Educational Leaders' Influencing Behaviors and School Restructuring. Preliminary Draft.

Autor/inn/en	Chen, Michael; Addi, Audrey
Titel	Educational Leaders' Influencing Behaviors and School Restructuring. Preliminary Draft.
Quelle	(1995), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Behavior; Administrator Role; Analysis of Variance; Elementary Secondary Education; Leadership; Leadership Styles; Multivariate Analysis; Principals; Regression (Statistics); School Restructuring; Supervisory Methods; Teacher Administrator Relationship; Israel + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Führungsstil; Multivariate Analyse; Principal; Schulleiter; Regression; Regressionsanalyse; Schulreformplan; Schulumwandlung
Abstract	This paper presents findings of a study that explored the changing roles of principals and other school leaders in Israel as the system moves toward autonomous school organization. Specifically, the study examined the extent to which principals employed supervisory behaviors, teacher-activating behaviors, and school-restructuring initiatives. Data were gathered from a survey of about 550 graduates of 12 educational administration classes (1981-92) at a large urban university in Israel. A total of 218 surveys were returned, a response rate of almost 40 percent. Overall, two configurations emerged from the data. The first was that personal encouragement of teachers to enhance their participation in school management was common in more strictly organized and authoritarian school organizations. The second was that a combination of supervisory climate and consensual leadership more often characterized principals of restructuring schools. Findings indicate that school restructuring required more time, energy, and thought than did teacher empowerment. Furthermore, school-improvement activities were not related to teacher-activating behaviors. The assumption that increased teacher autonomy and professional authority contributes to teacher productivity was not substantiated. Surprisingly, restructuring behaviors appeared to be supplemented by intensive supervisory behaviors. It seems that school restructuring is an administrative accomplishment whose success depends on the principals' administrative authority, vision, and leadership. Two tables are included. Contains 15 references. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC