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Descriptors:
Leadership Styles; Females; Males; Hypothesis Testing; Gender Differences; Promotion (Occupational); Feedback (Response); Leadership; Measures (Individuals); Interpersonal Communication; Teamwork; Empowerment; Trust (Psychology); Coaching (Performance); Change Agents; Facilitators (Individuals); Responsibility; Employees; Participative Decision Making; Recognition (Achievement); Social Distance; Self Evaluation (Individuals)

Abstract:
In this study, researchers used a customized 360-degree method to examine the frequency with which 1,546 men and 721 women leaders perceived themselves and were perceived by colleagues as using 10 relational and 10 task-oriented leadership behaviors, as addressed in the Management-Leadership Practices Inventory (MLPI). As hypothesized, men and women leaders, as well as their supervisors, employees, and peers, perceived women leaders to employ nine of the 10 relational leadership behaviors significantly more frequently than men leaders. Additionally, the employees' perceptions of their women leaders' use of task-oriented behaviors were significantly higher when compared to similar assessments from the employees of men leaders. However, the leaders as well as their supervisors and peers perceived men and women leaders' use of task-oriented behaviors as approximately equal. Broader implications of these findings are discussed. (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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Safety; Psychology; Transformational Leadership; Structural Equation Models; Teamwork; Leadership Styles; Social Influences; Health Personnel; Questionnaires; Predictor Variables

Abstract:
This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social cohesion and team psychological safety. Analysis was performed using structural equation modelling. The results of this cross-sectional study show that transformational leadership predicts TLB better then laissez-faire leadership, because transformational leadership is primarily related to team psychological safety and only secondarily to social cohesion while for laissez-faire leadership it works the other way around. Transformational leadership matters because it facilitates psychological safety in the 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:
Leadership Styles; Teaching Methods; Leadership; Principals; Superintendents; Faculty Development; Foreign Countries; Communities of Practice; Problem Solving; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Administrator Attitudes; Interviews; Administrative Organization; Resource Allocation; Faculty Workload

Abstract:
A professional learning community (PLC) facilitates collaborative learning among colleagues at all levels in their common working environment. PLCs are particularly useful in schools, with teachers and principals meeting regularly to solve problems relating to teaching and learning. Being a means of improving student achievement, PLCs have received growing support from researchers and practitioners alike, yet some professionals are still exploring ways to develop learning networks focusing on teaching and learning issues. The purpose of this study was to examine Israeli teachers', principals', and superintendents' perceptions of inhibiting and fostering factors of the PLC. In this qualitative, topic-oriented study, face-to-face interviews were conducted with 15 teachers from elementary, middle and secondary schools and their respective principals (15) and superintendents (15). Generating themes was inductive, grounded in the perspectives articulated by participants. The principals and the teachers indicated that overload, a lack of resources and top-down commands were PLC-inhibiting factors. The superintendents saw the principal's leadership style as a main PLC-fostering factor. Understanding how these three echelons in the school system perceive the inhibiting and fostering factors of a PLC could indicate whether and how this collaborative learning process can be nurtured and sustained in schools. 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:
Research Universities; Research Libraries; Library Administration; Educational Innovation; Library Development; Library Services; Entrepreneurship; Librarians; Administrators; Educational Finance; Educational Facilities Improvement; Library Role; Outreach Programs; Technology Uses in Education; Social Influences; Leadership Styles; Interior Space; Physical Environment; Space Utilization

Abstract:
This case explores various entrepreneurial initiatives introduced by Dr. Ron Dow, dean of libraries, at a private, research-extensive institution in the northeastern United States. The case serves as an example of how entrepreneurial ideas can be applied within educational contexts, specifically, the academic support context of the university library. The accompanying teaching notes facilitate analysis of the potential and limits of entrepreneurial practice for educational leaders who operate within the ever-changing fiscal landscape of academe. 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; Females; Career Development; African Americans; American Indians; African American Achievement; Whites; School Districts; Suburban Schools; Social Justice; Community Development; Democracy; Leadership; Values; Leadership Styles; Participative Decision Making; Power Structure; Collegiality; Korean Culture; Cultural Awareness; Parent School Relationship; English Language Learners; Second Language Instruction

Abstract:
Much of the earlier research on women in leadership has told the stories of White women. Since there are very low numbers of superintendents of color both male and female nationwide, there have been very few stories reported of women leaders of color (Brunner & Grogan, 2007). This article describes the leadership issues involved when one Black woman crossed a border (geographically and culturally) to lead a school district. Delia (pseudonym) became the first woman and the first person of color to lead a small suburban school district whose population was very different from what she was and what she knew. Delia was a participant in a study designed to investigate how women school superintendents promote and support social justice and democratic community building in their school districts. Six women participated in that study: three were African American, one was American Indian, and two were White. This article briefly describes that study and then focuses on Delia, one participant in it who took a risk to apply for her first superintendency in a district not far from her old district in miles but miles apart in population, ideology, and community values. 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:
Leadership Styles; Foreign Countries; Grounded Theory; Democracy; Student Experience; Secondary Schools; Learner Engagement; Outcomes of Education; Student Attitudes; Student School Relationship

Abstract:
This article grew out of an extensive piece of grounded theory research that explored students' experiences of democratic education. A small democratic school in the south of England is used as a case study. Students in this school experienced a strong sense of belonging--to the school itself, with teachers, and with peers. This appeared to make a significant contribution to school outcomes. Data indicated that students' sense of belonging was in part influenced by the democratic nature of the school, including its style of leadership. This resonated with existing literature. This article outlines key features of the school alongside empirical data about belongingness. A brief review of literature is provided. It concludes with a series of recommendations for practitioners. (Contains 1 figure and 6 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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Descriptors:
Democracy; Holistic Approach; Decision Making; Foreign Countries; Institutional Characteristics; Power Structure; Leadership Styles; Faculty Development

Abstract:
This article outlines an analytical framework that enables analysis of degrees of democracy in a school or other organizational setting. It is founded in a holistic conception of democracy, which is a model of working together that aspires to truth, goodness, and meaning and the participation of all. We suggest that the analytical framework can be used not only for research purposes but also to help enhance democratic professional participation. It is a resource for collaborative professional development by practitioners, offering a vehicle for school communities to reflect together on where they are as a school and where they would like to be. (Contains 2 figures, 1 table, and 11 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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Governance; Leadership Effectiveness; Leadership Qualities; Leadership Styles; Transformational Leadership; Participative Decision Making; Community Colleges; College Presidents; Teacher Administrator Relationship; Didacticism

Abstract:
The author has been reading George R.R. Martin's marvelous fantasy epic, "A Song of Ice and Fire," about a medieval-ish kingdom and its wars and intrigues. What fascinates him most about the narrative is the extent to which it parallels his experiences as a community-college professor and administrator. The author argues that for all the good they do, community colleges are notorious for poor governance. Despite the best efforts of many faculty members, some administrators, and national organizations such as the American Association of University Professors and the National Education Association, true shared governance has still not become the model of choice at most two-year campuses. The author believes that it is potentially a problem when the president of a college has no significant experience as a faculty member and, therefore, cannot even remotely relate to faculty concerns or understand how a college faculty is supposed to function. In his experience, such leaders can even be openly hostile to true shared governance, which, to their way of thinking, gives the faculty far too much power. 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:
Higher Education; Emotional Intelligence; Foreign Countries; Educational Change; Semi Structured Interviews; Program Implementation; Reflection; Administrator Role; Attribution Theory; Change Strategies; Administrator Attitudes; Leadership Styles; Organizational Change; Educational Policy; Educational Practices; Knowledge Management

Abstract:
Leader perceptions of higher education reforms in Armenia are examined in order to gain an insight into how they view the reforms, their role in the reforms and the roles of others. Semi-structured interviews were conducted with six Armenian higher education leaders and analysed in terms of the following five aspects relevant to leadership: policy transfer and diffusion; change knowledge; emotional intelligence; leadership approach; and causal attribution. The leaders spoke positively about the reform efforts but blamed teachers, government, students and society for the failure of the reform efforts in Armenia. The conclusion is that, irrelevant of whether the change is top-down or bottom-up, it is destined to fail if the change knowledge of the actual implementers is not taken into consideration, an active dialogue does not occur with the actual implementers of the changes and the implements of change are thus not involved in the reform process. (Contains 1 table and 2 figures.) 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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