In search of educational excellence : to what extent is there agreement between leadership behavior in America's best-run companies and America's most effective schools?

• Main Author: Hostetler, Ron
• Other Authors: Wagner, Ivan D.
• Format: Others
• Published: 2011
• Subjects: School management and organization > United States.; Leadership.
• Online Access: http://cardinalscholar.bsu.edu/handle/handle/176897; http://liblink.bsu.edu/uhtbin/catkey/412642

The study was designed to examine the leadership style of principals in two ways: (1) by synthesizing the available research on effective schools and the leadership involved; and (2) by determining the relationship of good management in America's best-run companies with the principals in America's most effective schools. The study described teacher perceptions of leader behavior in nationwide public schools recognized for excellence. Additionally, principals' self-perceptions of leader behavior were examined.A Leadership Behavior Questionnaire was developed to indicate which of the eight basic characteristics of good management, proclaimed by Peters and Waterman's book, In Search of Excellence, effective schools utilized.The population for the study was comprised of schools recognized for excellence by the Secretary of Education or the Kappa Delta Pi society. Eighty-two nationwide public schools participated in the study.One null hypothesis was generated for the study. The multivariate hypothesis was tested using the Hotelling T2 statistical method and a significance level of .001 was reported. The mean average response of teachers in the eight categories differed from the hypothesized vector of scores (3.5) rejecting the null hypothesis. Teacher and principal mean ratings were above 4.0 on all subscales. Each of the eight subscales helped to explain the overall rejection. Therefore, agreement existed between managers of best-run companies and principals of effective schools as to the eight basics of good management.General agreement existed among teachers and principals about leadership style in schools recognized for excellence. Principal leader behavior was one factor that influenced school climate. The high ratings by both teachers and principals in the exemplary schools gave some clues as to what good leadership entails. Teachers perceived principals as highest in SIMULTANEOUS LOOSE-TIGHT PROPERTIES. Principals perceived themselves highest in PRODUCTIVITY THROUGH PEOPLE and CLOSE TO THE CUSTOMER.The Pearson product-moment correlations were substantial and positive between all eight subscales. This information, along with the synthesis of research on effective schools and the relationship to industry, will provide a guide to leaders who are truly trying to make school a better place for kids.