The problem of this study was to identify a means for improving the administration of curriculum and instruction by exploring the utilization of leadership personnel in addition to the principal. This study focused on the determination of the responsibilities that should be delegated chairpersons and the degree of autonomy that should be associated with each responsibility. Major implications were as follows. 1) Job descriptions should be developed for department chairpersons listing responsibilities and specifying guidelines within which department chairpersons should function. 2) Effective communication channels must exist between principals and department chairpersons and between department chairpersons and teachers to insure that department chairpersons perform their duties in accordance with the will of the principal. Teachers must understand the position of department chairperson for optimum use of the departmental organization. 3) Another implication is that department chairpersons should be provided in-service training to assist them with understanding and fulfilling their responsibilities . Additionally, evaluation procedures should be developed based on assigned responsibilities to provide a means of improving effectiveness. 4) A major implication is that by effectively utilizing department chairpersons, principals will experience some relief and assistance . This would allow principals to function more effectively in supervising the instructional program and accomplishing other administrative duties.

In the restructuring efforts currently under way in many of the nation’s schools, emphasis is being placed on involving teachers, parents, and community members in decision making. In addition, schools are working with businesses and with other community agencies to provide services to students and their families. Both of these efforts require a degree of collaboration not found in traditional schools. Successful collaboration may require changes in behavior for which participants may not be prepared. The purpose of this study is to identify and describe leadership behaviors of the principal and others in a collaborative environment. The following questions were investigated: 1. What behaviors are exhibited by the principal in involving parents? 2. What behaviors are exhibited by the principal in working with groups in shared decision-making Situations? 3. What behaviors are exhibited by the principal in working collaboratively with other agencies? 4. What behaviors exhibited by others contribute to the accomplishment of mutual goals in a collaborative environment? The research design was a case study of one school which met specific criteria related to shared decision making and involvement of parents, community members, and agencies with the school. Data on leadership behavior of the principal and others involved in the collaboration were collected through interviews, observation, and document review. The AskSam software program was used to thematically analyze the data. The findings were used to develop a description of leadership behaviors used by the principal and others in a collaborative environment. Two conclusions are drawn from the study. 1. Collaboration requires an increased awareness of and emphasis on facilitative and human relations skills. These are not new skills, but they have received little attention in traditional principal preparation programs. 2. A strong commitment to mutual goals is of vital importance in a collaborative environment. A model of the participants and behaviors needed in a collaborative environment was developed. / Ed. D.