Indicators as measures of performance have become considered fundamental to improving educational systems. While many attempts have been made to design frameworks to help manage organizations in education, most of these projects are in the developmental stage. Although these models have not been tested as leadership tools, the indicator concept…

This book illustrates how principals can simultaneously act as efficient managers and effective leaders. Through a mixture of "knowing about" and "knowing how," the book offers new strategies to help principals integrate the technical management role with the symbolic leadership role. Chapter 1 illustrates the tension between the two approaches in…

The "Leader Effectiveness Index (LEI) is a multirater instrument designed to assess the effectiveness of leadership performance of vocational educators. It consists of seven items. The first six items are statements of six broad tasks (or responsibilities) of a leader in vocational education: (1) inspires shared vision and establishes…

Recent research has shown that leadership and management are different and that leadership education programs have traditionally trained managers. This paper reviews the basic leadership theories, asks questions about future leadership, and examines the learning experiences that produce effective leaders. The paper's intent is not to create a…

This study investigated the effects on group performance of both the promotion origin of new leaders (from within the group or brought in from the outside) and the reassignment of the former leader (either remaining with or leaving the group). Using the National Aeronautics and Space Administration (NASA) moon survival exercise, same-sex groups of…

Chapter 2 of a revised volume on school leadership, this chapter reviews theories of leadership style--the way a leader leads. Although most experts agree that leadership style is important, they disagree concerning style components, leaders' capabilities for changing styles, the effects of personality traits on style, and the desirability of…

Findings from a study of 27 superintendents, 39 principals, and 37 supervisors recognized as effective leaders in Tennessee schools suggest that the highest level of educational leadership is dominated by individuals whose cognitive style is ineffective for conceptualizing the future. Analysis of the subjects' brain dominance patterns using the…

The purpose of this paper is threefold: (1) to describe briefly the Purdue Leadership Effectiveness and Development (LEAD) Program operating within the Department of Child Development and Family Life; (2) to review other programs with similar characteristics in other areas and at other levels of education; and (3) to discuss briefly the…

Develops the concepts of educational vision and consensual leadership, highlights their interrelationships, and indicates how the consensus leader should behave in the vision-building process. (JK)

Effective principals agree on what should be occurring in the classrooms in their schools, according to investigators who queried principals in 202 schools identified as "effective." The most important characteristic of teachers, they responded, is to be task-oriented. (CJH)

From interviews with 32 principals and observations of 17 of those interviewed emerged a picture of effective leadership in instructional management and school administration. Success was connected to the principals' capacity for linking routine activities to the school's context and a personal vision of its mission. (SK)

An essential ingredient of good school administrators is understanding the differences among people. Provides a simplified outline of Carl Jung's typology of personality differences to provide administrators a better understanding of staff behavior. (MD)

The author states that being a leader is more than being put "in charge" of something. It means sharing and modeling what's best for students. She describes real-world teacher leadership as participating on or heading committees or acting as department heads for some teachers. While for others, it means mentoring other teachers, asking probing…

The aim in writing this book is to explore the relationships between school leadership and culture. Educational leadership is a socially bounded process. It is subject to the cultural traditions and values of the society in which it is exercised. In this it is no different from other social processes. It thus manifests itself in different ways in…

"Education officials need to furnish leadership in school elections.... An unsuccessful election reduces educational opportunities for students" (Kimbrough and Nunnery, 1971, p. 4). Who can argue with this simple statement? Providing effective leadership, however, is not that easy. Research and practice have yet to yield an election formula that…