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Descriptors:
Evidence; Resistance to Change; Instructional Leadership; Foreign Countries; Principals; Educational Change; Vocational High Schools; School Restructuring; Correlation; Educational Policy; Teacher Attitudes; Administrator Attitudes; Teacher Characteristics; Administrator Characteristics; Secondary School Teachers

Abstract:
Many countries design and implement school change with a focus on the fundamental reconfiguration in the structures of schooling. In this article, we examined the relationship between principal leadership and teacher resistance to school reforms driven by external interveners. For an empirical analysis, we took advantage of extensive data derived from 967 teachers and 32 principals in Korean vocational high schools that are now experiencing school reforms launched by the government. Our results revealed the importance of human aspects of school changes and reforms, in particular, driven by the external intervener. We first showed that a principal's initiative leadership is significantly related to the reduction of teacher resistance to change, in particular on the emotional and behavioural dimensions. Not surprisingly, teachers showed a higher level of resistance when their schools participate in the government-driven reform. Finally, teacher resistance depended upon characteristics of teachers as well as principals. These findings provide some useful policy implications for facilitating successful school reform efforts. Foremost, school reformers are advised to rethink the school change model design in a way of fully capturing human aspects in the reform process. (Contains 5 tables and 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Leadership; Victims; Military Personnel; Sexual Abuse; Sexual Harassment; Rape; Moral Values; Negative Attitudes; Prevention; Multivariate Analysis; Military Training; Administrator Characteristics

Abstract:
Few studies have examined sexual victimization among cadets and midshipmen at the three U.S. Military Academies. Self-report data from the 2005 Service Academy Sexual Assault Survey of Cadets and Midshipmen (n = 5,220) were used to examine the extent of unwanted sexual attention, sexual harassment, unwanted sexual contact, sexual coercion, and rape within the last academic year and their effects on cadets' and midshipmen's perceptions of their leadership's morality and intolerance for sexual victimization. About 60% of cadets and midshipmen experienced at least one type of sexual victimization and 25% reported that they had experienced polyvictimization (e.g., two or more types). Eighty-six percent of female and 42% of male cadets and midshipmen were sexually victimized. Those who were sexually victimized had significantly more negative views of their leadership's morality and intolerance for sexual victimization than nonvictims. Cadets and midshipmen who reported experiencing polyvictimization were more likely to perceive leadership as less moral and more tolerant of sexual victimization than those experiencing a single type. This pattern also was observed for gender-specific models; both male and female victims reported more negative perceptions of leadership. Implications concerning the effects of sexual victimization on military leadership are discussed. (Contains 4 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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Superintendents; Boards of Education; Scores; School Districts; Labor Market; Labor Turnover; Administrator Characteristics; Models; Regression (Statistics); Performance Factors

Abstract:
Although superintendent turnover can hinder district reform and improvement, research examining superintendent exits is scarce. This study identifies factors contributing to superintendent turnover in California by matching original superintendent and school board survey data with administrative data and information hand-collected from news sources on why superintendents left and where they went. Among 215 superintendents studied beginning in 2006, 45% exited within 3 years. Using a multinomial framework to separate retirements from other turnover, the authors find that factors such as how highly the school board rates its own functioning and the superintendent's performance and whether the superintendent was hired internally strongly predict non-retirement exits 3 years later. Short-term district test score growth, however, is uncorrelated. Superintendents who move migrate away from rural districts toward larger, higher-paying districts in urban and suburban locations. (Contains 2 figures, 6 tables and 26 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Resilience (Psychology); School Personnel; Leadership; Hispanic American Students; Administrator Attitudes; Cultural Awareness; Advocacy; Administrator Characteristics; Urban Schools; Elementary School Students

Abstract:
This case focuses on culturally responsive leadership. Culturally responsive leadership is defined here by the way the principal manifests his or her advocacy for the children he or she serves. In this principal's case, the authors analyze characteristics of culturally responsive leadership in an inner-city elementary school with a majority of Hispanic students. During her tenure as a principal at Stephens, Ms. Martinez sharply raised the academic performance of students. However, far from idyllic, her experience in the school involved courage and resilience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Psychiatry; Graduate Medical Education; Medical School Faculty; Administrators; Administrator Characteristics; Time; Compensation (Remuneration); Expectation; Mentors; Job Satisfaction; Online Surveys

Abstract:
Objective: The purpose of this study was to characterize associate training director (ATD) positions in psychiatry. Method: An on-line survey was e-mailed in 2009 to all ATDs identified through the American Association of Directors of Psychiatric Residency Training (AADPRT). Survey questions elicited information regarding demographics, professional activities, job satisfaction, and goals. Results: Of 170 ATDs surveyed, 73 (42.9%) completed the survey. Most respondents (71.3%) had been in their positions for 3 years or less. Many ATDs indicated that they were involved in virtually all aspects of residency training; 75% of respondents agreed that they were happy with their experience. However, specific concerns included inadequate time and compensation for the ATD role in addition to a lack of mentorship and unclear job expectations. Conclusions: Thoughtful attention to the construction of the ATD role may improve job satisfaction. (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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Academic Achievement; Emotional Intelligence; Measures (Individuals); Case Studies; Scores; Administrator Characteristics; Physicians; Psychiatry; Medical Services

Abstract:
Objective: The authors sought to determine whether emotional intelligence, as measured by the BarOn Emotional Quotient Inventory (EQ-i), is associated with selection to administrative chief resident. Method: Authors invited senior-year residents at the University of Texas Health Science Center at Houston to participate in an observational cross-sectional study using the BarOn EQ-i. In October 2009 they sent an invitation e-mail to 66 senior residents, with a reminder e-mail 1 month later. The study was designed to detect a 15-point difference in EQ-i scores with 80% power. Results: Of the 66 invited residents, 69.6% participated in the study. Average total EQ-I score was 104.9. Among senior-year residents, there were no statistically significant differences in EQ-i scores between administrative chief residents (at 109) and non-administrative chief residents (at 103.2). Conclusion: Administrative chief residents do not demonstrate higher Emotional Intelligence, as measured by the EQ-i, than other senior-year residents. 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:
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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Descriptors:
Foreign Countries; Risk Management; Educational Practices; Principals; Government School Relationship; Compliance (Legal); Administrator Responsibility; Administrator Attitudes; Semi Structured Interviews; Grounded Theory; Politics of Education; Power Structure; Professional Autonomy; Personnel Selection; Administrator Characteristics; Personality Traits; Administrator Evaluation; School Culture

Abstract:
Over the past two decades, risk in education has stimulated increasing attention and prominence, with principals bearing responsibility and liability for "managing" risk in schools. As a consequence, compulsory risk compliance regimes have become increasingly complex, technical and time-consuming. This article focuses on the responses of principals to issues surrounding "risk" and suggests that some risk processes themselves may be inherently risky. Principals fear that risk management regimes can incur professional and personal danger while ignoring some commonly known, politically sensitive, "risky" areas. The article considers the scope of risk in schools before turning to "undiscussables": how risk management puts principals at risk, and issues surrounding leaders as risk. Principals' concerns about marginalization from systemic risk decision-making, the individuation of risk management responsibility and suggestions for action are discussed, along with areas for future research. (Contains 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:
Public Schools; Leadership Styles; Foreign Countries; Instructional Leadership; Principals; Adoption (Ideas); Questionnaires; Semi Structured Interviews; Educational Research; Correlation; Administrator Characteristics; Institutional Characteristics; Administrator Attitudes; Teacher Attitudes; Educational Administration

Abstract:
This research aimed to find out the extent to which the instructional leadership style had been adopted by the principals in some Lebanese intermediate public schools. A small-scale survey approach was used where a cross-sectional study design was assumed. By sampling extreme cases (five high-performing schools and five low-performing ones), the researcher was able to reveal the differences that existed in the principals' leadership styles in the two sets of schools selected. To achieve her objective, the researcher analysed the quantitative data collected from questionnaires administered to 203 teachers, in addition to the qualitative data collected from interviews conducted with principals using a semi-structured interview schedule. Principals in the schools investigated were found to assume climate-related functions more than the technological ones under the instructional leadership style. Both sets of functions were significantly performed better by the principals in the high-achieving schools in comparison with the principals in the low-achieving schools. The researcher ended up by recommending short-term and long-term remedies to enhance the way leadership is exercised and thus enhancing the teaching's quality in Lebanon. (Contains 8 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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Descriptors:
Achievement Gap; Instructional Leadership; Principals; Cultural Awareness; Student Diversity; Administrator Characteristics; Cultural Pluralism; Racial Differences; Academic Achievement; Administrator Education

Abstract:
Principals' understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals' diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensitivity (DMIS) offers a powerful theory for understanding how principals may experience and interpret issues of difference and diversity in schools. After highlighting key aspects of the DMIS, hypothetical examples of principal interpretations and actions to a racial/ethnic achievement gap are provided. Finally, implications for principal preparation, practice, and research are discussed. (Contains 1 figure, 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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