISBN | : |
In contrast, the linear combination of superintendent instructional leadership domains (mission, instructional management, and systems of practice) were found to be significantly related to district VIP scores. More specifically, both instructional management and systems of practice instructional leadership domains were found to be significant contributors to the regression model. Furthermore, as systems of practice leadership behavior scores increased, district performance outcome values increased. More specifically, superintendent self-assessed leadership behaviors linked to increased district performance outcomes in the present study included: the articulation of high expectations for all students, staff, and administrators; a focus on continuous improvement; the alignment of district and campus goals; and the prioritized allocation of district resources.
| Author | : Robert J. Marzano |
| Publisher | : Solution Tree Press |
| Total Pages | : 297 |
| Release | : 2009-11-01 |
| Genre | : Education |
| ISBN | : 1935542362 |
Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
| Author | : Meredith Mountford |
| Publisher | : IAP |
| Total Pages | : 269 |
| Release | : 2019-06-01 |
| Genre | : Education |
| ISBN | : 1641135263 |
What is (R)Evolutionary Leadership? Why Does it Matter? How can contemporary school district administrators, specifically superintendents, contend with so many difficult, and almost impossible competing commitments? Building on the definitions of revolution, revolutionary, evolution, and evolutionary, the notion of (R)Evolutionary Leadership emerged while discussing the need for school district leaders to push back against the status quo while improving teacher and leadership practices, improving student learning outcomes, engaging with the community, and ensuring decision making processes that include check and balance systems that are just, fair, and equitable for all. The chapters in this book introduce superintendents or research on superintendents in which these tenants were practiced; both in their ability to enact radical change by “overthrowing” the status quo – as well as evolutionary in their deliberate approach to viewing change as a process they can control over time. These leaders were willing to confront and defy practices and policies that were counter to student well-being and achievement while concurrently knowing how to reach their desired results. The chapters chosen for inclusion in this volume are those that offered a glimpse of these revolutionary tenants in practice. We ask that you consider this emerging concept as you explore the chapters of our book. You will find the (R)evolutionary Leaders you meet in the chapters know how to evolve, not just to stay alive, but to ensure the organization (school) remains relevant and vital to society. These leaders use their positional power, social capital, and expertise to advocate for policies and practices that are in the best interest of the school community and they innovate in ways that challenge the status quo. You will also find practices that are (R)Evolutionary and provide ways for leaders to innovate, collaborate, and simply take care of themselves and those around them. Our description does not seek to support or define or delineate the characteristics of a (R)Evolutionary Leader or how one might enact (R)Evolutionary Leadership–but serves as a way to (re)think the way we view the vastly complex work of school district administrators, specifically the superintendent. (R)Evolutionary leadership may change our ways of thinking about the significant advocacy role a superintendent can play in influencing both practice and policy to enact the change necessary to move forward issues of justice, equity, and quality in PK-12 schools and further to improve educational and social outcomes for those served.
| Author | : Timothy J. Waters |
| Publisher | : |
| Total Pages | : 27 |
| Release | : 2006 |
| Genre | : |
| ISBN | : |
This study is the latest in a series of meta-analyses that Mid-Continent Research for Education and Learning (McREL) has conducted over the past several years to determine the characteristics of effective schools, leaders, and teachers. This most recent meta-analysis examines findings from 27 studies conducted since 1970 that used rigorous, quantitative methods to study the influence of school district leaders on student achievement. Altogether, these studies involved 2,817 districts and the achievement scores of 3.4 million students, resulting in what McREL researchers believe to be the largest-ever quantitative examination of research on superintendents. The following four major findings emerged from the study: (1) District-level leadership matters; (2) Effective superintendents focus their efforts on creating goal-oriented districts; (3) Superintendent tenure is positively correlated with student achievement; and (4) A surprising and perplexing finding of "Defined autonomy." A bibliography of reports used in the meta-analysis is included. (Contains 5 figures.).
| Author | : Elaine L. Wilmore |
| Publisher | : Corwin Press |
| Total Pages | : 177 |
| Release | : 2008-02-13 |
| Genre | : Education |
| ISBN | : 1452295298 |
"Targeted to meet the needs of superintendents or those aspiring to the position. The stories, vignettes, and reflective exercises for the reader are major strengths." —Dan Lawson, Superintendent Tullahoma City Schools, TN "This is the first professional book that I have found exciting to read in a long time—I really couldn′t put it down! It made me immediately want to gather my leadership team together to devise our own plan. A terrific discussion starter, as well as a step-by-step plan for implementing and assessing new programs." —Marie Blum, Superintendent Canaseraga Central School District, NY Maximize districtwide performance through realistic, standards-based practice! Written by the past president of the National Council of Professors of Educational Administration, this valuable resource examines the knowledge, skills, and dispositions that superintendents must develop to effectively manage change in today′s schools. Elaine L. Wilmore examines the Educational Leadership Constituent Council (ELCC) standards—the new benchmarks established by NCATE and ISLLC for a highly effective superintendency—and shows how administrators can incorporate each standard into their global vision and everyday practice. Through case studies, problem-based learning, an assessment model, and reflective questions and activities, this reader-friendly handbook discusses ways for superintendents to: Attain proficiency in each ELCC standard Develop a positive district culture Manage operations, resources, and community involvement Superintendent Leadership is ideal for the development of future superintendents and the continuous professional learning of current administrators as leaders of the learning community.
| Author | : George J. Petersen |
| Publisher | : IAP |
| Total Pages | : 216 |
| Release | : 2006-07-01 |
| Genre | : Education |
| ISBN | : 1607527480 |
The primary contribution of this book, is not its advocacy of a specific position but rather, its objective analysis of cogent topics. The content prompts us to consider governance in relation to quality education and to ponder alternative policy strategies that have yet to be fully evaluated. As a young doctoral student more than a few years ago, William Van Til, an eminent scholar and a mentor, reminded me almost daily that members of the education profession had a moral responsibility to address the most difficult questions about education and democracy. These enduring queries, he argued, extended to determining how this critical social service should be organized and controlled and to determining the appropriate roles for administrators and teachers. Those in our profession who fail to heed his advice by remaining indifferent to these philosophical dilemmas should consider Plato’s long-standing warning: “One of the penalties for refusing to participate in politics is that you end up being governed by your inferiors."
| Author | : Erasto Kano |
| Publisher | : GRIN Verlag |
| Total Pages | : 19 |
| Release | : 2012-03-27 |
| Genre | : Education |
| ISBN | : 3656159866 |
Seminar paper from the year 2012 in the subject Pedagogy - The Teacher, Educational Leadership, University of Dodoma (College of Education), course: Educational Management and School Administration, language: English, abstract: Abstract This paper endeavors to explain head teachers’ leadership styles and students’ academic achievement by looking into the role of the head teachers in promoting academic performance. The paper discusses the meaning of leadership, the importance of leadership, characteristics of leaders, characteristics of high-performing schools and leadership theories .Furthermore, the paper gives details about traits and skills associated with effective leadership, dimensions of leadership practices and activities linked to student outcome, leadership styles, the relationship between leadership styles and academic achievement and recommendations.
