Comparison of the Leadership Behavior of Principals in Adult High Schools and Traditional High Schools
Comparison of the Leadership Behavior of Principals in Adult High Schools and Traditional High Schools

Author: Maryam Hill

Publisher:

Published: 2011

Total Pages: 90

ISBN-13:

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This study was designed to compare the leadership behaviors of principals of adult high schools to that of principals of traditional high schools. According to the Tennessee Department of Labor & Workforce Development (2005) approximately 1.2 million adults over the age of 18 do not have a high school diploma or GED. A review of literature concluded that a limited amount of research has been reported on adult high school programs. The presence of adult high schools in Tennessee warrants exploration of approaches to leadership, which aid in the increase implementation of these schools. The sample population consisted of twenty principals: ten adult high school principals and ten traditional high school principals. The Leader Behavior Description Questionnaire Form XII Self was self-administered to measure leader behavior in the following dimensions: Representation, Reconciliation, and Tolerance for Uncertainty, Persuasion, Structure, and Tolerance for Freedom, Role Assumption, Consideration, and Production in Emphasis, Predictive, Integration, and Superior Orientation. A demographic survey was self-administered to determine participants' years of teaching experience, years as a principal, and highest degree of educational attainment. A one-way analysis of variance (ANOVA) revealed that there was a statistically significant difference in the leadership behaviors of principals in adult high schools, compared to principals in traditional high schools. The results from the study concluded that adult high school principals incorporate more consideration in their leadership and traditional high school principals incorporate more structure in their leadership.

Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools
Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools

Author: Kimberly Lynn Garrett

Publisher:

Published: 2015

Total Pages: 350

ISBN-13: 9781321692648

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The purpose of this multi-case study was to examine if there may be a perceived relationship between the size of the school and the leadership behaviors of the four principals. This purpose was achieved through a qualitative inquiry of principal interviews, principal survey, observation of a principals' leadership team meeting, focus group interview with the principals' leadership team, and analysis of the extant texts: principals' time log for one week, organizational chart, and agenda for a leadership team meeting. The data were reduced through two cycles of coding which then further analyzed resulting in the identification of five major themes. Finding one: All four principals appeared to have six common leadership behaviors that did not appear to be different based on the size of the school. Finding two: All four principals appeared to have six leadership behaviors that looked differently based on the size of the school. Finding three: While all four principals demonstrated their understanding of the need for "being visible with students," "being visible with teachers," "knowing your students," and "knowing your staff," they all recognized that these skills would be easier to develop and execute in a small school compared to a large school. Finding four: The additional behaviors that were present in the leadership behavior of "organizing" in the principals of large schools may have supported additional leadership behaviors in "communicating with students," "communicating with staff," and "developing leaders" in the principals of the large schools. Finding five: The two leadership behaviors of "seeking input" and "setting direction/limits" appeared to counter-balance each other depending on the size of the school. Synthesis of the findings suggest that while there are common leadership behaviors among these four principals, there were also differences in their leadership behaviors that indicated that there may have been a perceived relationship between the size of the school and the leadership behaviors of the four principals. The descriptions of the leadership behaviors of the four participants in this study lend credibility to the argument that leadership does not take place in a vacuum. How leadership is implemented is dependent upon many factors, including the size of the environment.

Leadership Challenges in High Schools
Leadership Challenges in High Schools

Author: W. Norton Grubb

Publisher: Routledge

Published: 2015-12-03

Total Pages: 253

ISBN-13: 1317256891

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Principals are responsible for an increasing range of duties in an era of school reform, standardized testing, and more. These responsibilities are even greater in high schools, which are many times larger and more complex than elementary and middle schools. Yet little has been written on the special challenges of high schools and their leadership. This book fills the gap by exploring the challenges specific to high schools, including their size and complexity, the special difficulties in improving instruction, the crucial role of high schools for students' futures, adolescent behavioral issues, and many more. Grubb shows how principals and other leaders can address the complexities of multiple pathways, or efforts to create theme-based trajectories through high school - one of the most promising high school reforms. Looking to the future, he offers alternative ways of preparing professionals for high schools, and the responsibilities of districts for improving high schools and their leadership.

An Investigation Into the Behaviors of High School Leaders
An Investigation Into the Behaviors of High School Leaders

Author: Melissa Murray Nixon

Publisher:

Published: 2006

Total Pages:

ISBN-13:

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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.

Instructional Leadership Behaviors of Principals at High-performing, High-povery High Schools in Louisiana
Instructional Leadership Behaviors of Principals at High-performing, High-povery High Schools in Louisiana

Author: Shavon Savoy-Helaire

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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"This study examined the instructional leadership behaviors of principals at highpoverty, high-performing high schools in Louisiana. Using the conceptual framework developed by the researcher through the analysis of literature, fundamental instructional leadership characteristics and behaviors revealed three constructs: (a) Delineating the School's Vision, (b) Overseeing the Instructional Program, and (c) Fostering a Positive School Culture. Embedded within each theme are sub-constructs of principal instructional leader behaviors that contribute to producing student success at high-poverty schools. The purpose of this study is to determine the instructional leadership behaviors of principals who have successfully increased student achievement at high-poverty, highperforming high schools in Louisiana. The researcher completed a qualitative multiple- iv case study of two public high schools in Louisiana where over 50 percent of the students were classified as economically disadvantaged, and their School Performance Score (SPS) was no lower than a B for the last three years, as evidenced by the school's annual state report card. The researcher interviewed principals and focus group participants from each respective school. A principal interview protocol and teacher focus group protocol was utilized to collect data and triangulate the responses of each school principal and teacher focus group participants at the two sites to understand how their respective principals contributed to the school's success. A qualitative cross-case comparison was employed using the results of the findings to compare those instructional leadership behaviors within the three constructs between the two schools. This study revealed that both principals' behaviors were conducive to student success. The principals positively influence their staff and students, and people are willing to follow their lead. Furthermore, both school leaders exhibited transformational and collective leadership characteristics. The principals revisited their school vision often, established a safe and welcoming environment for students and staff members, set high expectations, and encouraged maintaining an open mindset regarding student potential and performance while holding everyone accountable for meeting those expectations. The following themes emerged: (1) Values and Beliefs, (2) Relationships, and (3) High Expectations. The principals' values and beliefs transcend beyond just their vision and goals and are implemented throughout various aspects of school goals, policies, and procedures. A strong element of bonding and a sense of camaraderie was discovered on v both campuses among teachers and staff and with students and parents. Belief in students' potential through establishing high expectations was revealed many times throughout the study. Both principals heavily emphasized how teachers must have positive mindsets regarding student achievement. Implications for principal leadership preparatory programs, improved leadership practices, better district support and collaborative efforts, and state educational policies are significant and aid in continuing to close the achievement gap."--abstract.