Browsing by Subject "Educational leadership"
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Item A case study of a beginning elementary assistant principal's conceptualization of her role(Texas Tech University, 2001-08) Nix, Susan J.The newly appointed elementary assistant principal enters the administrative job with unclear role expectations since few studies have examined the position closely. Literature consistently supports the principal as key to the effectiveness of the assistant principal. The position of assistant principal is viewed as important to schools, yet the complex role is seen as unclear and in a state of change. This study explores the experiences of an elementary assistant principal over the course of her first year and was guided by the question: How does an elementary school assistant principal come to understand her role? Both phenomenology and symbolic interaction provided frameworks from which to view this single case study. Phenomenology facilitated the description and analysis of the role of this elementary assistant principal, Lucy. Since human beings actively engage "in creating their world and their understandings of it" (Ponticell & Zepeda, 2000), symbolic interaction facilitated the inclusion of additional perspectives from key participants within the context of Lucy's school. The Four Case Study Design Tests (Yin, 1994) were applied to check for goodness, credibility, and transferability. Following consistent procedures over time, using multiple sources, categorizing concepts, and key informant interviews provided strength to this case study. Interviews were analyzed using the constant comparative method of data analysis (Bogdan & Biklen, 1998), and member checking, and the triangulation of data verified the accuracy of data. Categories emerged from early studies drawing attention to the dimensions of the elementary assistant principal. Key informant interviews indicated the critical impact of relationships, creating opportunities for deeper responses and contributing to Lucy's role conceptualization based on the informants' personal experiences. Archival data provided additional directives from within the school district, facilitating confusion surrounding Lucy's role conceptualization. Additionally, data identified the principal as a major influence on this elementary assistant principal. The significance of this study to the field of educational leadership is the close examination of a single case study, a novice elementary administrator. Further case studies like this have the potential to contribute thicker descriptions and a clearer understanding of the perspectives, actions, and interactions affecting the elementary assistant principal.Item A case study of the educational leader's role in effective new teacher induction programs(Texas Tech University, 2003-05) Boyer, DavidThe purpose of this study was to identify the educational leader's contribution to effective new teacher induction practices. The leader's role was examined from the perspectives of educational leaders, new teachers, and a faction of the educational organization, the Texas Beginning Educators Support System (TxBESS). This study was guided by the question: What is the role of the educational leader in relation to effective new teacher induction? Subsidiary questions addressed the leaders' abilities to support effective organizational systems through structural modifications and appropriate attitudes, behaviors, and actions. An established systems theory served as the theoretical foundation. The organizational faction was represented by TxBESS, while teachers and leaders provided the individual's viewpoint. A review of the literature focused on the components of a supportive environment from each perspective. Semi-standardized interviews with educational leaders and teachers served as primary data sources, while TxBESS archives provided the organizational perspective. Respondents consisted of five pairs of teachers and leaders, while TxBESS manuals and training videos yielded the archival data. The data analysis was structured after a constant comparison method. Categories of data were coded and compared according to previously existing and newly emerging themes. Principles of triangulation were applied in an effort to enhance validity and generalizability. The overall design of this research resulted in greater reliability due to the utilization of multiple data collection strategies and sources. These methods led to a deeper understanding of the educational leader's role in induction. The data revealed that educational leaders assume an integral role in an effective induction experience. Leaders fulfill the needs and expectations of new teachers and the organization resulting in elevated levels of job satisfaction and organizational effectiveness. Open communication, mutually beneficial relationships, and year-long experiences are keys to successful induction. Leaders view induction as an investment in the future while actively assuming the roles of provider, confidante, and coach. This study delineated exemplar paradigms while the conclusions provided recommendations for educational leaders considering effective induction. The significance of this study to the field of educational leadership lies in the deeper understanding of the educational leader's role in effective new teacher induction practicesItem A case study to identify the management concepts and strategies used to improve student performance in a Texas urban public school district(2009-08) Juárez, Antonio, Ed. D.; Olivárez, Rubén; Heilig, Julian V.; Anderson, Urton; Jones, Cathy; Rosales, RoxanneTransformation is change—especially under challenging circumstances—that is significant, systematic, and sustained, resulting in high levels of achievement for all students in all settings (Caldwell, 2006). Urban education is the primary focus and target of the school reform movement. The No Child Left Behind Act (NCLB) includes explicit requirements to ensure that students served by Title I are given the same opportunity achieve to high standards and are held to the same high expectations as all other students in each state. Urban public school superintendents confront social and economic challenges unique to urban districts and are under pressure to meet NCLB’s accountability standards and mandated policies. This study started with a broad question about effective urban public school superintendent management concepts and strategies. The study was designed and conducted to (a) identify the prevailing management concepts and strategies initiated by the superintendent to attain organizational clarity and effectiveness in improving student performance; (b) examine the degree to which the superintendent’s leadership and management concepts and strategies were understood, supported, and embraced by key members of the organization; and (c) examine how the management concepts and strategies used by the superintendent align with a business management concept that may be useful to district leaders and administrators seeking a concept or strategy to sustain organizational change. This researcher used a single-case study to examine the management concepts and strategies used by an urban public school district superintendent. This study was conducted in the largest urban public school system in Texas. The superintendent, 6 members of the district’s leadership team, and five principals were interviewed and answered online questionnaires. A board member was also interviewed. Finally, student achievement data were examined. The study found the superintendent implemented management leadership concepts and strategies that prevailed over the social and economic barriers faced by urban students. Use of these strategies increased and sustained student performance. Despite limitations, this study opens opportunities for further research in management leadership. Opportunities include further research within this urban district, outside the school district, or on each management leadership concept or strategy identified in this study.Item Examining the transformational and distributive leadership styles of secondary principals: A mixed methods study(2012-05) Cooper, Gionet; Valle, Fernando; Siwatu, Kamau O.; Burley, Hansel E.Secondary school principals face numerous challenges in public education. Twenty first century leadership involves navigating state and federal accountability mandates, which has created a paradigm shift within the educational system. Secondary principals and educators alike are also faced with embracing the changing student demographics that will continue to grow throughout the 21st Century. Hodgskinson (2000) projects that by the year 2025 the Hispanic and Asian population will represent 61% of the United States total population. The purpose of this study is to examine secondary principals and educators that serve as transformational and distributive leaders; further examining those that value, foster, and develop school communities to meet the educational needs of students and teachers. The study includes the administration of The Leadership Behavior Inventory Questionnaire to secondary teachers, assistant principals and principals. Purposefully selected participants contributed to the collection of qualitative data. This study utilizes an explanatory sequential mixed method design to chart transformative leadership in secondary schools.Item Exploring principals' perceptions about potential and readiness for the principalship in assistant principals : a case study(2013-05) Gonzales, Richard Martin; Reyes, Pedro, 1954-Research has documented the need for school districts to recruit and retain qualified school leaders capable of navigating the organizational challenges for school improvement, particularly in high-poverty, low-achievement contexts. Recently, scholars have studied principal pipeline structures implemented by school districts to recruit and retain effective principals. A key finding of this research is that clearly-defined standards and performance criteria can inform school districts' strategic identification and development of individuals with the potential to become effective principals. Further research is needed to understand and define potential and readiness for the principalship in assistant principals, commonly the largest candidate group in a principal pipeline. I used a qualitative case study design to investigate veteran principals' perceptions about potential and readiness for the principalship in assistant principals. Six principals in one urban school in Texas were purposefully selected based on their experience with supporting, developing, and/or endorsing former assistant principals for promotion to the principalship while under their supervision. I collected data through questionnaires and in-depth interviews to understand this phenomenon through the informants' lived experience. I found that the principals view professional competence and personal dispositions as indicators of potential and readiness for the principalship. They believe an assistant principal's potential to perform as a principal is evident in the processes and products of their work, but they don't believe all high-potentials are necessarily ready to become principals. Shared leadership was instrumental to developing readiness for the principalship in their assistant principals, and developing capacity by building on strength and targeting weakness worked equally well in their experience. Using these findings and existing research, I identify state and district-level policy implications for the field. I also make recommendations for further study of this topic in the future.Item High school restructuring and renewal : an exploratory and comparative study of structural and instructional integration strategies applied by successful leaders of turnaround high schools(2012-12) Vail, Ruth Elizabeth; Olivárez, Rubén; Sharpe, Edwin; Brown, Keffrelyn; Crook, Kelly; Veazey, LanaThis study examined the perspectives of central office personnel, principals, and teachers involved in the school transformation process. This study was guided by the two main questions: (a) What strategies (structural and instructional) do high school principals implement to lead a successful turnaround of a school? and (b) Which strategies seem to be perceived as most effective by principals, teachers, and superintendents, when measured by multiple school effectiveness indicators? A qualitative case study design was used in an in-depth comparative inquiry of two high schools, which met the criteria of turnaround schools. Data collected were inclusive of interviews, documentations, and historical artifacts to provide insights into the school planning and decision-making process. In addition, the role of the principal and its impact in the selection and implementation of specific strategies were investigated and analyzed against a research-based conceptual framework developed by the researcher, exploring the following components: (a) Principal’s Leadership Role, (b) Structural Integration Practices, and (c) Instructional Integration Practices. A three-fold investigation was conducted to gain a deeper understanding of schools undergoing restructuring. This three-fold investigation was designed to: (a) Review and summarize extant research related to high school restructuring models that relate to school turnaround, (b) Collect research findings that identify effective instructional and administrative leadership practices adopted by principals to accomplish a successful school turnaround, and (c) Conduct a comparative study of two Texas urban high schools that experienced school turnaround. This research study revealed that a principal’s leadership role in effectively implementing strategies has a great impact on the school transformation and renewal process of school turnaround. In addition, the perceptions of central office staff and teachers, principals’ structural and instructional practices chosen by schools, demonstrated the utilization of specific strategies school leaders may adopt to ensure a successful turnaround.Item Impacting Texas public schools through a student servant-leader model: a case study(Texas Tech University, 2003-05) Hardin, FredLeadership is a widely discussed, yet seldom taught component in the public schools of Texas. Students are elected to leadership positions each year, yet little training accompanies the election process. Specifically, there is extremely limited information in the area of servant-leadership as it pertains to high school age students. This dissertation provides the first in-depth analysis of the impact a servant-leader model can have on high school students. The servant-leader model is consistent with the symbolic frame of cognition as described by Bolman and Deal (1993) as well as the symbolic force of Sergiovanni (1984). The servant leader model is consistent with five characteristics outlined as integrity/trust, love/respect, service, listening, and the higher calling/values. The review of the literature focuses on the servant-leader model from the areas of business, educational leadership, and finally from a student servant-leadership perspective. A pragmatic approach to the literature is also included due to the limited research literature available on the servant-leader model. The data was collected and analyzed from a case study approach. The data was collected from two separate case study locations at different geographic locations within the state of Texas. Students attended a three-hour workshop on the servant leader model and the study focused to see whether short-term leadership perceptions held by students could be altered after exposure to the servant-leader model. Triangulation was achieved through a mixed methods approach to data collection and analysis. A survey instrument was utilized to measure perceptional changes from a quantitative approach. The qualitative tools of interviews and participant observations were used to discover the meaning behind the survey results. This study provided evidence that students' short-term perceptions about leadership can be altered through a three-hour workshop on the servant leader model. Educational leaders should pursue opportunities to both expose and educate their students on the merits of the servant leader model so that public school systems and the stakeholders within can maximize their full potential. By doing this, public school educators have an opportunity to build school communities that are centered on the development of values and beliefs that take on sacred or cultural characteristics. Educational leaders should strive for excellent schools that are built on a foundation of values and beliefs rather than popularity and power. Educational leaders can impact the student leadership in schools across Texas by allowing these students an opportunity for exposure to the servant-leader model.Item Inspirational women in educational leadership: A phenomenological study(2012-05) Cryer, Patti; Mendez-Morse, Sylvia; Agnello, Mary F.; Clinesmith, CynthiaThe purpose of this qualitative, phenomenological study was to understand the essence of inspirational leadership practiced by women in educational leadership positions in Texas public schools. According to Psychogios (2007), female leaders exhibit transformational leadership behaviors that revolve around relationships based heavily on communication and social sensitivity – more so than males. The focus was on how women educational leaders are described as inspirational and how their inspirational leadership style influenced their coworkers. The research questions included: 1. How are women educational leaders described to be inspirational? 2. How do women educational leaders exhibit inspirational leadership? 3. In what ways do inspirational female educational leaders influence their faculties toward school improvement? This study utilized semi-structured interviews, observations, and personal document review with a purposeful sample of three campus level women in educational leadership positions in Central Texas. These leaders had held these campus leadership positions for at least two years. Additionally, the investigator asked to interview two or three coworkers regarding the inspirational leadership nature of the participant. Creswell’s (2003) six steps were used for data analysis. There were five overarching attributes that characterize these inspirational female educational leaders. These were: presence, motivation, collaboration, relationships, and fun. Within each of the overarching attributes, the research data revealed specific but overlapping themes. Twelve themes and eleven sub-themes emerged from the data. The findings from these women’s coworkers revealed the themes of fun, relationship oriented, practices recognition, and confident. Sub-themes of communicates/listens, motivating, and approachable emerged regarding leaders described to be inspirational. Builds teams, practices recognition, models and builds relationships were themes revealed regarding leaders who exhibit inspirational leadership with sub-themes of grows leaders, fun/celebrations, present, respects, supports, communicates/listens. Finally, the question of how inspirational women leaders influence school improvement produced themes of motivation, reward, student focus, and teamwork. The sub-themes were expectations/accountability and shared responsibilities. This study adds to the body of knowledge regarding how inspiration works and its influence on school improvement. The results of this study may be applicable to administrative training programs enhancing the possibility of increased job satisfaction and higher degree of success particularly for women. In addition, this study demonstrates the convergence of transformational and charismatic leadership concepts, thus creating a framework for inspirational leadership.Item Life stories of authentic leaders in higher education administration(2007) Meacham, Margaret Anne, 1959-; Kameen, Marilyn C.This study researched authentic leaders (Avolio & Gardner, 2005) who were selfaware of their values, beliefs, ethical philosophies, and character strengths while using this knowledge to strengthen their self-regulation. They used positive modeling to enhance follower development, which ultimately promoted veritable and sustainable outcomes personally and professionally that integrated with the authentic leader's purpose in life. Higher education, as a multi-billion dollar industry, uses shared governance that creates challenges for its leadership. Authentic leaders who hold senior administrative positions within higher education are often confronted with varying levels of administrative challenges, especially immoral, unethical, or illegal policies and practices. Senior administrators are often the frontline for creating, supporting, and maintaining either an inauthentic culture at their institution that supports the status quo or an authentic culture at their institution that promotes and supports positive change focused on the common good. This study reviewed the literature regarding eudaimonia, positive psychology, positive leadership, and higher education administration. The focus was on authentic leaders who were senior administrators in higher education administration. This study utilized life stories to identify the common themes within these senior administrators' lives that allowed them to develop into authentic leaders who had the moral courage to take courageous principled-action against immoral, unethical, and illegal policies and practices within their institutions. This study produced a theoretical model that was juxtaposed against Avolio and Gardner's (2005) Authentic Leader Model confirming their research, as well as extending their research into the moral courage and courageous principled-action research domains. This study has primary value for persons interested in having a deeper understanding of leadership, positive leadership, authentic leadership, moral development, moral courage, courageous principled-action, and higher education administration. This study has secondary value for persons interested in developing as an authentic leader, working effectively within higher education administration, or aspiring to develop the moral courage that will support their willingness and capabilities for taking courageous principled-action.Item Little ladies should be seen and not heard: A study of gender bias in the communication of female educational leaders(2012-08) Taylor, Tracy; Mendez-Morse, Sylvia; Claudet, Joseph; Valle, FernandoThe purpose of this study was primarily to investigate the issue of communication in leadership and its impact on female educational leaders. This study has expanded present understanding of the perceptions associated with female leaders and their communication styles. It has also yield information on how female leaders could better address individuals within their organizations. Finally, this study examined the issues of communication based gender bias in leadership and explored possible recommendations which would benefit women, who are currently in, or advancing toward, leadership positions as principal or higher rank. The guiding questions of this research revolved around three central themes. 1. In what ways do female educational leaders perceive that their approach in communication has affected their career advancement opportunities or leadership? 2. In what ways have educational female leaders with atypical communication styles been viewed differently from men or women with typical communication styles? 3. What do aspiring female leaders need to be aware of concerning communication if they seek career advancement opportunities? This study has added to the current body of literature on female leaders and shed light on the possible pitfalls and as well as advantages associated with communication. The need for research in the realm of female educational leaders stems from what was currently available or rather not available, in the field. A good portion of the research continued to investigate “the glass ceiling” and how this invisible barrier was restricting great female leaders. This study clarified how communication styles have restricted these leaders as well as who was holding the key to doors. It was the understanding of this researcher that some of the barriers were the biases associated with gender based communication. Through personal experience and study, the impact of communication on a female leaders’ success or opportunity for advancement must be studied and was studied during this research. The focus on female change agents, leadership communications and perceptions through a critical feminist perspective which was strongly rooted in a qualitative approach was the basis for this study. This research added to the body of knowledge available in female leadership and communication. This study laid the groundwork for women to analyze pit falls that were ahead of them, therefore allowing them the opportunity to adjust their approach or communication style in order to achieve success.Item The other leadership: the nature of the leadership experiences of Anglo female middle school principals in a male-defined arena(2006) Jones, Cathy Anderwald; Ovando, Martha N., 1954-This study explored the nature of the leadership experiences of three female middle school principals. It focused on the perceptions of leadership from the viewpoint of Anglo female leaders and how they interacted with the male constructed role of the middle school principalship. This study addressed one overarching question: What is the nature of leadership experiences of Anglo female middle school principals in a male dominated arena? Two supporting subquestions were also addressed: (a) In what way do female middle school principals interpret and interact with societal constructions of leadership based on gender role expectations? (b) What are the perspectives on leadership provided by Anglo female middle school principals, and how do these contribute to new understandings or theories of leadership? This multiple case study used qualitative research methods to explore the experiences of three Anglo female middle school principals in Texas. The participants for the study were chosen using a purposeful sampling which included intensity sampling, homogeneous sampling, and convenience sampling as described by Patton (1990). The participants were three Anglo female middle school principals who were shadowed during campus visits for observational data collection. In addition, two indepth individual interviews and one collaborative group interview were conducted. This study sought to contribute to the limited understanding of the challenges and contributions of female middle school leaders. The study revealed two emerging themes: the middle school principalship is both challenging and sacrificial in nature for females. In regard to how the participants’ gender coincided with the male social construct, the study revealed that gender does make a difference in how females interpret and interact in the middle school principalship. This was evidenced through denial, a lack of awareness, or a conscious or unconscious silence. Additionally, the study illustrated that the participants shared four leadership perspectives: servant leadership, collaborative leadership, instructional leadership, and nurturing leadership. The study concluded with two implications for educational administration practice along with recommendations for further research that could enrich the field of educational administration from a female perspective at the middle school level.Item The principal as an instructional leader within the context of effective data use(2009-05) Deike, Mary Alice, 1948-; Wayman, Jeffrey C.The past decades have witnessed the evolution of the standards movement from a focus on basic graduation requirements to robust curriculum efforts, standardized testing, new standards for teacher qualifications, and emphasis on monitoring student learning. National attention on the performance of public schools has triggered a growing interest in data use as a means to change school practices to meet the demands for new standards. Both federal and state mandates and standards imposed on schools are intensifying the pressure to have all students learn at high levels. Leaders are being asked to work in different ways, using different tools. Education policy has shifted leadership expectations from an emphasis on management to one of accountability and responsibility for student academic performance. Using evidence to make decisions is the expectation for principals today. This study examined the principal as an instructional leader within the context of effective data use. The research investigated data principals use, barriers and facilitators they encounter when using data, and structures they create to promote data-informed instructional decisions. The case study employed a mixed-method approach, using quantitative and qualitative data for analysis. Data were collected through individual interviews, focus groups, and surveys. The framework for data analysis was the constant-comparative method guided by six recursive steps. Data were subjected to several levels of descriptive analysis, whereby the emerging categories become the basis for the organization and conceptualization of the data. Findings identified that data use among principals was fragmented within the district. Overall, there was no apparent sense of urgency regarding data use across most of the schools in the study. With the exception of a few schools, no systems or processes were in place for data use. If data use was embedded in the culture of the school, it was due to the skill of the individual principal and the structures he or she developed within the school to support data use. The variations in data use brought attention to the autonomy found in the loosely coupled organizational structure of schools in the study. Lack of a district-wide vision for data use allowed principals significant freedom in determining which data to use as well as how to use data. This study illuminated the need for a district-wide plan to guide the schools in data use as well as the need to develop a collaborative effort between the district office and schools to promote and support principals in an effort to become effective data users.Item Principal succession in Texas: Examination of motivation to leave a position among various groups of principals(2012-05) Matthew, Jadie; Klinker, JoAnn F.; Valle, Fernando; Lan, WilliamCurrent research clearly points to the unsettling effect that principal movement can have on both the campus which they have left and the campus to which they are going. The principal is the educational leader of the campus and sets a tone and environment which has great impact on the success or failure of the campus in achieving its goals. The purpose of this study is to examine the reasons principals leave their positions in such great numbers, to quantify these reasons, and to develop predictive algorithms that can yield insight into the likelihood a principal will leave a position. The study was conducted by surveying all of the principals in Texas who have ever left a principal position. 1,472 principals responded to the survey out of a total population of 6,050. Of these, 419 principals qualified for the study and 305 completed the survey that was the main research instrument. Principals indicated that job security and salary were both strongly associated with decisions to leave a position. Research also indicated that issues of autonomy and lack of support from supervisors played significant roles in a principal’s decision to seek a new position. However, only principals who left a position to move to a larger school showed a significant tendency to move again for the same reason.Item Principals' perceptions of their own professional development(2011-05) Galaviz, Pedro; Young, Michelle, D.; Yates, James; Sharpe, Edwin; Presley, Daniel; Warrick, PhilThe dramatic changes precipitated in public schools by state and federal demands for high-stakes testing have put America’s principals on the endangered list. These volatile conditions bring heightened attention to the effectiveness of principal professional development and its correlation to student achievement. Though years of research have been conducted in the area of effective professional development, few school organizations implement these practices (Guskey, 1995). This study surveyed campus principals in three Texas school districts to understand their perceptions of principal professional development in their local school districts. The primary research instrument was an online survey devoted to addressing principals’ perceptions of their own professional development within the areas of needs to facilitate school improvement, delivery methods for principal professional development, and their personal professional development experiences. Details regarding principal perceptions are presented with data gathered from the online survey. The research concluded with recommendations regarding principal professional development practices for school districts working to improve principal learning.Item Professional development and capacity: three different perspectives(2003) Greer, Margarita Y.; Ovando, Martha N.Item Revisiting the lab school venture: A case study of a university and secondary school partnership(2011-05) Ashby, Marycate F.; Valle, Fernando; Baker, Matt; Myers, SusanKnowledge and experience that can be transferred from the secondary public school experience to the post secondary education setting is crucial. This study aspired to add to the body of knowledge regarding the leadership and direction of lab school partnerships and their impact on secondary school students. The purpose of this study was to explore the relationship between a small private university and a secondary school and examine how this unique setting was assisting the development and success of secondary public school students in their academic achievement, college readiness, and graduation rates. A non-comparative qualitative case study research design examined lab school culture and captured the partnership from the voices of students, parents, teachers, university professors, and stakeholders invested in this unique educational partnership. A variety of data sources, including existing documents, observations, and interviews provided for content analysis. The impact of this study offered further insights into the influence of school culture and the strength provided to students by the linking of parents, students, teachers, and universities.Item Role transitioning of newly appointed department chairs in institutions of higher education in Texas(Texas Tech University, 1999-08) Stewart, GloriaThe role of academic administrator is vital to institutions of higher education as institutions redirect their efforts and create climates conducive for establishing cooperation and collaboration among divergent constituencies. The purpose of this study was an exploration of the process of role transitioning of newly appointed department/division chairs in institutions of higher education in Texas within the theoretical framework of organizational socialization. Six research questions were addressed: (1) profile participants, (2) inquire about the differences between 2- and 4-year institutions, (3) investigate variables that might be associated with the length of time it took chairs to feel comfortable in their new role, (4) assess the existence of relationships between encounter variables, (5) identify relationships between anticipation, encounter and adaptation variables, and (6) explore the efficacy of a path diagram depicting the process of role transitioning of the newly appointed chairs in the study. Data were gathered from 102 participants using a questionnaire that incorporated Morton's (1993) Socialization-Related Learning Instrument and items developed by the researcher. Data analyses included univariate, bivariate, and multivariate methods. Findings of particular interest were: (1) chairs continue to function in a dual role of faculty and academic administrator; (2) rather than temporary, most chairs' appointments were ongoing; and, (3) with little formal training/development available, chairs learned their roles through informal and self-guided means. The encounter variable, "Organizational Milieu," was found significantly related to the variable "Workplace Learning: Learning from Insiders." Four variables were identified as having a statistically significant relationship to the criterion variable "Adaptation": (1) "Organizational Milieu," (2) "Workplace Learning: Learning from Insiders," (3) "Mastery: Knowing the Rules," and (4) "Mastery: Knowing the Power Structure." They accounted for approximately 41% of the variance in the chairs reported "Adaptation" to the new role. The path diagram depicting the process of role transitioning, although not fitting the data well, was found to have potential while each of the seven indirect paths contained in the path diagram were found to be significant. To facilitate role transitioning, institutions were encouraged to develop programs to better prepare and support the learning efforts of chairs. In addition, it was suggested that chairs be proactive in seeking professional development opportunities as well as establish and nurture organizational interpersonal relationships.Item Spirituality in the Praxis of Educational Leadership: Four public school principals� perspectives on leading through spirituality(Texas Tech University, 2009-05) Ramirez, Lisa Ruiz; Mendez-Morse, Sylvia; Johnson, Margaret; Price, Margaret A.The purpose of this exploratory case study was to identify the role of spirituality in the work of four public school principals. The study investigated the evidence of spirituality in the principals� work as it related to eight key principles presented in Houston and Sokolow�s (2006), The Spiritual Dimension of Leadership. Research Questions 1. How do educators come to be public school principals leading through spirituality? 2. What are the lived work experiences of principals that provide evidence of spirituality as they relate to eight spiritual principles? 3. How do principals understand the meaning of spirituality in their work? Research Theoretical Framework The research questions explored the role of spirituality in the work of four public school principals through a qualitative methodology. Specifically, the research project employed an exploratory case study approach. The case study was not actually a data-gathering technique, but rather a methodological approach that incorporated a number of data-gathering measures (Hamsel, Dufour, & Fortin, 1993). The scientific benefit of the case study method lies in its ability to open the way for discoveries (Shaughnessy & Zechmeister, 1990). The use of the case study strategy allowed for exploration of multiple views of reality in a personal format (Merriam, 1998). The conceptual framework that guided this study included research from educational leadership and spirituality as it related to the eight key principles to leading more effectively presented in The Spiritual Dimension of Leadership (Houston, & Sokolow, S.L., 2006). Research Methods Purposive sampling was used to select the principals for this study. The participants studied were comprised of four public school principals nominated by colleagues. This qualitative case study utilized three different qualitative data collection methods: (1) three interviews, (2) one focus group, and (3) document gathering. Dolbeare and Shuman (1982) designed a series of three interviews that were used to frame the interviews used in this study. The first interview established the context of the participants� history with principalship and spirituality. The second interview allowed participants to reconstruct the details of their experience in leading through spirituality within the context in which those experiences occurred and as those experiences related to the eight spiritual principles. Finally, the third interview encouraged the participants to reflect on the meaning of spirituality in their work. Denzin and Lincoln (1994, p.365) state that Merton et al. coined the term "focus group" in 1956 to apply to a situation in which the interviewer asks group members very specific questions about a topic after considerable research has already been completed. Kreuger defined a focus group as a "carefully planned discussion designed to obtain perceptions in a defined area of interest in a permissive, non-threatening environment" (1988, p.18). The focus group for this study was conducted after all four participants had completed their three interviews. The focus group was tape recorded and transcribed verbatim. Other documents in the form of an electronic journal, written journal or artifacts were also obtained from each participant. The researcher provided several journal prompts that were explicitly based on spiritual principles from which the participants chose three to write on. The participants were not restricted by the prompts as they were able to submit their own. The participants were also encouraged to contribute additional entries to the journal if they felt so inclined. The document data consisted of excerpts from journal submissions, drawings, and letters that both recorded and preserved the participants� voice. Once the data were gathered, the researcher stored, managed, interpreted, abstracted, and discovered themes in the data by coding. Due to the large amount of data that was gathered, a variety of tools were used for the actual analysis. The researcher followed a standard set of analytic activities recommended by Berg (2001) arranged in a general order of sequence for the data analysis. The researcher used the N6 (NUD*IST 6) software to assist with the coding and analysis of all data. Data analysis for this study was conducted simultaneously with data collection, data interpretation, and narrative reporting writing. In analyzing and describing a case, the researcher constructed each case within its own setting. The setting for all cases was broadly conceptualized in public schools; however the researcher narrowed the description of the physical location and the demographics of each site to provide the context of each participants� work site. The case description contains the facts about the case through this narrative description. The final step in the analysis took place when the researcher attempted to make sense of the data and provided an interpretation of data. Generalizations were expressed in terms of theories and constructs that exist in the literature but were also framed by the researcher�s personal views. Findings The findings of this study of the role of spirituality in the work of four public school principals indicate that for these four principals the definition of spirituality was heavily impacted by the shaping elements of their early lives. The shaping elements that emerged were family dynamics, school experiences, personal dispositions, pivotal life events and primary influences. All four principals were able to provide vivid, pertinent lived work experiences as they related to the eight spiritual principles. Of the eight principles discussed, the principle of openness emerged as being the most critical: the key to each of their individual leadership styles was heavily contingent on in-depth self reflection, self- awareness and relationship-with-self in order to then build functional relationships with all members of their school community including students, parents, staff, and colleagues. True to the principle of holistic perspective, each principle was viewed as a part of the whole and was deemed necessary and crucial to the continued leadership of each principal. The meaning of leading through spirituality varied with each participant as each participant had connected their spirituality to different sources; however, many common themes did arise from the purpose of leading through spirituality. One key theme was the recognition, development and utilization of a spiritual filter. All participants used a spiritual filter as a basis for decision-making and as an informed framework for their leadership. The negative effects of leading through spirituality ranged from misunderstanding and stereotyping of leading through spirituality, attacks on leadership style, increased vulnerability, isolation, and overwhelming self-imposed pressure. The positive effects of leading through spirituality ranged from obtainment of strength, courage, wisdom, stability, and an increase in the communication skills of listening and speaking through relationship building. Additionally, the participants viewed as a positive effect, the overall implications leading through spirituality has had on the school community and on school curriculum. All participants expressed a strong desire to be connected to other principals leading through spirituality as they viewed it as necessary in order to continue working in schools and being able to survive their self.Item Superintendent Emotional Intelligence and Student Achievement: A Quantitative Study(2011-05) Wiswell, Christina L.; Klinker, JoAnn F.; Lan, William; Tipton, Pamela E.The quality of leadership is reflected in the achievements of the organization. Effective leadership draws upon both cognitive intelligence and emotional intelligence. The skills related to emotional intelligence can be developed through focused effort. This quantitative study explored the relationship between Texas public school district superintendents’ emotional intelligence and student achievement, controlling for the effect of district size, proportion of economically disadvantaged students of the districts, and length of the superintendent’s employment. Every public school superintendent in Texas was invited to participate in the study by completing the online MSCEIT. The data file included 211 of the 1024 eligible superintendents. The Management branch of the MSCEIT significantly correlated with AEIS, as well as the percent of economically disadvantaged students. By better understanding the influence of the superintendents’ emotional intelligence on the students’ academic success, enlightenment will inform decision making at the superintendent level and its effect on student achievement.Item Supervision as a selected instructional leadership behavior of elementary principals and student achievement in readin(2001-08) Knezek, Ervin John; Ovando, Martha N., 1954-This study examined how principal supervisory leadership behaviors were related to student performance in reading, how the frequency, model and content of supervision differed between high and low performing schools, and to what extent elementary principals possessed a knowledge of reading research, methodology, and pedagogy. The study employed both quantitative and qualitative methodologies. Interactive Qualitative Analysis techniques were used to analyze processes and systems through focus groups and interviews. This methodology provided rich contextual data which were supported by findings from the quantitative portion of the study. The Principal Instructional Management Scale (Hallinger, 1985) was completed electronically by 484 elementary school principals in Texas, selected for the study based on the performance of their school over the past three years. Of those, 343 met all of the criteria for further review. Data from those surveys was analyzed using statistical measures to determine the relationship of gender, teaching certification, teaching specialization, and responses to the ten domains on the survey instrument reflecting specific instructional leadership behaviors related to school achievement as measured by performance on the Texas Assessment of Academic Skills. Four case studies were drawn from that selection of schools. Principals maintained logs of supervisory practices. Focus groups and principal interviews produced thirteen affinities of principal supervisory behaviors that supported higher levels of achievement in reading. System Influence Diagrams were produced to reflect the patterns of influence of each affinity. The findings revealed that there were differences between high and low performing schools in the content, frequency and model of supervisory practices, between the gender, teacher certification, and specialization of the principal and performance at high poverty schools, and in the principal’s knowledge of reading methodology, and knowledge of the achievement of individual students. Collaborative supervisory systems were in place at high performing schools; whereas, low performing schools were characterized by autonomy, devoid of substantive measures of supervisory practice. Based on these findings, a set of recommendations were proposed both to add to current theory on collaborative supervision and to practice for principals, for principal pre-service and inservice programs, as well as for principal selection processes.