Showing papers by "Kenneth Leithwood published in 1999"

Changing leadership for changing times

Abstract: Part 1 The context for changing leadership: changing leadership - a menu of possibilities transformational leadership as a place to begin. Part 2 Transformational school leadership: transformational leadership at Central Ontario Secondary School setting directions - vision, goals and high expectations developing people - individualized support, intellectual stimulation and modelling redesigning the organization - culture, structure, policy and community relationships. Part 3 Beyond transformational leadership - broadening and deepening the approach: the problem-solving processes of transformational leaders fostering teacher leadership building teachers' commitment to change creating the conditions for growth in teachers' professional knowledge and skill leadership for organizational learning maintaining emotional balance conclusion - future schools and leader's values.

The Relative Effects of Principal and Teacher Sources of Leadership on Student Engagement with School

Abstract: Survey data from an achieved sample of 1,762 teachers and 9,941 students in one large Canadian school district were used to explore the relative effects of principal and teacher leadership on stude...

Transformational School Leadership Effects: A Replication

Abstract: Most school restructuring initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio-psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1818 teachers and 6490 students from 94 elementary schools in one large district were used to replicate an earlier study of the effects of transformational leadership practices on selected organizational conditions and student engagement with school. Similar in most respects to our earlier s...

Organizational learning in schools

Abstract: Chapter 1: Organizational Learning in Schools: An Introduction Kenneth Leithwood and Karen Seashore Louis Part I Chapter 2: Creating Community in Reform: Images of Organizational Learning in Inner-City Schools Karen Seashore Louis and Sharon D. Kruse Chapter 3: Informal Learning Communities and their Effects Miriam Ben-Peretz and Shifra Schonmann Chapter 4: Leadership and other Conditions which Foster Organizational Learning in Schools Kenneth Leithwood, Doris Jantzi, and Rosanne Steinbach Part II Chapter 5: Talking about Restructuring: Using Concept Maps Jean A. King, Jeffrey Allen, and Khahm Nguyen Chapter 6: Organizational Consequences of Participatory Evaluation: School District Case Study J. Bradley Cousins Chapter 7: Professional Development Schools as Contexts for Teacher Learning and Leadership Linda Darling-Hammond, Velma Cobb, and Marcella Bullmaster Chapter 8: Learning about Organizational Learning Coral Mitchell and Larry Sackney Part III Chapter 9: Team Learning Processes Kenneth Leithwood Chapter 10: Intellectual Roots of Organizational Learning J. Bradley Cousins Chapter 11: School Development and Organizational Learning: Toward an Integrative Theory Janna C. Voogt, Nijs A.J. Lagerweij, and Karen Seashore Louis OL_FM 16/10/2000 10:57 Page 5 Part IV Chapter 12: Organizational Learning and Current Reform Efforts: From Exploitation to Exploration Sam Stringfield Chapter 13: From Organizational Learning to Professional Learning Communities Karen Seashore Louis and Kenneth Leithwood Author Index Subject Index

Teacher burnout: A critical challenge for leaders of restructuring schools.

Abstract: The highest reward for a person's toil is not what is received for it, but what he/she becomes by it . – Anonymous Burnout is a label used to define the stress experienced by those who work in interpersonally intense occupations subject to chronic tension (Cunningham, 1983), such as teaching. This form of stress manifests itself as a state of physical, emotional, and cognitive exhaustion that produces feelings of alienation, indifference, and low self-regard (Huberman, 1993b). The most commonly used instrument for assessing burnout, the MBI (Maslach Burnout Inventory; Maslach and Jackson, 1981), defines it in terms of three dimensions: emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment. Symptoms of burnout are both organizational and personal. Organizational symptoms include increased absenteeism, performance decline, poor interpersonal relations with co-workers and, in the case of teachers, with students (Cunningham, 1983). At a personal level, teachers who experience burnout are less sympathetic toward students, are less committed to and involved in their jobs, have a lower tolerance for classroom disruption, are less apt to prepare adequately for class, and are generally less productive (Blase and Greenfield, 1985; Farber and Miller, 1981). Perhaps even more germane to school restructuring is the evidence, reviewed by Cunningham (1983), that teachers experiencing burnout tend to be dogmatic about their practices and to rely rigidly on structure and routine, thereby resisting changes to those practices. Clearly, these symptoms are anathema to most current school restructuring efforts.

Educational accountability : the state of the art : international network for innovative school systems (INIS)

Abstract: The Ontario Institute for Studies in Education has developed a framework for understanding educational accountability in reponse to the following issues: who is accountable,to whom, for what, at level, and with what consequences? The framework identifies four approaches and describes some accountability tools used in Canada, Germany, Hungary, the Netherlands, New Zealand, Norway, Scotland and Switzerland. This text summarizes the framework and the Institute's findings.

Do School Councils Matter

Abstract: Survey and interview data were collected through a two-staged, mixed method, research design to examine the effects on schools and classrooms of school councils formed in response to a large bundle of government reform initiatives in Ontario. Results suggested that, at best, councils had a weak positive influence on both classroom practice and school wide decisions. Councils that were relatively influential had, among other features, highly competent parent chairs, facilitative principals who wanted the councils to be useful to their schools, and a history of productive working relationships between teachers and parents.