843 Chapters
Medium 9781052684042

The Priorities of Elementary and Secondary Principals for the Criteria Used in the Teacher Selection Process

Rowman & Littlefield Publishers ePub

A. WILLIAM PLACE1

THELBERT L. DRAKE1

ABSTRACT: In this study, elementary and secondary principals, from the states Ohio and Illinois, were not found to have different priorities for the selection of teachers regardless of the area/focal position being sought. The higher selection priorities are enthusiasm for teaching, communication skills, and interviewer’s evaluation. The lower priorities are reference information, grade point average, and self-purposing. More research is needed to clarify how these criteria actually are used. Administrators and potential candidates need to be aware of and concentrate on the higher priorities in relation both to how they are demonstrated and to how they are evaluated.

Recent trends toward teacher empowerment, site-based decision making and the building of professional culture in schools make the hiring of teachers one of the most important tasks faced by school principals. Unfortunately, the criteria used by principals in the selection process have not been the subject of much research. The research to date has not sufficiently addressed questions such as (1) what criteria need to be assessed; (2) which of those criteria are judged to be the most important by those using them in the process; and (3) what variables influence principal priorities.

See All Chapters
Medium 9781475817256

Principals and Superintendents: Perceptions of Involvement in the Budgeting Process

Rowman & Littlefield Publishers ePub

BARBARA Y. LACOST1

MARILYN L. GRADY2

ABSTRACT: Expectations of principal participation in the budgeting process at the site level vary among principals and between principals and superintendents. If site-based budgeting is to be effective, district and school leaders should have similar expectations for the principal’s role. We compared responses from superintendents and principals about the level of involvement of the principal in making budget decisions at the site. In this study, principal and superintendent respondents differed significantly about the degree of principal involvement in (a) salary decisions about non-certificated staff, (b) purchase of texts and library books, and (c) decisions affecting the building and the grounds. The groups indicated greater agreement about the degree of involvement in (a) the determination of teacher salaries and (b) decisions about purchasing instructional supplies and equipment.

Schools exist for the purpose of providing meaningful learning experiences for children. Restructuring schools has become the national agenda for the 1990s (Cohen, 1988) as various factions respond to the national goals that emerge from the President’s educational summit of 1989. In fact, devolution of authority to school sites is one of six proposed practices intended to expedite the attainment of the national educational goals (Odden, 1991). The concept of site-based management, or school-based decision making, is a “recently rediscovered phenomenon within education in the United States” (Short, 1992) and is embedded in several of the restructuring efforts (Prasch, 1990). School-site budgeting is a building-based approach to education budgeting in which “there is a significant and consistent decentralization to the school level of authority to make decisions related to the allocation of resources” (Caldwell, 1987, 1).

See All Chapters
Medium 9781475817454

Ethical Leadership: The Soul of Policy Making

Rowman & Littlefield Publishers ePub

JAYNE HUDSON1

“The images or metaphors through which we read organizational situations help us to describe the way organizations are, and offer clear ideas and options as to how they could be.” (Morgan, 1986, p. 335)

Policy making is a vital facet of any organization and has a direct effect on the amount of trust the stakeholders have in the organization. A major player in policy making is the leader, including the leader’s assigned role and personal agenda. Therefore, the influence the leader has on policy making is an aspect worth examining. The proposition presented is that if trustworthy policy is the desired outcome, then ethical leadership is the critical element. Considering the complexity of policy making and the extensive writings which address the myriad aspects of this organizational function, the statement that the essence, or soul, of policy making is ethical leadership appears, on the surface, to be simplistic if not naive.

The significance of leadership in policy making will be examined using the metaphorical framework of the body, its inherent dependence on the heart for life, and its requirement of a soul for virtuous direction. Organizations, as we know them, cannot exist without policy and policymakers. Using the images of the body, heart, and soul highlights the paramount importance and interdependence of each of these elements to the organization as a whole. Both the body and policy making are dependent on the correct contribution of all their parts if they are to function properly. Each body has a heart which supplies the essential elements of life to that body. In policy making, the leader is responsible for procuring the vital elements so that the decision-making process can take place. Whether the body is productive or unproductive, used for good or evil, is contingent on the soul. The moral stance of the leader is the prevailing force in determining whether the policy produced is ethical or unethical. Ethical policy might be possible without ethical leadership, but the only way to insure ethical policy is by having an ethical leader.

See All Chapters
Medium 9781475817195

A Review of the Literature on the Status of Women and Minorities in the Professoriate in Higher Education

Rowman & Littlefield Publishers ePub

MARYLYN W. GRANGER1

ABSTRACT: Over the past twenty years, the status ot women in higher education has improved, but only marginally so. As the political and social climate of the country has become more conservative, the concepts of affirmative action and equal opportunity for women and minorities have been challenged more than ever. In addition, although women are flocking to graduate schools in record numbers, only a small percentage of them are encouraged to seek positions in higher education as administrators or professors. Statistically, the situation is worse, especially for black women. This status report focuses on the following: (1) the role of affirmative action in the hiring and retention of women in higher education; (2) the environment that exists in colleges and universities in regard to women and minorities; (3) policies that adversely affect black women in academia; (4) existing rank and salary inequities of minority male and female professors; (5) a specific look at male and female professors of educational administration; and (6) implications and recommendations.

See All Chapters
Medium 9781475817225

The Assistant Principal: Neglected Actor in Practitioner Leadership Literature

Rowman & Littlefield Publishers ePub

GARY N. HARTZELL1

ABSTRACT: Both principals and assistant principals are site level administrators, and both are charged with leadership responsibilities in the school. Nonetheless, the organizational contexts in which they each attempt to fulfill those responsibilities differ in substantial and important ways. There are at least three reasons for this: (1) principals and their assistants are at different levels in the hierarchy; (2) they perform different duties; and (3) they are perceived differently by their subordinates. Because they work in differing contexts, principals and assistant principals face different leadership challenges.

While there clearly are leadership consistencies to be found across contexts, there are also significant differences to be discerned between them. An examination of the principal’s position as a first-level leader in contrast to the assistant principal’s position as a second-level leader points to these differences, and supports the notion that it is in the best interests of both research and practice to address them. These contextual differences have implications for educational leadership researchers, for beginning administrator training programs, and for the development of principals as first-level leaders.

See All Chapters

See All Chapters