A Study on the Relationship between the Professional Leadership of Principal and the School Effectiveness in Primary School Abstract The purpose of this study is to understand the current status of professional leadership of primary school principal as well as analyze their impact on the school effectiveness.So that educational entity, primary school principals and teachers can enhance the school performance and effectiveness.First of all, based on theoretical literature and empirical research on related subjects, an assessment tool is developed:Questionnaire-¡§The relationships between professional leadership of principals and school effectiveness in primary school¡¨ and content validity is constructed by professionals. Pilot test is conducted at Stage 2 to construct the reliability and validity of questionnaire via statistical measurements such as item analysis and factor analysis. In the questionnaire, regarding the Item ¡§Leadership of principal¡¨, the overall Cronbach £\ value obtained is .9655, the total explained variances are 70.549%¡Fregarding the Item ¡§School Effectiveness¡¨, the overall Cronbach £\ value is .9584, the total explained variances are 70.549%. Then, formal test is proceeded on education staff members at Stage 3.Among a total of 705 copies of questionnaire being issued, 668 copies are collected, the usability is 94.8%.Descriptive statistics,variances analysis, product-moment correlation, Stepwise regression analysis are applied for statistics and analysis of assumptions proposed in this study. We come to the following conclusions based on the results of statistics and analysis: 1. The results of overall sampling has a positive recognition on the relationship of professional leadership of principal and effectiveness of school management. 2. The higher the professional leadership principal exerts, the higher the school effectiveness would be achieved.The effectiveness of school administration can be promoted and enhanced through the professional leadership of the principal in primary school. 3. Educators, who are aged and appointed principal, have a more positive viewpoint towards the ¡§Professional development¡¨ and ¡§Administrative leadership¡¨ of principal. 4. Educators, who are aged, graduated from graduate school and assumed the principal of a school sized from 25 to 48 classes, have a better recognition on the ¡§Learning performance¡¨ of school effectiveness. 5. There are close relationships between the professional leadership of principal and the school effectiveness, i.e. the better the principal exercises the professional leadership, the better the school effectiveness is. 6. The school effectiveness can be effectively predicted through the professional leadership of principal.Among them, the teaching leadership is most predicable. Based on the above conclusions, the writer would propose concrete recommendations on administrative entity of education, primary principal, school and follow-up researches to be referred as a basis to promote the school effectiveness.

Service integration is central to current government strategy for promoting positive outcomes for young people with educational and additional needs, yet evidence to support the efficacy of this strategy remains elusive. A review of the literature finds that many of the facilitators of successful multi-agency working are at the intra-group level. These barriers and facilitating factors are organised into an Eco-systemic Model of Multi-Agency Working (EMMA) which addresses leadership processes, group-level interactions and problem-solving processes. The first stage of the study generates data for intervention materials to be used in the second stage. This is achieved by comparing the purposes and practices of each group at different systemic levels. This stage of the study also provides baseline questionnaire data for the second stage of the study. Consideration is given to the sources of conflict within each group, the strategies used to resolve these conflicts and the levels of hierarchical and systemic thinking within the participating multi-agency groups. The resulting analysis is found to fit well within the EMMA model and the distinctiveness of each of the systemic levels as well as their interdependence is discussed. Suggestions are made for improved multi-agency practices and new directions for the educational psychologist in facilitating improved practice are explored. Paper II Abstract In the first phase of this two-stage study, self-organised learning principles were proposed as a useful knowledge base upon which to draw when facilitating change in multi-agency groups. In this second phase, this hypothesis is put to the test. Data from the first phase is used in combination with wider research findings to design feedback materials for participating groups. Evidence gathered from ensuing meeting transcripts, interviews and questionnaire data is compared with baseline data gathered in the first phase to assess the impact of this intervention on group functioning. Evidence is presented of improved clarity of purpose, improved group functioning and early signs of improved outcomes, though results are highly variable between groups. Different levels of group functioning were found to be inter-dependent, lending support to an eco-systemic model of multi-agency working. Trait-based models of leadership and conflict resolution are challenged. It is argued that improving outcomes for young people is dependent upon the healthy functioning of multi-agency groups and that investing resources in reflective learning in multi-agency groups is a worthwhile step towards securing better outcomes for young people.

The problem of this study was to determine what relationships exist between teachers' perceptions of principals' executive professional leadership and teachers' perceptions of principals' behavior in five aspects of administrative behavior. These administrative areas include Principals' support of teachers' authority (EPA), principals' egalitarian relationship with teachers (EPR), principals' involving teachers in decision-making processes for the school (EPI), principals' support of teachers in managerial matters (EPM), and principals' social support. Subjects for the study were grouped according to gender, length of service and level of education for descriptive purposes and to determine variations in their perceptions of the principals' administrative behaviors. Significant relationships were found to exist between teachers' perceptions of principals' EPL and EPI leadership and teachers' perceptions of principals willingness to involve them in decision—making processes for the schools (EPI). A significant negative relationship was also found to exist between the teachers' perceptions of principals' leadership (EPL) and teachers' perceptions of the managerial support (EPM) provided by principals. A slight negative relationship was found between teachers' perceptions of principals' leadership (EPL) and teachers' perceptions of social support (EPS) received from principals. There was a slight but insignificant positive relationship between teachers' perceptions of principals' executive professional leadership (EPL) and teachers' perceptions of egalitarian relationships (EPR) which existed between the teachers and principals. A positive but not significant relationship was also noted between teachers' perceptions of principals' leadership (EPL) and teachers* perceptions of the manner in which principals granted them professional authority (EPA). When teachers were grouped by demographic variables, two important trends in^perceptions were noted regarding principals' executive professional leadership. (a) Female teachers had a tendency to perceive principals as having lower professional leadership than did male teachers. (b) Teachers with higher educational levels perceived principals as having less professional leadership ability than teachers with relatively low educational levels. Teachers' level of experience did not appear to have any systematic significant impact on their perceptions of the principals' executive professional leadership. It was recommended that those who train principals should be aware of the need to emphasize professional administrative areas which are critical to teachers' perceptions of leadership in the schools because teachers' perceptions affect their teaching performance.

This thesis investigates leadership in Swedish business during the period of 1900-1950. The main aim is to explore the relationship between entrepreneurship and leadership and how the leader uses his social competence, both inside and outside the company, to enhance economic and organisational change. The study focuses on two main characters: Axel Ax:son Johnson (1876-1958), manager and owner of Johnsonkoncernen (The Johnson group), and J. Sigfrid Edström (1870-1964), professional manager of ASEA (today ABB). They represented Swedish capitalism in its golden years. The study uses archives previously never opened to researchers. To understand how and why leadership have changed during the 20th century, the theoretical framework is based on the concepts of entrepreneurship, paternalism, network and charisma. Leadership involves communication. The corporate leader in the early 20th century had to build networks both of stronger and looser types, each of these two types with a different aim, but with the ambition to care for the company’s best interest. Johnson and Edström used their personality to attain more power inside the company as well as to attract attention from the outside. This thesis shows that if the leaders took advantage of their social communication skills they could create new combinations, which could benefit their companies. Therefore, the leader had to bring out the best in his co-workers, in order to attract new ideas, competence and entrepreneurial skills around him. The leader did not only involve himself in networks with fellow industrialists, but also with Social Democrats and journalists. Johnson and Edström had to be leaders not only within the company but also in the surrounding society. They involved themselves in many other areas; in the local community and as opinion builders. The patriarchal strategies still proved fruitful during the period. Yet, modern strategies connected to large organizations and bureaucratic methods were also introduced. It was hard for the employees to accept these changes. If the companies would expand, the leader could attract admirers and followers who fully accepted the leadership and strategies. The leader had to become an entrepreneur with a will to encourage others.

The Ellison Executive Mentoring Inclusive Community Building (ICB) Model is a paradigm for initiating and implementing projects utilizing executives and professionals from a variety of fields and industries, university students, and pre-college students. The model emphasizes adherence to ethical values and promotes inclusiveness in community development. It is a hierarchical model in which actors in each succeeding level of operation serve as mentors to the next. Through a three-step process--content, process, and product--participants must be trained with this mentoring and apprenticeship paradigm in conflict resolution, and they receive sensitivitiy and diversity training, through an interactive and dramatic exposition. The content phase introduces participants to the model's philosophy, ethics, values and methods of operation. The process used to teach and reinforce its precepts is the mentoring and apprenticeship activities and projects in which the participants engage and whose end product demontrates their knowledge and understanding of the model's concepts. This study sought to ascertain from the participants' perspectives whether the model's mentoring approach is an effective means of fostering inclusiveness, based upon their own experiences in using it. The research utilized a qualitative approach and included data from field observations, individual and group interviews, and written accounts of participants' attitudes. Participants complete ICB projects utilizing the Ellison Model as a method of development and implementation. They generally perceive that the model is a viable tool for dealing with diversity issues whether at work, at school, or at home. The projects are also instructional in that whether participants are mentored or seve as apprentices, they gain useful skills and knowledge about their careers. Since the model is relatively new, there is ample room for research in a variety of areas including organizational studies to dertmine its effectiveness in combating problems related to various kinds of discrimination.