Empirically indicated effective school-site leader behaviors: A meta-analysis and theoretical comparison
Abstract
This study is a meta-analysis of empirically indicated, effective school-site leader skills, techniques, and behaviors. In order to accomplish the meta-analysis, a common literature-based semantic was defined. Examination and comparison of major theories of leadership in relation to the results of the meta-analysis was presented. Thirty-five studies were included in the meta-analysis. All quantitative scores were transformed into correlations using algebraic formulas for a total of 398 correlations for aggregation. A theoretical framework provided by the Far West Labs Model of leadership, along with constructs from the Ohio State Model was developed. Eight constructs associated with effective school-site leadership were identified: (1) Governance, (2) School Climate, (3) Instructional Organization, (4) Initiating Structure, (5) Consideration, (6) Thrust, (7) Personal Qualities and Characteristics, and (8) Negative Behaviors. Six indicator variables of effectiveness were aggregated: (1) Student Achievement, (2) Faculty Perception, (3) School Culture/Climate, (4) Leader Self-Perception, (5) Outside Perception, (6) Other. Strong positive relationships between the first seven constructs and effective school-site leadership were indicated. The eighth construct had a moderate negative relationship with effective leadership. Meta-analysis of the indicator variables attests to the efficacy of usage of the first three--Student Achievement, Faculty Perception, and School Culture/Climate. In discussion, the identification of a combinatorial effects model of effective school-site leadership is made. Six implications from the meta-analysis for leader-practitioners are: (1) School-site leader behavior is directly associated with student achievement, faculty perception, and the culture and climate of a school, (2) Expertise in communication, human relations, problem solving and political manipulation is associated with effective leadership, (3) Managerial skills are important to effective school-site leadership, (4) School-site leadership is mediated by environmental, behavioral, and cultural variables, (5) Leader credibility with faculty is synergistic and reciprocal, and (6) Personal traits are important to effective leadership. Recommendations focus on three areas: (1) Training future educational leaders, (2) Research design in educational leadership, and (3) theoretical development in educational leadership.
Degree
Ph.D.
Advisors
McInerney, Purdue University.
Subject Area
School administration
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