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Xu, Lihua; Wubbena, Zane; Stewart, Trae – Journal of Educational Administration, 2016
Purpose: The purpose of this paper is to investigate the factor structure and the measurement invariance of the Multifactor Leadership Questionnaire (MLQ) across gender of K-12 school principals (n=6,317) in the USA. Design/methodology/approach: Nine first-order factor models and four second-order factor models were tested using confirmatory…
Descriptors: Leadership Styles, Questionnaires, Transformational Leadership, Factor Structure
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Hoy, Wayne – Journal of Educational Administration, 2012
Purpose: The purpose of this paper is to trace a 40-year research journey to identify organizational properties that foster the achievement of all students, regardless of socio-economic status (SES). Design/methodology/approach: The author describes a search for school properties that have an impact on the cognitive and social-emotional…
Descriptors: Academic Achievement, College Environment, Institutional Characteristics, School Culture
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Cybulski, Timothy G.; Hoy, Wayne K.; Sweetland, Scott R. – Journal of Educational Administration, 2005
Purpose: Public schools in the USA face increased pressures for more accountability and improved performance. The objective of this study was to wed two previously separated theoretical strands of educational research--economic theory and organizational theory--by using variables from each theory base to develop, compare, and test a series of…
Descriptors: Teacher Effectiveness, Elementary School Teachers, Academic Achievement, Resource Allocation
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Johnston, Marilyn; Thomas, Michael – Journal of Educational Administration, 2005
Purpose: This paper aims to describe a qualitative study of a four-year, state-wide portfolio evaluation system for new principals. The State of Ohio (USA) was one of five states that participated in a field test of the Portfolio Assessment for School Leaders designed by the Interstate School Leaders Licensure Consortium (ISLLC) and the…
Descriptors: Portfolios (Background Materials), Portfolio Assessment, Focus Groups, Program Effectiveness
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Tarter, C. John; Hoy, Wayne K. – Journal of Educational Administration, 2004
An open social systems model is used to frame and test a series of hypotheses. The socioeconomic status of the environment and four internal system elements (structure, individual, culture, politics) of the school are used to explain two sets of school outcomes: student achievement and teachers' assessments of overall school effectiveness. A…
Descriptors: Social Systems, Elementary Schools, Academic Achievement, Systems Approach
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Sinden, James E.; Hoy, Wayne K.; Sweetland, Scott R. – Journal of Educational Administration, 2004
The construct of enabling school structure is empirically analyzed in this qualitative study of high schools. First, the theoretical underpinning of enabling school structure is developed. Then, six high schools, which were determined to have enabling structures in a large quantitative study of Ohio schools, were analyzed in depth using…
Descriptors: High Schools, Principals, Teachers, Educational Environment
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Michael, Steve O.; Schwartz, Michael – Journal of Educational Administration, 1999
Investigates the board of trustees' role, based on a survey of 415 trustees of Ohio public and private institutions of higher education. Role differences existed among sectors. There were limited differences based on gender, educational levels, and years of experience. Trustees' traditional role was upheld as primary. (14 references) (MLH)
Descriptors: Boards of Education, Educational Attainment, Higher Education, Private Colleges
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Augenstein, John J.; Konnert, M. William – Journal of Educational Administration, 1991
To explore the informal socialization of beginning elementary school principals, questionnaires were sent to a population of 107 Catholic school principals in their first, second, or third year of elementary school principalship in Ohio. Usable responses from 81 (76 percent) identified the significant others and the stages of 25 selected…
Descriptors: Administrator Role, Catholic Schools, Elementary Education, Principals
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Poppenhagen, Brent; And Others – Journal of Educational Administration, 1980
Differences among elementary, junior high, and senior high school principals' perceptions of their administrative task competence, involvement with the central office, autonomy, job satisfaction, and length of work week were investigated in relation to social forces confronting the principalship and characteristics of traditional principal…
Descriptors: Administrator Attitudes, Administrator Education, Administrator Qualifications, Administrator Role