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The Relationship of Leadership Style Behaviors of Principals to the Existence of Effective Schools

approved: The purpose of this study was to determine if, when leadership styles and personality types of the supervisor and employee are similar, employee ratings are higher than when the leadership styles and personality types of the supervisor and employee are dissimilar. Personnel from four Oregon school districts were selected to participate in this study (n = 60). All subjects received training on the collaborative consultation model of service delivery to students with disabilities. Training was conducted by Dr. Bonnie Staebler and Dr. Bonnie Young, professors at Western Oregon State College. Three instruments were used to collect data for this study. The LEAD-Self was used to identify leadership styles of supervisors and consultants. The Myers-Briggs Type Indicator was used to determine personality types of supervisors and consultants. The third instrument used in this study was the Survey of Effectiveness of Redacted for Privacy Collaborative Consultants. This survey provided an effectiveness rating on each consultant as perceived by the supervisor. A Pearson r product-moment correlation was conducted on the data and regression analyses were completed. The pooled correlation coefficients for LEAD-Self difference with effectiveness ratings of consultants revealed an r value of -.3292 which is significant at the .05 level. These data resulted in an R2 score of .2575. The pooled correlations for MBTI difference and effectiveness ratings of consultants resulted in an r value of -.0042 and an R2 score of .06675. Results from the first and second research hypotheses indicated that a relationship did exist between leadership style difference and effectiveness ratings of consultants. The results of this study demonstrated that approximately 26% of the variability in consultant effectiveness scores could be explained by the difference in supervisor and consultant leadership styles. Results from the third and fourth research hypotheses indicated that a relationship did not exist between personality type difference and effectiveness ratings of consultants. The results demonstrated that only 7% of the variability in consultant effectiveness scores could be explained by the difference in supervisor and consultant personality types. C Copyright by Sandy L. Houck (Buell) October 11, 1993

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A study of supervisors' ratings of consultant teacher effectiveness in relation to leadership styles and personality types

Research has shown that differences exist among leadership styles of school principals These differences may be associated with selected biographic and demographic variables This study surveyed principals of 243 Georgia public elementary schools to determine their leadership styles, based on the constructs of Structure and Consideration, and examine their biographic characteristics and the demographic characteristics of the schools they serve Once leadership styles were identified, based on Structure and Consideration, relationships between the independent variables and the dependent variables were examined Independent variables included: sex, age, ethnicity, marital status, administrative experience, teaching experience, educational level, school setting, school size, and regional area of the state Dependent variables were the two dimensions used to describe leadership style Consideration and Structure Subjects were selected through random sampling of the 1309 Georgia elementary school principals listed in the 1995 Georgia Public Education Directory The Leadership Opinion Questionnaire (LOQ), developed by EA Fleishman in I960, revised in 1559; and the Georgia Elementary School Principal Questionnaire (GESPQ), designed by the researcher, were mailed to 400 randomly selected principals The number of respondents was 243 Descriptive statistics were examined for all variables The Pearson's r correlation coefficient was used to determine relationships at the 05 level of significance between the independent, continuous variables and the LOQ Structure and Consideration scoresThe one-way analysis of variance with Scheffe's post-hoc analysis, when indicated, were utilized to determine any significant differences at the 05 level in group means of the independent, categorical variables with regard to the LOQ Structure and Consideration scores Results indicated that the 243 Georgia elementary school principals in the sample group scored higher on Consideration than on Structurfe- Their preference toward Consideration suggested these principals emphasized relationships and interaction It was discovered that the more years one had been a principal, the lower score he or she obtained on Structure and Consideration It was also determined that the more years a principal had taught, the higher he or she scored on Consideration A significant difference in Structure group means was found among ethnicities, which revealed African-American principals who participated in the study scored higher on Structure than white principals Another significant difference in Structure group means existed among respondents from the four regional areas of the state, which indicated elementary school principals in South Georgia scored higher on Structure than those in North Georgia A profile of the Georgia elementary school principal was developed from the biographic and demographic data collected The researcher found that the typical elementary school principal in Georgia has served as a principal for 9 years, an assistant…

The Relationship Between Leadership Styles of Georgia Elementary School Principals and Selected Biographic and Demographic Variables

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A Study of Leadership Behaviors of Principals in Schools Which Educate Students with Moderate and Severe Disabilities in Regular Education Classrooms

xi CHAPTER ONE: BACKGROUND 1 Leadership Defined 2 The Need for Technology Leadership 4 The Problem 7 The Purpose 7 CHAPTER TWO: REVIEW OF THE LITERATURE 10 Historical Background: Technology In Education 10 The Administrator's Role 14 Providing Administrative Support 16 Creating a Vision 17 Communicating the Vision 18 Involving Staff and Coordination 19 Curriculum Development and Technology Integration 19 Training Staff 20 Developing a Knowledge Base 21 Issues of Importance 22 The Change Process 24 The Apple Classrooms of Tomorrow (ACOT) Change Model 26 The Concerns-Based Adoption Model (CBAM) 27 Participatory Management and Education Reform 29 Preparation of Effective Leaders 31 Summary 33 CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY 35 Why Conduct a Qualitative Study? 36 Subject Selection and Gaining Access 40 The Educational Setting 41 Role of the Researcher 43 Data Sources, Collection, Management, and Analysis 44 Data Sources 44 Data Collection 45 Data Management 47 Data Analysis Strategies 50 CHAPTER FOUR: FINDINGS 54 Contextualization 54 Leadership 55 Explanation 56 Background 56 Participatory Management and Technology 57 Departmentalized Structure 59 State Push Towards Participatory Management 59 Developing Better Working Relationships 60 Support from the Superintendent and Principal 60 Common Threads 61 Collaboration 62 Providing Leadership from All Levels 67 The Principal as Leader 68 The Teacher as Leader 71 Group Leadership 73 Community as Leader 75 Breaking the Mold 77 Having and Sharing a Joint Vision 78 Vision Origins and Influences 78 Communicating and Maintaining the Vision 80 Understanding the Impact of Change on the Educational System 87 Introducing Change 88 Resistance to Change 88 Overcoming Resistance: The Path to Change 93 Impact of Technology on the Educational System 96 Impact on Student Learning 99 Identifying and Managing Teacher Issues 101 Personnel Turnover 102 Summary 104 Timeline of Critical Technology-Related Events 106 CHAPTER FIVE: CONCLUSIONS 109 Encouraging and Fostering Collaboration Ill Providing Leadership From All Levels 113 Having And Sharing A Joint Vision 117 Recognizing and Understanding the Impact of Change on the Educational System 121 The Impact of Technology on Education 124 Identifying and Managing Teacher Issues 126 Employee Turnover 126 Impact of Recognition 128 The Missing Standards 130 Essential Conditions: A Comparison 131 NETS-A Condition One: Shared Vision 131 NETS-A Condition Nine: Community Support 131 NETS-A Condition Two: Equitable Access 133 NETS-A Condition Three: Skilled Personnel 134 NETS-A Condition Four: Professional Development 134

https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1800&context=rtd

Earl J. Ogletree

Papers

Administrative Style and Leadership Effectiveness.

Effect of Leadership Styles of School Administrators on Teacher Evaluation of Their Job Performance.