This study examined the self-perceived leadership orientations of headmasters of independent schools. This research expanded the current body of work that supports Bolman and Deal's (2003) multi-frame explanation that leaders use different orientations (frames) to understand their roles, clarify organizational situations, and make decisions. Using the four-frame model (structural, human resource, political, and symbolic) by Bolman and Deal, this study sought to identify common leadership orientations employed by headmasters of Independent Schools Association of the Southwest (ISAS), Southern Association of Independent Schools (SAIS), and the Association of Independent Schools of Greater Washington (AISGW) member Schools. The study also identified how many frames headmasters use and to what extent the self-perceived orientations relate to the headmasters' self-perceived overall effectiveness as managers and leaders. The Leadership Orientations (Self) survey developed by Bolman and Deal (1990) was revised, validated, and reliability was established before being sent to 272 headmasters of member schools of ISAS, SAIS, and AISGW. Data were collected from 94 respondents. The ISAS, SAIS, and AISGW are non-profit, voluntary membership organizations of independent schools located mostly in the southeastern and southwestern United States, as well as the greater Washington, DC metro area. The ISAS, SAIS, and AISGW are also members of good standing of the National Association of Independent Schools (NAIS) Commission on Accreditation. An analysis of the data revealed, through descriptive statistics, that all four frames are used by the headmasters and most headmasters report using more than one frame. Data analysis suggests that specific relationships exist between the headmasters' self-reported frame use and their perceived effectiveness as managers and as leaders. In addition, differences were observed between frame usage and teacher certification and frame usage and years of administrative experience.

This study was developed to provide information about the relationship of principals' use of Bolman and Deal's (1991) four frame model of leadership to student achievement. The collection and analysis of student Florida Comprehensive Assessment Testing (FCAT) data over a 2 year period served as a measure to indicate whether or not an increase in reading mean scale score occurred from 2004 to 2005. Comparative analysis of both sets of data using multiple regressions was used to determine if there was a relationship between the self-reported leadership orientations of the principals and student achievement. In addition, the study was intended to contribute to the quantitative data produced concerning the use of the four frames, multi-framing and reframing by elementary and secondary leadership. Principals in this study were surveyed concerning their use of the structural, human resource, political and symbolic frames of leadership using the Leadership Orientations (Self) instrument constructed by Bolman and Deal (1990). The only restriction concerning usability of the returned survey was that the principal had to be at the same school during the 2004 and 2005 school years. Of the 52 surveys returned, 42 (73%) formed the population for this study. This study found that the human resource frame was used most often but that 59% of the elementary teachers and 93% of the secondary teachers multi-framed on a regular basis. The study also found that that the use of the political frame and symbolic frame has increased. The self-reported data indicated no difference in effectiveness as a leader or as a manager, unlike previous data which indicated that leaders and managers worked from different frames to effect organizational policies. The analysis of data also indicated that there was no difference in frame use between elementary and secondary principals. The data indicated no relationship between the principals' frame usage and student achievement as measured by increases in FCAT Reading mean scale scores for the years 2004 and 2005. The implications of this finding are that there are other variables than use of the four frame model that contribute to an increase in FCAT mean scale scores. These emergent factors within and without the organization that is the public school system transcend what the data show in this case. Based on the findings of this study and supported by the literature review, it appears that school organizations could benefit leadership practice and possibly student achievement by providing training in the political and symbolic frames. It might also be perceived from the data, which indicated no relationship between principals' frame usage and student achievement, that leadership might begin to foster awareness of how successful principals' identify emergent patterns in the system. This ability to guide the diverse and constantly changing educational landscape toward positive adjustments in the system may be best served by those who are most adept at multi-framing and reframing to ensure student achievement.

Den här magisteruppsatsen behandlar två perspektiv på ledarskap som jag kallar för statiskt och kulturellt. Det statiska perspektivet handlar om att betrakta ledarskapskompetenser som oföränderliga och därför samma i alla situationer. I kontrast till detta står det kulturella perspektivet som handlar om att betrakta ledarskapskompetenser som processer.  Syftet i den här uppsatsen är att påvisa att dessa två ledarskapsperspektiv förekommer och att i en empirisk kontext pröva de här perspektiven för att se om och hur de får stöd av deltagarna i studien. Genom den hermeneutiska metoden har jag intervjuat fem deltagare som är svenska ledare med många års erfarenhet av ledarskap. De respresenterar olika branscher och företag. Tillsammans med deltagarna och med stöd av Hofstedes kulturdimensionsteori samt Bolman & Deals ledarskapsteori har resultatet i den här studien visat att både det statiska och det kulturella perspektivet får stöd av deltagarna. Detta visar sig genom deltagarnas upplevelser och beskrivningar av tre centrala teman; ledarskapet generellt, det svenska ledarskapet och respondenternas ledarskap. / This master´s thesis examines two perspectives of leadership what I would call the static leadership model and the cultural leadership model. The first model is about seeing leadership competence in terms of unchangeable regardless of situation. The second model sees leadership competence like a process; witch means to consider that leadership competence change depending on the situation.  The aim of this study is firstly to detect that these two leadership models do exist and secondly to examine if the participants in this study supports these leadership models and how they do it. Through the hermeneutic method I have interviewed five participants who are Swedish leaders with many years of leadership experiences. They represent different companies and sectors. Using the leadership experiences of the participants and the cultural dimension theory of Hofstede and the leadership theory of Bolman & Deal I have come to the conclusion that the participants do support both the static leadership perspective and the cultural leadership perspective. Through the participant’s experiences and descriptions of these three themes: leadership in general, the Swedish leadership and the leadership of the participants it becomes clear that they support these leadership models.

Med början på år 1995 slogs Flygvapnets-, Arméns- och Marinflygets respektive helikopterförband samman till en gemensam helikopterflottilj sorterandes under Flygvapnet. Äldre helikoptersystem byttes ut mot nya uppdaterade system för att bättre klara dagens uppgifter parallellt med att efterfrågan har ökat nationellt såväl som internationellt. Samtidigt som en statlig utredning säger att understöd med helikopter är av stor betydelse för Försvarsmaktens framtida användbarhet så har flera omorganisationer skett inom myndigheten, vilket riskerar att hämma effektiviteten.  Hur lämplig är Försvarsmaktens nuvarande helikopterorganisation när det gäller helikoptersamövning mellan Helikopterbataljonen och övriga förband? Studien visar att dagens Försvarsmakt, där efterfrågan på helikoptrarna är större än de tillgängliga resurserna, använder sig av ett system med både styrningar från högre chef såväl som önskemål från förbanden. Detta organisationsval stämmer väl överens med de antaganden, hämtade ur Bolman & Deals teori Det strukturella perspektivet, som har utgjort arbetets teoretiska grund. I arbetet framkommer även att det saknas en försvarsmaktsgemensam erfarenhetsdatabas för dessa övningar vilket riskerar att utgöra en friktion i kunskapsspridningen mellan förbanden. / Beginning in 1995, the Swedish Air force’s, Army´s and Navy´s respective helicopter units merged into one Helicopter Wing belonging to the Air force.  Older helicopter systems were exchanged to new, more updated systems with higher capability to cope with new demands. Today the use of helicopters has increased both nationally and internationally. While a state investigation says that the use of helicopters has a big role for the future use of the Swedish military, has several reorganizations taken place. Changes that may inhibit the efficiency of the Swedish Armed Forces. How suitable is today´s helicopter organization within the Swedish Armed Forces regarding to joint exercises between the Helicopter Battalion and other units? The study shows that today's organization, where the demand for helicopters is greater than the available resources, uses a hierarchical system that uses both directives from higher levels as well as requests from the different units. This organizational construction is consistent with the assumptions taken from Bolman & Deals theory Structural Framework, which has formed the theoretical ground for the study. The work also reveals the lack of a joint experience database for these exercises which might impede the spread of knowledge between the units.

No description available.

The purpose of this study was to examine the self-perception of leadership styles of practicing female superintendents in Texas and how their preferred leadership style affected their performance. The study posed the following questions:(1) What are the preferred leadership styles of the practicing female superintendents in Texas as measured by Bolman & Deal’s (2003) four frames of leadership? (2) What are the predominant behaviors that female superintendents in Texas identify within each frame of leadership? (3) How do the preferred leadership styles and behaviors influence the superintendents’ every day performance? This study was relied on a mixed method approach, quantitative and qualitative. The quantitative component involved surveying 50 female superintendents, using the Leadership Orientations (Self-Report) survey (Bolman & Deal, 1990). The qualitative component included a semi-structured interview which asked follow up questions with six selected female superintendents (two from rural, two from suburban, and two from urban districts) who consented to the interview regarding the influence of their leadership preferences. The findings suggest participants’ preferred leadership style relates to the Human Resource frame which include: being an inspirational leader, utilizing interpersonal skills, making good decisions; as well as, coaching and developing people. Findings also suggest that predominant behaviors include: supporting others, building trusting relationships through collaboration, and being participative. The preferred leadership styles and behaviors’ influence on female superintendents’ everyday performance resulted in embracing collaboration, being transparent, sharing a vision, being passionate, and building trusting relationships. Additionally, beliefs and behaviors that lead to success include: being honest, depersonalize the situations, education makes a difference, adopt flexibility, and power to make decisions. The characteristics that lead to success are: being spiritual, being organized, being committed, and willing to help others. Furthermore, the following advice was offered: learn to cope with high level of visibility, become knowledgeable of the district’s needs and characteristics, and develop a professional image. Finally, implications for aspiring female superintendents, superintendent preparation programs and school boards members are also presented. / text