School Leaders and the Strategic Impact of Listening [electronic resource] / Jeannine S. Tate.
A study was conducted to explore the ways effective elementary school principals use their listening skills in conversations with their teachers to better understand them, make decisions, and make sense of the day-to-day operations of their schools. Additionally, teachers' perceptions of their...
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| Format: | Electronic eBook |
| Language: | English |
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[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2003.
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| Subjects: |
MARC
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| 100 | 1 | |a Tate, Jeannine S. |0 http://id.loc.gov/authorities/names/n2004150959. | |
| 245 | 1 | 0 | |a School Leaders and the Strategic Impact of Listening |h [electronic resource] / |c Jeannine S. Tate. |
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| 300 | |a 17 pages. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the International Listening Association (23rd, Stockholm, Sweden, July 17-20, 2003). |5 ericd. | ||
| 520 | |a A study was conducted to explore the ways effective elementary school principals use their listening skills in conversations with their teachers to better understand them, make decisions, and make sense of the day-to-day operations of their schools. Additionally, teachers' perceptions of their effective principals' listening skills were investigated to better understand the impact that those listening skills have on teachers and their work. Subjects interviewed were six elementary school principals with reputations for excellence. Qualitative and quantitative research methods were used to explore the sense-making strategies of school leaders. Full-time teachers who worked for the principals for a year or more completed written Likert-style surveys about their listening skills. Results fell into five major themes: perceptions of listening styles; listening to build trust and relationships; keeping up with what was going on in the building; listening to make decisions; and the need of teachers to be listened to by their principals. The principals in the study expressed intense frustration at the fact that there simply were not enough hours in the day to do everything they needed to do. Elementary school principals face extraordinary pressure from their schools' stakeholders to be successful. Effective principals will lead more effective schools, and the benefits will be passed on to students. (NKA) | ||
| 650 | 1 | 7 | |a Administrator Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Administrator Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Interviews. |2 ericd. |
| 650 | 1 | 7 | |a Listening Skills. |2 ericd. |
| 650 | 1 | 7 | |a Principals. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Surveys. |2 ericd. |
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