The overall purpose of this study was to identify and illustrate leadership practices of exemplary teachers and their principals. Specifically investigated were the perceptions of Florida's Teachers of the Year 2000 and their principals in the context of the Kouzes and Posner (1993, 1995, 1997) Model of Leadership. The research population consisted of 67 Florida Teachers of the Year 2000 and 60 respective principals. The problem of the study was to explore the extent to which: (a) principals and Teachers of the Year perceived themselves as leaders, (b) principals' perceptions and teachers' perceptions differed regarding their principals' leadership, and (c) principals facilitated leadership in their Teachers of the Year. The study focused primarily on the identification of the five leadership practices of Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. Data derived from the Leadership Practices Inventory (LPI-Self and LPI Observer) were used in the analysis of the first four research questions. Percentages, means, range of scale scores, standard deviations, and one-way analysis of variance (ANOVA) were employed. Research questions five through eight were investigated using descriptive data acquired during oral and written interviews. Responses were recorded, categorized and discussed. It was concluded that Teachers of the Year and their principals perceived themselves as leaders and that they used all of the leadership practices to some extent. Teachers cited their own frequent use of Encouraging, Enabling and Modeling practices. Principals identified Enabling and Modeling as their most frequently used practices. They, more than their teachers, believed they served as enablers and modeled the behaviors associated with these two practices. Teachers, regardless of school level, shared similar perceptions of their principals' leadership practices. It was 'Concluded that while teachers and principals used Modeling most often to describe teacher leadership, Enabling and Encouraging were the major actions of principals that contributed to the leadership of the teachers in this study. Blocks identified were related not only to organizational "lack of administrative support," but also to inherent conditions such as "equal status," "stress," "lack of opportunity," "lack of time" and "lack of reward." Findings and conclusions of this study support previous research on the connections between teacher and principal leadership. Outcomes show that increased understanding of leadership practices could be used to design conditions fostering teacher leadership. Implications for practice include administrative and teacher leadership training, leadership mentors, increased communication, leadership visibility and collegial exchange. A critical need was demonstrated to extend the variety of leadership practices principals employ. Increased development of leadership practices among principals will ultimately contribute to teacher leadership in Florida schools.

The purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts. Prinicpals ranked the practices in order of importance. Although the statistical analyses revealed no significant differences among the variables of instructional levels (elementary, middle, and secondary), gender, or school grade designations, descriptive statistics as well as qualitative data found a number of emergent themes including principal outreach, principal advocacy, focus, flexibility, curriculum, funding challenges, and the commitment to being there(i.e., at the school). Based on the findings, a plus one model was developed illustrating the tensions across organizational management, instructional leadership, and artistic leadership, all of which must function simultaneously in order to lead a successful school of the arts. While only one study, the findings suggest that regular school principals might want to consider incorporating successful school-of-the-arts practices in their own schools. / by Kevin Gardner Perry. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

by Chow Hung Wai. / Added t.p. in Chinese. / Includes questionaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 122-141). / TABLE OF CONTENTS --- p.i / ACKNOWLEDGMENTS --- p.iv / ABSTRACT --- p.v / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.ix / Chapter CHAPTER I --- INTRODUCTION / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.8 / Chapter 1.3 --- Significance of the Study --- p.9 / Chapter CHAPTER II --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter 2.1 --- Concept of Leadership --- p.13 / Chapter 2.1.1 --- Definition of Leadership --- p.13 / Chapter 2.1.2 --- Overview of Major Approaches to Leadership --- p.16 / Chapter 2.1.3 --- Antecedents to and Outcomes of Leadership --- p.38 / Chapter 2.2 --- Concept of Teachers' Self Concept --- p.41 / Chapter 2.2.1 --- Development of Self concept Studies --- p.41 / Chapter 2.2.2 --- Definition and Formation of Self Concept --- p.44 / Chapter 2.2.3 --- Structure and Content of Self Concept --- p.46 / Chapter 2.2.4 --- Outcomes of Teachers' Self Concept --- p.57 / Chapter 2.3 --- Conception of the Study --- p.59 / Chapter 2.3.1 --- Principals' Leadership --- p.59 / Chapter 2.3.2 --- Teachers' Self Concept --- p.60 / Chapter 2.3.3 --- Principals' Leadership and Teachers' Self Concept --- p.61 / Chapter CHAPTER III --- RESEARCH METHODOLOGY / Chapter 3.1 --- Definitions --- p.67 / Chapter 3.2 --- Hypothesis of the Study --- p.69 / Chapter 3.3 --- Nature of the Study --- p.70 / Chapter 3.4 --- Unit of Analysis --- p.70 / Chapter 3.5 --- Instruments --- p.70 / Chapter 3.6 --- Sampling Design --- p.75 / Chapter 3.7 --- Analysis Design --- p.77 / Chapter 3.8 --- Limitations --- p.78 / Chapter CHAPTER IV --- RESULTS AND DISCUSSION / Chapter 4.1 --- "General Information of the Principals, Schools and Teachers" --- p.81 / Chapter 4.1.1 --- General Information of the Principals and the Schools --- p.81 / Chapter 4.1.2 --- General Information of the Teachers --- p.84 / Chapter 4.2 --- Preliminary Analysis --- p.87 / Chapter 4.2.1 --- Means and Standard Deviations of Teachers' Self Concept Measures --- p.87 / Chapter 4.2.2 --- Means and Standard Deviations of Principals' Transformational Leadership Measures --- p.88 / Chapter 4.2.3 --- Correlation between Variables of Teachers' Self Concept --- p.89 / Chapter 4.2.4 --- Correlation between Variables of Principals' Transformational Leadership --- p.93 / Chapter 4.2.5 --- Teachers' Demographic Characteristics and Self Concept --- p.95 / Chapter 4.2.6 --- "Principals' Demographic Characteristics, School Contextual Variables and Transformational Leadership" --- p.100 / Chapter 4.3 --- Main Analysis --- p.105 / Chapter 4.3.1 --- Correlation between Principals' Transformational Leadership Measures and Teachers' Self Concept Measures --- p.105 / Chapter 4.3.2 --- Relationship of Teachers' Self Concept to Teachers' Demographic Characteristics and Principals' Transformational Leadership --- p.108 / Chapter CHAPTER V --- CONCLUSIONS IMPLICATIONS AND RECOMMENDATIONS / Chapter 5.1 --- Conclusions --- p.113 / Chapter 5.2 --- Implications --- p.116 / Chapter 5.3 --- Recommendations --- p.118 / BIBLIOGRAPHY --- p.122 / APPENDIX A Summary of Cronbach Alpha and Validity for the Instruments --- p.142 / APPENDIX B Instrument used in the Main Study --- p.143

published_or_final_version / Education / Master / Master of Education

This study analyzed a random sample of thirty-six collective bargaining contracts between teachers and their respective boards of education in Wisconsin, New York, Tennessee, and California. The contracts were studied to assess the effect that collective bargaining has had upon the powers of principals over time. This was done by comparing each contract to a comprehensive list of traditional powers that were available to principals prior to collective bargaining (Pre-Collective Bargaining Power Profile of Principals). This analysis of contracts was a two-phase process. The first step was to identify whether or not the profile statements in the Pre-Collective Bargaining Power Profile were referred to in each contract. The second step was to describe how the presence of references to these statements affected the Power Profile of Principals. The principal's power was reported as being affected in three ways: deleted, constrained, or authorized. The general conclusion of this study was that the effect of teacher collective bargaining upon the powers of principals has been marginal. The data from the analysis of the contracts revealed that the majority (66 percent) of the statements in the Pre-Collective Bargaining Power Profile were not referred to in the collective bargaining contracts. The effects of the references to the statements that were identified were mixed. In the role areas of personnel management, pupil personnel management, and instructional leadership, the negotiation process authorized more power to principals than it deleted. In the role area of business and plant management, the principals' powers were deleted much more than authorized. This was due solely to the inclusion into the contracts of two items (i.e., the power to control building space and the power to control who may and may not enter the building). In the role area of community relations, the frequency of references was so small that the effects upon the power of principals were nonexistent.

Thesis (Ed.D.)--East Carolina University, 2009. / Presented to the faculty of the Department of Educational Leadership. Advisor: James McDowelle. Title from PDF t.p. (viewed June 16, 2010). Includes bibliographical references.

The purpose of this study was to examine the experiences of novice teachers with regard to teacher leadership. It sought to ascertain the importance of teacher leadership for novice teachers, to determine how teacher leadership is enacted by novice teachers and to examine the factors that enhance or hinder teacher leadership of novice teachers. Teacher leadership is an emerging field of study in many countries. Literature surrounding education practices suggest that a democratic and collaborative environment should be fostered. This study draws on the Distributed Leadership theory and Grant’s (2008) model of Teacher Leadership. Paradigmatically, this study is interpretive and is qualitative. A case study research design was used. Data was generated using focus group and semi-structured interviews. One secondary school in the KwaDukuza Region, KwaZulu-Natal was purposively selected as the case study school with the Principal, senior teachers and novice teachers serving as participants. The findings of the research revealed that novice teachers execute most of their leadership skills within the classroom. Little or no opportunities are given to them within the school environment to lead. As a result, the ideal characteristics of teacher leadership seem to have no place within the chosen school. Although novice teachers are aware of their importance as being part of the school leadership, very few leadership roles are filled by novice teachers within the school, among their colleagues and in their community at large. Findings also revealed that the school management team pays little attention to developing novice teachers as teacher leaders. This is one of the main obstacles that hinder the enactment of teacher leadership by novice teachers. In addition to this, lack of resources, time constraints and teacher overload affect novice teachers negatively in terms of taking on leadership roles. The research findings also reveal that the school operates under a stringent beauracratic management system. Decisions are left entirely to the school management team and the Principal. It was noted that both novice teachers and senior teachers express the similar outlook on the manner in which the school operates, that is an authorised leadership practice as opposed to democratic distributed leadership. Some of the recommendations that emerged from the findings were that of the school management team harnessing the enthusiasm of novice teachers to take on leadership roles and be part of the schooling community. The implementation of induction and mentoring programmes was a suggestion put forth by participants. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

D.Ed. / The general aim of this research project is to: Investigate the competencies necessary for the development and training of effective principals. In order to attain the general aim of this project, the following specific aims of this research is to: determine the competencies required to manage educators effectively as an aspect of the development and training of principals; ascertain the perception of principals and educators as to the importance of the effective management of educators in the development and training of effective principals; and devise a strategy to train principals in respect of the effective management of educators as an aspect of the development of effective principals. In view of the preceding problem and the aim statement, the method envisaged to research the problem of principal competence in the effective training and development of principals in the management of educators can now be discussed. RESEARCH STRATEGY AND RESEARCH METHODS This investigation is directed at describing principal competence with specific reference to the development and training of effective principals

Submitted to the FACULTY OF EDUCATION in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of CURRICULUM AND INSTRUCTIONAL STUDIES at the UNIVERSITY OF ZULULAND, 2004. / The present study examines principals, educators and parents' partnership in creating a culture of teaching and learning in schools. The fIrst aim was to ascertain the extent to which parents, educators and principals play a partnership role in creating a culture of teaching and learning. The second aim was to ascertain the extent to which parents, educators and principals perceive problems that contribute to the decline of a culture of teaching and learning. The third aim was to determine whether parents' educators' and principals' biographical factors such as gender, age, academic qualifIcation nature of stakeholder as well as the highest grade of the school have any influence on their partnership role which they play in creating a culture of teaching and learning. The last aim was to determine whether parents, educators and principals' biographical factors such as gender, age, academic qualifIcation, nature ofstakeholder as well as the highest grade ofthe school have any influence on their perception of problems that contribute to the decline of a culture of teaching and .learning. To this end, a questionnaire was administered to a randomly selected sample of two hundred and four parents, educators and principals, inclusively. The findings reveal that parents, educators and principals, as a group, differ in the ext,,:nt to which they play a partnership role in creating the culture of teaching and learning. A very high percentage (97.5%) ofparents, educators and principals, as a group, report an above average level of partnership role. The findings also show that parents, educators and principals differ in the extent to which they perceive problems that contribute to the decline of a culture ofteaching and learning. A very high percentage (90.2%) of parents, educators and principals, as a group, report an above average level of perception of problems that contribute to the decline of culture of teaching and learning. The findings further indicate that, with the exception of the nature ofstakeholder, parents', educators' and principals' personal variables such as gender, age, academic qualification as well as schools' highest grade have no influence on their partnership role which they play in creating a culture of teaching and learning. The last findings show that parents', educators' and principals' biographical characteristics have no influence on their perception of problems that contribute to the decline of culture of teaching and learning. On the basis of the findings of this study, recommendations to the Department of Education and Culture as well as for directing future research were made.

Principal support enhances the work-place environment and encourages teachers to do their best. Little is known, however, about the support behaviors of principals that teachers perceive to be important. Previous studies have focused on the 'broad concepts' of principal support without addressing specific behaviors. Therefore, a more comprehensive investigation is needed into what general and special education teachers consider important principal support behaviors. The purpose of this study was to identify the support dimensions that both general and special education teachers perceive that they receive from their principalS and determine which dimensions they consider most important. A secondary purpose was to investigate the effects of perceived principal support on teacher stress and personal health, job satisfaction, school commitment and intent to stay in teaching. / Ed. D.