Cross-Cultural Comparison of Effective Leadership in Schools for Children with Blindness or Low Vision in the United States and Nigeria

Autor/inn/en	Ajuwon, Paul M.; Oyinlade, A. Olu
Titel	Cross-Cultural Comparison of Effective Leadership in Schools for Children with Blindness or Low Vision in the United States and Nigeria
Quelle	In: International Journal of Special Education, 31 (2016) 3, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Leadership Effectiveness; Foreign Countries; Blindness; Cross Cultural Studies; Leadership Qualities; Comparative Analysis; Residential Schools; Leadership Styles; Special Education; Questionnaires; Visual Impairments; Meta Analysis; Children; Principals; Teachers; Correlation; Factor Analysis; Likert Scales; United States; Nigeria + Suchen Sie Ihr Suchwort? Führungseffizienz; Ausland; Blindheit; Cultural comparison; Kulturvergleich; Führungseigenschaft; Heimschule; Führungsstil; Special needs education; Sonderpädagogik; Sonderschulwesen; Fragebogen; Visual handicap; Sehbehinderung; Meta-analysis; Metaanalyse; Child; Kind; Kinder; Principal; Schulleiter; Lehrer; Lehrerin; Lehrende; Korrelation; Faktorenanalyse; Likert-Skala; USA
Abstract	In this project, the authors used the Essential Behavioral Leadership Qualities (EBLQ) method of measuring leadership effectiveness to assess and compare the effectiveness of principals (leaders) of residential schools for children with blindness or low vision in the United States (U.S.) and Nigeria. A total of 248 teachers (subordinates) in 25 schools in the U.S. and 271 teachers in 22 schools in Nigeria, assessed their principals against the qualities they (teachers) perceived to be essential for effective leadership in their respective countries. Differences found in perceived EBLQ items for leadership effectiveness in both countries demonstrated support for both the trans-cultural and culture-specific perspectives of leadership effectiveness. The outcomes in both countries indicated that the principals could derive a "coaching" effect from the two studies regarding the efforts needed to improve their leadership styles to achieve congruence between essentiality and effectiveness. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01