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Many public schools within the United States have a similar school leadership structure with a principal as the lead administrator. More specifically, at the secondary level, there are more male secondary school principals than female secondary school principals. While many factors may lead to this gender imbalance, this dissertation seeks to understand this uneven representation of female leadership by focusing on leadership styles. This quantitative research study utilized the frameworks of critical theory and feminism as a means to understand possible reasons for this imbalance and to answer the following research guiding question: Is there a relationship between the building principal’s leadership style, gender, job satisfaction, and perceived bias experienced in the work place? This study analyzes the perceptions of secondary school principals who are currently serving in the specified leadership role in four geographic regions of Pennsylvania. Through the use of the multifactor leadership questionnaire (MLQ), the leadership behaviors and characteristics were analyzed for transformational and transactional styles. This study concludes that there is an association between gender and two of the five characteristics of transformational leadership style and both characteristics of transactional leadership style. Although all females reported they were satisfied with their jobs and more females than males reported having experienced bias, no conclusive association with gender can be stated. This study suggests that the differences are not insurmountable barriers towards a gender balance with the secondary principalship and may be changed through education, mentoring, and institutional changes.
The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.
This study documents actions of Wallace Foundation grantees to create more-cohesive policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives; and examines the hypothesis that cohesive systems improve school leadership. Such efforts appear to be a promising approach to developing school principals engaged in improving instruction.
Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
This groundbreaking book presents a new way of looking at leadership that is anchored in research on women leaders in education. The authors examine how successful women in education lead and offer suggestions and ideas for developing and honing these exemplary leadership practices. Women and Educational Leadership shows how the qualities that characterize women's approaches to leadership differ from traditional approaches?whether the traditional leader is a woman or a man. The authors reveal that women leaders are more collaborative by nature and demonstrate a commitment to social justice. They tend to bring an instructional focus to leadership, include spiritual dimensions in their work, and strive for balance between the personal and professional. This important book offers a new model of leadership that shifts away from the traditional heroic notion of leadership to the collective account of leadership that focuses on leadership for a specific purpose—like social justice. The authors include illustrative examples of leaders who have brought diverse groups to work toward common ground. They also show how leadership is a way to facilitate and support the work of organizational members. The ideas and suggestions presented throughout the book can help the next generation fulfill the promise of a new tradition of leadership. Women and Educational Leadership is part of the Jossey-Bass Leadership Library in Education series.
Unlike other books on the subject, this exploration of the principal asleader -- rather than as manager -- offers avariety of perspectives by well-known education authorities. It explores the dimensions of school leadership both in theory and in practice and demonstrates how principals can substantially improve instruction. Discusses the nature of leadership and new challenges that must be faced; the effective use of computers as a management and instructional tool; and how principals can help improve instruction -- based on their own behavior, the climate of the school, and the improvement of instructional practice. Covers a multitude ofissues -- e.g., the decentralization of decision-making to school sites, restructuring the curriculum to become more responsive to children's needs, the implications that demographic shifts have on school programming, human resource development, and the legal and ethical framework surrounding the issues. Includes a case study or application in each chapter. For those preparing to be school executives.