Does Organizational Size Impact the Leadership Practices of School Leaders?

Autor/inn/en	Burkman, Amy; Garrett, Jessica; Posner, Barry Z.
Titel	Does Organizational Size Impact the Leadership Practices of School Leaders?
Quelle	In: International Journal of Educational Leadership Preparation, 14 (2019) 1, S.13-21 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Leadership Effectiveness; Administrator Behavior; School Districts; School District Size; Superintendents; Administrators; School Administration; Context Effect; Administrator Education; Performance Factors; Leadership Styles; School Size; Administrator Attitudes; Texas + Suchen Sie Ihr Suchwort? Führungseffizienz; School district; Schulbezirk; School districts; Size; Schuleinzugsbereich; Schulrat; Leistungsindikator; Führungsstil
Abstract	With the changing face of educational leadership, and the changes in programing for preparation programs, the question of the importance of developing specific leadership practices based on the size of districts served by the program arises. By looking at the relationship between leadership practices and the demographics of current leaders in school districts, programs can decide if a specific focus is required, or if there is a common need across various sized school districts. Two studies were conducted. One examined the leadership practices of 82 superintendents in Texas to determine if the size of their school district revealed any differentiation in how these superintendents behaved as leaders. The second study, utilizing a national sample, involved 646 school leaders, 1,581 of their direct reports, and 592 of their managers. Results from both studies tended to indicate that the leadership practices of school leaders do not vary systematically on the basis of any implicit contextual factors which might be associated with the size of the district or school system, although some differences by school size are noted by direct reports. The results have significance for designing programs that prepare secondary education leaders for leadership challenges. They also suggest that while leadership practices may be affected by scale and scope, the requirements for successful school leadership are fairly ubiquitous. Implications for transferring from systems of various sizes, larger or smaller, and for effectively recruiting school leaders are also considered. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01