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Descriptors:
Leadership Effectiveness; Principals; Educational Change; Federal Legislation; Administrator Effectiveness; Organizational Effectiveness; Leadership Qualities; Educational Environment; Praxis; Theory Practice Relationship; Best Practices; Participative Decision Making; Leadership Styles; Organizational Culture; Administrator Characteristics; Institutional Characteristics; Effective Schools Research; Teacher Attitudes

Abstract:
In 2004, The U.S. Department of Education stated, "Great schools have great leaders" (p.1). Research supported their declaration as our nation actively pursued educational reform. School systems across the country searched for good school principals to lead, believing they were the "cornerstones of good schools" (DiPaola & Tschannen-Moran, 2003, p. 43). In 2004, the U. S. Department of Education published national statistics, which summarized that there was a shortage of top-notch principals to meet the demands of No Child Left Behind. As schools struggled, they realized the problem did not lie in the quantity of school principals but in the quality of the principal and learning environments (2004). However, the real challenge became finding effective leaders to facilitate successful learning environments for teachers and students to learn. In the meantime, teachers became frustrated and angry with weak leadership and promised changes with no results. Schools experienced declining assessment scores, an increasing number of students who were experiencing school failure, dropping out, and in trouble with the law because of involvement in crime and violence. Therefore, research continues to be necessary to find what makes an effective leader and successful learning environment in high schools to quiet the "Angry Voices" (Brown, 2009). (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Labor Market; Lifelong Learning; Foreign Countries; Career Guidance; Vocational Education; Career Education; Career Development; Skill Analysis; Skill Development; Knowledge Economy; Regional Characteristics; Trend Analysis; Occupational Surveys; Public Policy; Access to Education; Educational Quality; Definitions; Educational Needs; Curriculum Implementation; Change Strategies; Educational Change; Regional Cooperation; Career Counseling

Abstract:
Career management skills (CMS) are increasingly touted as necessary for all citizens, young and adult, particularly given the realities of employment and self-employment in a knowledge-based society, where "protean", "portfolio" careers are expected to increasingly become the norm, and lifelong career guidance an entitlement of all citizens. This paper provides an account of how CMS are featuring ever more prominently on the agenda of many European countries, and explores how such skills are being defined, how and where they are being taught and assessed, and the various modalities by means of which they are integrated in education and training programmes in both the education and labour market sectors. Particular care is given to debates and tensions around the notion of CMS, and to considering trends and initiatives not only from a country-specific perspective, but also from a European one, given the interest of the European Commission in supporting policy development in the area through its Lifelong Learning Programme. The paper concludes by highlighting some of the more pressing issues that need to be addressed. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; College Administration; Leadership Effectiveness; Administrators; Administrator Role; Administrator Characteristics; Qualitative Research; Career Development; Leadership Styles; Leadership Qualities; Transformational Leadership; Gender Differences; Males; Females

Abstract:
This article analyses career trajectories into university management in Australia, South Africa and the United Kingdom (UK), skills required to operate effectively and the power of vice-chancellors (VCs) and their impact on the gendered shaping of university leadership. It is based on qualitative research with 56 male and female senior managers. The research found that the typical career path was modelled on male academic careers. Not surprisingly, in South Africa and the UK the perception of the top university leader was of a man but in Australia, where more women have been VCs, there was no such assumption. Characteristics valued in university leaders in Australia and South Africa were "soft" leadership traits, but in the UK "hard" aggressive and competitive leadership prevailed. VCs are enormously powerful and can shape the gender balance in management teams and thereby potentially broadening leadership styles beyond the predominant transactional model to include transformational leadership. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Literacy; Principals; Achievement Gap; Leadership Effectiveness; Leadership Role; Leadership Styles; Instructional Leadership; Socioeconomic Status; Low Income Groups; Leadership Training; Teacher Administrator Relationship; Educational Improvement; Professional Development; Change Strategies; Educational Change

Abstract:
This article addresses the way in which principals can contribute to closing the unacceptable gap in literacy achievement in Australia for low socio-economic status (SES) students by connecting leadership work more directly with the conditions which influence teaching and learning. It draws upon the outcomes of a project funded under the Australian Government's "Literacy and numeracy Pilots in Low SES Environments" initiative, called "Principals as Literacy Leaders". Discussion centres on a synthesis of recent research literature into a leadership for learning framework or blue print to guide the actions of principals as they interact with their teachers over literacy learning and achievement. The framework was used to organise professional learning experiences for principals to enable them to engage members of staff with key issues known to challenge and enhance literacy learning. A sample of the kinds of experiences employed during the project is described. The combination or blend of curriculum content with professional processes, it is suggested, is in need of further research if initial hopes for improved leadership development in the future are to be realised. (Contains 2 figures, 5 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Childhood Education; Leadership Styles; Leadership Effectiveness; Leadership; Administrator Characteristics; Administrator Effectiveness; Instructional Leadership; Leadership Qualities; Leadership Responsibility; Leadership Role; School Administration; Governance

Abstract:
The author has been musing on how directors perceive their roles and choose their leadership style, particularly when changes are needed in their centers. In community-based ECE programs the author typically sees a preference for the idea of director as a facilitator, rather than a supervisor, and for shared leadership rather than a ship's captain. The author sees so many well-meaning early childhood directors who are exhausted to the bone, but can't get beyond crisis management or mediocre quality for children. Clearly, it isn't enough to have an inspiring vision or good intentions. Effective leaders steadily acquire skills and a mature staff eager to build a learning organization. They continually evaluate and put systems in place to manage each facet of the organization, including the growth of an intellectually vibrant and respectful program culture. With these keys in hand, a boss is not a four-letter word, but truly awesome! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Vocational Education; Leadership; Foreign Countries; Stimulation; Personality; Personality Traits; Administrator Behavior; Transformational Leadership; Self Management; Teacher Surveys; Teacher Attitudes; Leadership Effectiveness; Leadership Qualities; Leadership Styles; Teacher Administrator Relationship; Teacher Leadership

Abstract:
Teacher self-leadership includes a set of individual cognitive and behavioural strategies that, when practised together, can lead to improved performance. This study examines the influence personality and leader behaviours have on teacher self-leadership in a vocational education and training setting. Survey data from 418 teachers from an Australian college of vocational education and training showed that generalized self-efficacy and conscientiousness were positive predictors of self-leadership. Transformational leader behaviours also positively influenced teacher self-leadership, although to a lesser degree. The results suggest improving teachers' self-efficacy is associated with increased self-management, greater intrinsic enjoyment from work and more constructive thought patterns. Training in transformational leader behaviours, such as articulating a vision, high performance expectations, individualized consideration and intellectual stimulation may also facilitate teacher self-leadership in vocational colleges. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Measurement Techniques; Leadership Effectiveness; Leadership Styles; Administrator Behavior; Administrator Responsibility; Educational Quality; Quality Assurance; Quality Control; Program Improvement; Administrator Characteristics; Leadership Qualities; Measurement Objectives; Change Strategies; Organizational Theories; Child Care; Child Caregivers; Child Care Centers

Abstract:
Among quality measurement systems, there is no clear description of how administrators are expected to move through the process. This is not necessarily a fault of the systems; it is not their intention to script a program's process. Yes, there are many tasks that are logically the administrator's responsibility--important things that must get done. But there are myriad approaches for how to do this. Sometimes the administrator takes on the process almost completely on his own with staff members only having a vague notion of what the goals of the quality measurement system are. Administrators are more naturally inclined to use leadership behaviors, but overall leadership is a learned set of skills. And there is no time more worthwhile to ensure that the administrator of the program understands and implements these characteristics and behaviors than when the program is engaged in an important process like quality measurement and improvement. This article provides a description of those leadership characteristics that are essential to this process. (Contains 1 resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Expertise; Educational Objectives; Outcomes of Education; Role of Education; Young Adults; Social Change; Educational Change; Instructional Leadership; Educational Research; Educational Administration; Leadership Effectiveness; Partnerships in Education; Educational Practices; Administrative Change; Change Strategies; Textbook Content; Educational Needs; Best Practices; Global Approach; Global Education; Educational Improvement; Administrative Principles; Administrator Characteristics; Individual Development

Abstract:
Globalisation of world trade, international media, technological innovation and social change are creating opportunities and challenges that today's pupils will inherit and build on. A pupil's academic, technical and social capacity will define their success or failure. Therefore, educational outcomes and well-being for young people across emerging and developed economies and the crucial role of education and leaders of education has never been more important. Schools are under pressure to think more clearly about their place in children's lives beyond the passage of learning in classrooms. The processes inside schools, the organisation of school systems and the relationship between communities' educators are critical elements in a complex mix that must balance correctly if it is to benefit school children properly. Using the term "high leverage leadership" to describe leadership that is associated with higher outcomes than would normally be found in similar contexts, this timely book: (1) Provides an overview of the development of educational leadership research; (2) Demonstrates how successful educational leaders apply contextual, social and professional expertise to the three distinctive leadership tasks of navigation, management and partnership; (3) Offers an insight into the complexity of the educational leadership and practices of school leaders who, against the odds, produce high outcomes for young people; and (4) Validates the idea that a renovation of educational leadership is necessary to maximise educational outcomes. "High Leverage Leadership" will be an indispensible text for school leaders, public sector officers, post-graduate students and researchers in leadership, policy, school improvement and educational change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Leadership; Superintendents; Principals; Barriers; Change Strategies; Leadership Effectiveness; Leadership Qualities; Leadership Styles; Transformational Leadership; Participative Decision Making; Interprofessional Relationship; Interpersonal Competence; Board Administrator Relationship; Professional Development; Teamwork

Abstract:
To improve student achievement schools need the leadership of knowledgeable, highly skilled, and visionary principals and superintendents. Exemplary school leadership doesn't develop in isolation, however. Strong leadership grows from dynamic, collaborative, and intentional interactions between superintendents and their principals. These savvy administrators form an interdependent relationship that brings a team approach to challenges and strengthens the competence of every school leader. Becoming a competent team is not as easy as it sounds. Superintendents must forge solid relationships with their principals that begin by getting to know each on a personal level. It also includes recognizing principals' unique talents, remaining open to their differing viewpoints, and incorporating team members' diverse ideas into a collective vision for the future. Likewise, principals must build healthy relationships with their superintendent. This involves knowing and understanding their leader's interpersonal style, administrative approach, core beliefs, and mission. How is this accomplished? An in-depth interview with the superintendent is a good starting point. Additional insights can be gained by observing their boss in action, serving on superintendent-directed committees, and reading school district communiques such as vision statements, newsletters, and school board reports. Effective superintendent-principal teaming also requires every administrator's commitment, dedication, and professionalism. This article lists major barriers that impede team success and provides suggestions that will help principals and superintendents overcome barriers and create a powerful, enduring partnership. This article also presents six professional development strategies for principals and superintendents striving to become a high-powered team. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Leadership Effectiveness; Foreign Countries; Principals; Leadership Training; Semi Structured Interviews; Secondary Education; Administrator Behavior; Administrator Characteristics; Administrator Attitudes; Parent Attitudes; Student Attitudes; Teacher Attitudes; Leadership Styles; Effective Schools Research; Case Studies; Success; Best Practices; Leadership Qualities

Abstract:
Purpose: The purpose of this paper is to provide an insight into successful secondary school principals in Cyprus, focusing on identifying their actions and behaviours through the adoption of a systemic view of the quality of leadership in school organizations from multiple stakeholders (i.e. self, parents, students and teachers). Design/methodology/approach: This article is the sequel to another paper on successful principalship which was written about successful primary school principals in Cyprus. A multi-case study methodology was followed where data were gathered from a wide range of school stakeholders such as the principal, teachers, students and parents employing a common, semi-structured interview protocol developed specifically for the International Successful School Principalship Project (ISSPP) which was translated into Greek and adopted to Cyprus' educational context. Findings: This paper argues that the principals exhibit behaviors and actions such as developing relationships, being committed, being visionary and promoting a collaborative learning environment which, in combination with their passion, devotion and commitment, lead to successful principalship. Originality/value: The paper offers insights into the implications for principals' training by informing policies for recruitment and retention leading to the designing of more effective leadership training programs. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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