Toward a Theory of School Leadership [electronic resource] / William D. Greenfield.
Recognizing the importance of leadership in effective school administration, this document begins by discussing leadership as defined by Etzioni (1975), including ideas such as personal influence; positional power; the difference between instrumental and expressive leadership; and organizational typ...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1991.
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| Subjects: |
MARC
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| 100 | 1 | |a Greenfield, William, |d 1944- | |
| 245 | 1 | 0 | |a Toward a Theory of School Leadership |h [electronic resource] / |c William D. Greenfield. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1991. | ||
| 300 | |a 43 p. | ||
| 500 | |a ERIC Document Number: ED332378. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). |5 ericd. | ||
| 520 | |a Recognizing the importance of leadership in effective school administration, this document begins by discussing leadership as defined by Etzioni (1975), including ideas such as personal influence; positional power; the difference between instrumental and expressive leadership; and organizational type as defined by the dominant means of control in the organization. Next, the school work setting is explored and five types of interrelated role-demands or "situational imperatives" that characterize the school administrator's work setting are described: (1) managerial; (2) instructional; (3) political; (4) social; and (5) moral. The nature of school leadership is explained, with emphasis on conditions in which teachers would voluntarily change their preferences. Four personal qualities of school leaders are explored along with the nature and effectiveness of personal influence in leadership. A final section explains the need for more descriptive studies of the school as an organizational work context, for the study of actual activities of administrators, and for context-sensitive research. Several questions for future study are posed. (62 references) (CLA) | ||
| 521 | 8 | |a Administrators. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 1 | 7 | |a Administrator Effectiveness. |2 ericd. |
| 650 | 1 | 7 | |a Administrator Role. |2 ericd. |
| 650 | 0 | 7 | |a Decision Making. |2 ericd. |
| 650 | 1 | 7 | |a Educational Administration. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Leadership. |2 ericd. |
| 650 | 0 | 7 | |a Interprofessional Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Leaders. |2 ericd. |
| 650 | 1 | 7 | |a Leadership. |2 ericd. |
| 650 | 1 | 7 | |a Leadership Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Leadership Qualities. |2 ericd. |
| 650 | 0 | 7 | |a Leadership Responsibility. |2 ericd. |
| 650 | 0 | 7 | |a Leadership Styles. |2 ericd. |
| 650 | 0 | 7 | |a Organizational Climate. |2 ericd. |
| 650 | 0 | 7 | |a Politics of Education. |2 ericd. |
| 650 | 0 | 7 | |a School Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Administrator Relationship. |2 ericd. |
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