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"The purpose of this research was to determine if principals' behaviors or actions related to a systems orientation or person orientation as defined by the trait approach to leadership theory. Also important to the study was to determine if teachers' perceptions of principal leadership behaviors were gender specific, i.e., to determine if subordinates (i.e. teachers) perceived male and female principals differently, as well as to determine if those perceptions differ according to subordinate gender (i.e. do male and female teachers view male and female principals differently?). Data were gathered from a school district in the southeastern United States. Approximately 300 teachers from eleven traditional high schools were surveyed using the Leader Behavior Description Questionnaire (LBDQ) based on the work of Ralph Stogdill and the Ohio State University Leadership Studies. The survey was uploaded and administered as a web based survey, with respondents contacted through email. The evidence from the study shows that there was no statistical difference in the leadership styles of mid level and high performing men and women principals as reported by teachers. However, male principals were reported more often to be in the lower performing quadrants (Structured or Passive Leaders)than women leaders. Female principals were reported as being more attentive to systems and person orientations than their male counterparts. Data gathered outside of the LBDQ provided evidence that women and men teachers both report being more satisfied with female principals than with male principals, as indicated by responses to the question of "do you feel your principal is effective?" "--Abstract from author supplied metadata.
This highly detailed study maps four decades of evolution of the concept of what constitutes effective school leadership. It analyses the theoretical background to these developments and advocates the utility of thinking of a ‘lean’ form of school leadership that is comparable to the concept of ‘meta-control’. A wide-ranging survey of the empirical research literature on leadership effects includes the presentation of results from earlier meta-analyses as well as a new meta-analysis on some 25 studies carried out between 2005 and 2010. This survey demonstrates that older reviews and meta-analyses were predominantly based on so-called ‘direct effect’ studies, while more recent studies have tried to quantify the indirect effects of leadership, mediated by other school variables. While acknowledging the relatively small total effect of leadership on student outcomes, the study does identify promising intermediary factors which, stimulated by specific leadership behaviours, impact on student performance. The book ends by drawing out wider implications for educational practice and policy, presented under headings such as ‘schools need leadership’, ‘the toolkit of the school leader as a meta-controller’, ‘the special case of turning around failing schools’ and ‘efficiency of school leadership’. In passing, the authors make several suggestions about potentially fruitful next steps in researching the effects of school leadership.
For 15 years and through two editions, this handbook has been indispensable for serious students of leadership. Now, in this third edition, Bass introduces a decade of new findings on the newest theories and models of leadership. With over 1,200 pages of essential information, Bass & Stogdill's Handbook of Leadership will continue to be the definitive resource for managers for years to come.