School principals’ leadership is key to successful school reform, as is increased student achievement. This nonexperimental ex post facto study tested relationships among secondary school principals’ leadership behaviors, school climate, and student achievement. Of 165 secondary school principals from the three largest school districts in South Florida, 58 completed three online survey instruments: the Leadership Practices Inventory, School Climate Inventory-Revised, and researcher-designed Demographic Questionnaire. Student achievement was measured by students’ scores on the reading and mathematics Florida Comprehensive Assessment Tests. Three null hypotheses tested relationships among (a) five principals’ leadership behaviors and seven domains of school climate; (b) principals’ leadership behaviors and student achievement; and (c) principals’ leadership behaviors, school climate, and student achievement. Multiple linear regressions were used to determine the degree to which the independent variables predicted the dependent variables for the first two hypotheses. ANOVAs tested possible group differences between the demographic and research variables as controls for the third hypothesis. Partial correlational analyses tested the strength and direction of relationships among leadership behaviors, climate, and achievement. Results revealed partial support of the hypotheses. None of the leadership variables significantly predicted school climate. No significant relationships were found among the five leadership behaviors and student achievement. Demographic group differences in school climate and student achievement were marginally significant. The leadership behaviors of Inspiring a Shared Vision and Enabling Others to Act were positively linked to reading achievement. Partial correlations were found (r .27 to -.35) among school climate variables of Order, Involvement, and Expectation and achievement variables. The Modeling the Way leadership variable was negatively associated with reading achievement. After controlling for gender, years at current school, and years in the district, partial positive correlations were found among leadership, school climate, and student achievement. Inspiring a Shared Vision, Enabling Others to Act, Encouraging the Heart, and Challenging the Process leadership variables were partially correlated to Order, Leadership (Instructional), and Expectation climate variables. Study results should provide policymakers and educators with a leadership profile for school leaders challenging the status quo who can create schools for enhanced student learning and relevance to the needs of students, families, and society.

Using a manufacturing setting that is organized into self-managed teams, the current study identified and measured key leadership behaviors within the teams. Questions that were asked include: are some team leadership behaviors more critical to a team's level of functioning than other behaviors? and do successful self-managed teams rely on formal leadership to a lesser extent than members of less successful teams? These questions were asked in the context of leadership as a process, not an individual.

This research is studying to the staffs of 4 army's hospitals in the same area. We believe it will be definitely helpful for the forever management of the hospitals. There are 1100 questionnaires issued totally. The questionnaire counts and retrieves 444 finally, through getting rid of 30 invalid questionnaires, effective questionnaire is 414, the effective rate of recovery of questionnaire is 37.6%. Through the Descriptive Statistical analysis , ANOVA one-way , Analysis of Correlation and Multiple Regression Analysis , the results are found as follow: a.The staffs¡¦ behaviors to the person in charge of the unit in army¡¦s hospitals are different results that will have because of factors , such as marital status , academic degree and working office ,etc.. b.The staff will have a difference because academic degree , position identity and working office are different to the organization climate of the office in army¡¦s hospital. c.The staffs involvement to work in the hospital will be different because degree , the position identity and working office. d.Too emphasize the task importance, pay less respect or consideration to staffs, I surely agree this kind of director will downgrade the staffs working. On the other hand, both the good management and interpersonal relationships will surely increase their working. e.Focus on the human nature, caring the staffs, and good interpersonal relationships are positive and helpful as well to enhance the involvement of staffs. f.The trust between each other for both unit executive and staffs will upgrade the behavior of leading and as well as the involvement of staffs working. The concrete suggestion are offered to the Army¡¦s hospitals and for the others researcher¡¦s reference.

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Research continues to support the positive link between teacher collective efficacy and student achievement. The purpose of this study was to better understand how principal leadership behaviors affect teacher collective efficacy beliefs. The study was designed around Goddard, Hoy, and Hoy's construct of teacher collective efficacy, which is grounded on Bandura's efficacy constructs. The sequential mixed-methods study was designed to examine the perceptions of teacher participants from one Texas Title I middle school regarding principal leadership behaviors. A case study approach was used to construct meaning from teachers' perceptions about the effects of principal behaviors on teachers' beliefs regarding the components of collective efficacy. The quantitative portion of the study (a survey) examined teacher perceptions of their collective efficacy beliefs regarding various facets of the school organization. The qualitative portion (focus group and individual interviews) centered on what teachers perceive to be the impact of principal leadership behaviors on their teacher collective efficacy. Findings from the quantitative portion of the study suggest that teachers perceive their levels of collective efficacy to be higher when reflecting on factors that are primarily connected to school, like learning, motivating students, and handling student discipline issues. Findings from the qualitative portion of the study suggest that when principals exhibit collaboration, empowerment, relationship building, and trust, teachers perceive the leader to be effective. The study was limited to one Title I middle school so an extension to the study which would include other middle or additional high schools is recommended.

Leading innovation is a difficult process because it is replete with tensions and paradoxes. Innovations require leaders to switch leadership styles depending on the context and the phase of innovation. This study used two leadership theoretical frameworks, transformational and transactional leaderships, to understand the leadership behaviors used to promote and manage the process of innovation. The purpose of this study was to explore leadership behaviors exhibited by evaluation team leaders during the process of innovation. The focus of the study was on leadership behaviors and study participants are individuals who identify as evaluators who led a team of two or more evaluators. This study used Critical Incident Technique (CIT) to better understand the leadership behaviors exhibited during the process of innovation. Through semi-structured interviews, participants described a specific innovation that he/she led during the past 24 months, the actions they took to lead and support their team, outcomes and their perspectives about the process. Contradictory behaviors were exhibited at all three key stages of innovation—insight, prototype, and adoption. Leaders described both transformational and transactional leadership behaviors at all the major innovation phases. Leaders were both people and task oriented in their leadership style.

This study explored campus principals' leadership behaviors and leadership styles to determine possible influences of leadership on teacher absences. The study was viewed through the framework of Bass and Avolio's (1985) transformational and transactional leadership styles. The Multifactor Leadership Questionnaire Self-Report (MLQ-SR) was used to identify principals' perceptions of their leadership styles. Absence data were also collected and analyzed for the school years (2012-2013, 2013-2014, and 2014-2015). Data were triangulated using one-on-one interviews with selected principals and teacher focus group discussions. The findings from this study verified that leadership style (described in terms of leadership behaviors) influenced teacher absenteeism indirectly through the culture and climate of the campus. Future research is recommended to discover whether incentive programs decrease teacher absenteeism and how leaders can influence their organizations through their behaviors.

The No Child Left Behind Act of 2001increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more likely to have a positive impact on student learning. The purpose of the study was to examine the effectiveness of a time management intervention on instructional leadership behaviors of school principals. Based on my literature review, I found that several time management techniques may help leaders manage their time effectively, including delegating, scheduling, prioritizing, planning, setting goals, saying no, and handling interruptions. In this training, I taught three principals how to increase their time allocated to instructional leadership behaviors using these techniques. I measured the proportion of time the participants allocated to the instructional leadership behaviors during the baseline and intervention. In the context of a multiprobe multiple-baseline across participants design, I found that all three participants increased their time allocated to the instructional leadership behaviors after the training. This study experimentally validated a training program that may contribute to the positive school outcomes.

The daily, weekly, and unscheduled tasks for school administrators have increased in number and scope over the years, however surprisingly little is known about what principals do on a day-to-day basis and how this varies across schools. Since the effect of principal leadership behaviors, specifically how principals manage their time to accomplish important tasks, is one key to the success of schools, it is important to understand what effective principals do to accomplish this. The purpose of this study was to find out what the differences are in how principals in high and low-performing middle schools spend their time and to determine what relationships exist between the principal's time-on-tasks and school performance. In the literature review, the researcher identified seven categories of time use to collect and classify time-on-tasks data. The categories include: (a) administration/operations, (b) organization management, (c) day-to-day instruction, (d) instructional program, (e) internal relations, (f) external relations and (g) other (Horng, Klasik, & Loeb, 2010). The researcher collected time-on-tasks data from principals of high and low-performing middle schools in Virginia and analyzed the data to determine what relationships exist between the principal's time-on-tasks and school performance. Data analyses revealed that there are significant differences in the amount of time principals at high-performing schools devote to each of the time-on-tasks categories, as compared to the amount of time allocated by their counterparts at low-performing schools. In this study, principals as a whole and principals in the high-performing subgroup spend the largest percentage of time on tasks related to administration and operations, while principals in the low-performing subgroup spend the largest percentage of time on day-to-day instruction. Data also suggest that time spent on tasks related to internal relations is positively correlated with student performance on mathematics and reading tests. When demographic factors are combined with the time-on-tasks categories, a regression analysis suggests that the strongest contributing factor to mathematics and reading test scores is the socioeconomic status of the school with a strong negative correlation between the percentage of students on free/reduced lunch and test scores for mathematics and reading. / Ed. D.

A safe (free from gang activity) and disciplined school environment conducive to learning is mandated by federal legislation such as the No Child Left Behind Act. Research has concentrated on reasons for gang activity in the school and the community as well as leadership in general but there is a void in the literature as it relates to the type of leadership in schools that is successful in limiting gang activity in schools that are less gang-impacted than the community from which they draw. Research questions include: (1) what do principals say about how they lead in gang-impacted schools that have fewer gang-related incidents than the community from which they draw their population and (2) what is the connection between principal leadership style and the presence of relatively fewer gang-related incidents in schools than in the community from which they draw their population? This phenomenological study answered the question of how principals lead in gang-impacted schools with a more favorable environment than the communities they serve through interviews, observations and document analysis. The final product is the portraits and stories of principals' relationships with gang-impacted schools and the central concept of leadership in these types of schools. According to the three participants interviewed in this study, both transactional and transformational leadership attributes are necessary to lead a gang-impacted school that has fewer gang-related incidents than the community from which it draws. The underlying conclusion in this research study is that leaders who display more transformational leadership than transactional leadership attributes are more successful in gang-impacted schools. As a result of this study, principals who are placed in schools identified as being gang-impacted will be better equipped to identify and practice leadership behaviors that have worked for other school leaders. In addition, school districts will be better able to identify and provide staff development to and for potential leaders as it relates to leadership. / Ed. D.