High School Leaders and Their Schools. Volume II: Profiles of Effectiveness.

Autor/inn/en	Pellicer, Leonard O.; und weitere
Institution	National Association of Secondary School Principals, Reston, VA.
Titel	High School Leaders and Their Schools. Volume II: Profiles of Effectiveness.
Quelle	(1990), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-88210-238-9
Schlagwörter	Administrator Characteristics; Administrator Effectiveness; Administrator Role; High Schools; Instructional Leadership; Leadership Qualities; Leadership Responsibility; School Administration; School Based Management; School Effectiveness; School Supervision + Suchen Sie Ihr Suchwort? High school; Oberschule; Instruction; Leadership; Bildung; Erziehung; Führung; Führungseigenschaft; Schuleffizienz; Schulaufsicht
Abstract	This study was the third in a series of national studies of the high school principalship dating back to the early 1960s. Its major purpose was to analyze and describe high school leaders and their schools. This volume describes the characteristics and behaviors of high performing principals (type "A") and typically performing principals ("type B") as they relate to school effectiveness, and it identifies the administrative and programmatic similarities and differences between effective schools administered by principals described as "type A" principals and those administered by "type B" principals. The original population from which the sites (n=74) to be visited were selected consisted of schools whose current principals had participated with average or above average ratings in the National Association of Secondary School Principals (NASSP) Assessment Center and in the field testing of the NASSP Comprehensive Assessment of School Environments (CASE) battery. Two researchers conducted structured interviews with administrators, teachers, and parents for a period of 3 days at eight sites. Following each site visit, the researchers prepared a case study for each school. The following major conclusions emerged: (1) The relationship between principals' assessor skills and their school management skills was not clearcut; (2) the most effective schools had well-coordinated administrative teams; (3) effective schools had strong and creative principals; (4) administrative team success was limited by the level of school autonomy; (5) instructional leadership was most commonly exercised by department chairpersons with the support of the administrative team and the assistance of district supervisors and was a shared responsibility; (6) student satisfaction was highest in stable schools; and (7) student self-esteem was important to school efficiency or cost-effectiveness. Appendices A through F show NASSP assessor dimensions, the CASE model of the school environment, CASE variables used, administrative team site visit protocols, teacher protocols, and parent protocols. (34 references) (JAM)
Anmerkungen	Publications, National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 22091 (Stock No. 2109004; $7.00; quantity discounts).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01