Effective Educational Leadership Attributes of Indiana High School Principals
Department
Department of Educational Leadership, Administration, and FoundationsDegree
Doctor of PhilosophyRelated items
Showing items related by title, author, creator and subject.
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Comparing the Perceived Relevance of Informal and Formal Learning in Skill Acquisition in a Leadership Development ProgramLeadership development is at or near the top in importance to senior executives within organizations. In the criteria for the Malcolm Baldridge National Quality Award, leadership has the second highest weighting, behind only business results but ahead of customer focus, measurement, analysis, knowledge management, workforce focus, process management, and strategic planning. Corporations in the United States spend an estimated $20-30 billion per year in leadership training and there is a question of whether the learning that takes place outside the classroom, informal learning, is more relevant than formal learning. Learning within organizations is vital to success. It is the lifeblood that grows and sustains human capital. Many methods for the measurement and evaluation of the impact of formal learning and performance improvement programs in organizations have been introduced in the past decade but measuring and evaluating the value of informal learning that filters through patterns of relationships in organizational networks has been elusive. Very few studies have attempted to address the effects of informal and formal learning in management or leadership training. The objective of this study was to compare the perceived relevance of informal learning and formal learning in acquiring leadership skills in a leadership development program. This study attempted to compare the perceived relevance of informal learning versus formal learning in skill acquisition in a specific leadership development program. This was done using data from McKesson Corporation‘s McKesson Center for Learning Lead the Way program. This study provides insights into the perceived relative importance and relevance of informal and formal learning. Using paired-samples t-tests, the study analyzed the perceived relevance and importance in a leadership development program.
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Principal leadership behaviors in school operations and change implementations in elementary schools in relation to climateThe two purposes of the study were to: (1) analyze the relationship between teacher perception of school climate and elementary principal instructional leadership behavoir, and (2) investigate the difference between the manner in which the principals of schools with more positive climates and principals of schools with less positive climates conduct school operations and implement change. Principles at 231 public elementary schools within a sixty mile redius of Terre Haute, Indiana were included in the original sample. These principals were surveyed to determine their instructional leadership behaviors. The priciples who responded to the survey were then asked to have ten teachers fill out a school climate inventory. The data from both instruments were tabulated and used to determine relationships between principals' instructional leadership behaviors and teacher perception of climate. On-site, structured interviews were conducted with three teachers and the principal in four of the elementary schools with more positive climate and four of th elementary schools with less positive climates. These interviews were used to determine the differences between the manner in which the principals of schools with more positive climates and principals of schools with less positive climates conduct school operations and implement change.Statistical analysis of the data included descriptive statistics, Stepwise regression, Independent Sample t-test, and Pearson product moment correlation. Significant correlational relationships were found between the principal's perceptions of instructional leadership behavior and teachers' perception of school climate. No significant difference were found in principals' perception of instructional leadership behaviors between principals of more positive and less positive climates. Principal instructional leadership behaviors explained a significant amount of the variance of seven of the teacher climate subscales. Also, important differences were found between the way day to day operationsl were conducted and change implemented in more positive versus less positive schools.
