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Using as a sample the 154 secondary schools selected as the best in America in 1982 by the Department of Education's Secondary School Recognition Program, researchers examined the characteristics that made teachers, administrators, and school climates effective in the pursuit of educational excellence. The first chapter of this book interpreting the study's findings summarizes the problems and solutions cited in the many recent reports urging educational reform. The Model of Excellent Schools resulting from the current study is introduced and an overview of the findings is presented. Chapter 2 describes five characteristics of favorable learning environments that were found in the study's exploration of school climate. Chapter 3 elaborates on the seven attributes of effective administrators revealed by the study and compares them to the eight principles of sound leadership cited by Peters and Waterman. The fourth chapter identifies the 12 characteristics of effective teachers that were found by the study. The study's results as a whole are summarized in chapter 5, and the implications for school boards, administrators, and teachers are considered. Appendixes identify the schools in the study sample, list the principals and teachers participating in the study, describe the research methodology, and cite over 230 references. (PGD)
This comprehensive compendium of research focuses on key aspects of Catholic education in the United States. The volume includes reviews of research on topics ranging from church documents, spirituality, and the philosophy of Catholic education to parents, students, teachers, administration and governance, and curriculum and instruction. Benefit to many audiences--policy-makers, church leaders, educators, researchers, students, practitioners, patrons, and citizens--who are interested in these schools. The wealth of scholarly information provided here covers all areas of Catholic education, both school- and parish-based. The first volume of its kind ever published on Catholic learning and development, the handbook is an encyclopedia reference tool for the serious scholar as well as the committed Catholic educator.
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.