Leadership ambiguity in universities and K–12 schools and the limits of contemporary leadership theory

Bess, James L.; Goldman, Paul

doi:10.1016/s1048-9843(01)00090-x

Cited by 45 publications

(30 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Despite the emergence of professionalization in the recent literature, accountability is a more preferred concept in the current context of higher education (Zusman, 2005). The findings of this study also showed that department heads were usually charged with responsibility and accountability for this position, however they were not provided with the necessary authority or support to realize these responsibilities Department heads were found to have no training and this is highly supported by the earlier studies (Bessa & Goldman, 2001;Zusman, 2005). Because things are done in a non-professional manner, this position was considered non-professional in earlier studies.…”

Section: Discussionsupporting

confidence: 50%

Challenges of the Professionalization of Department Heads in Higher Education: A Qualitative Study in Turkey

Dimici

Seggie

Hacıfazlıoğlu

et al. 2016

View full text Add to dashboard Cite

KeywordsProfessionalization of department heads is a relatively recent concept of interest in the higher education administration domain and as such few studies in the extant literature address the training needs of department heads and how they become more professionalized in their work. The aim of this study is to address this gap in the literature by examining the perceptions of department heads working in public and private universities in Turkey regarding the level of professionalization in their roles as leaders of departments.

show abstract

Section: Discussionsupporting

confidence: 50%

Challenges of the Professionalization of Department Heads in Higher Education: A Qualitative Study in Turkey

Dimici

Seggie

Hacıfazlıoğlu

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Bunun neticesinde de öğrenciler, kişisel ve akademik açıdan başarılı olurlar. Dönüşümcü liderliğin olduğu okullarda, güçlü bir örgüt kültürü, sağlıklı bir okul iklimi ve özgür bir ortam olacağından öğrenciler, bireysel farklılıklarıyla uyumlu, özgüveni yüksek ve kendileriyle barışık şekilde yetişirler (Bess & Goldman, 2001;Leithwood & Jantzi, 2006;Silins & Mulford, 2004). Dolayısıyla bu araştırmayla da eğitim kurumlarında liderlik ve örgüt kültürü ilişkisi ortaya konulmaya çalışılacaktır.…”

Section: 3unclassified

“…Güçlü bir liderliğin olmadığı okullarda yönetim süreçlerinde zafiyetler olmakta, öğretmenler ve çalışanlar kurumlarıyla gerektiği şekilde bütünleşememekte, kendilerini kurumlarının bir parçası görememekte ve tüm bunların neticesinde de görev ve sorumluluklarını istenilen şekilde yerine getirememektedirler (Flores, 2004). Bu olumsuz durumdan da en çok öğrenciler etkilenmekte, öğrenciler de kendilerinden istenen ve beklenen başarıları ortaya koyamamaktadırlar (Bess & Goldman, 2001;Blase & Blase, 1999;Griffith, 1999;Silins & Mulford, 2004).…”

Section: Sonuç Ve Tartışmaunclassified

Effect of transformational and transactional leadership styles of school principals on organizational culture<p>Okul müdürlerinin dönüşümcü ve işlemci liderlik stillerinin örgüt kültürüne etkisi

Avcı

2016

HumanSciences

View full text Add to dashboard Cite

show abstract

“…In practice, school administrators wish to avoid issues which create friction among students, between students and staff, with parents, and with the broader public (Bess and Goldman 2001). We posit that a theoretical reason for bias could involve a moral judgment that religious families are prone to make illegitimate, disruptive, and/or costly requests for special treatment.…”

Section: A Secularism As a Basis For Anti-religious Biasmentioning

confidence: 99%

Does religious bias shape access to public services? A large-scale audit experiment among street-level bureaucrats

Pfaff¹,

Crabtree²,

Kern³

et al. 2018

Preprint

View full text Add to dashboard Cite

Despite growing descriptive evidence of discrimination against minority religious groups and atheists in the United States, little experimental work exists studying whether individuals face differential barriers to receiving public services depending on their religious affiliation. Here we report results from a large-scale audit study of street-level bureaucrats in the American public school system. We emailed the principals of more than 45,000 public schools and asked for a meeting, randomly assigning the religious affiliation/non-affiliation of the family. To get at potential mechanisms, we also randomly assigned belief intensity.We find evidence of substantial discrimination against Muslims and atheists. These individuals are substantially less likely to receive a response, with discrimination growing when they signal that their beliefs are more intense. Protestants and Catholics face no discrimination unless they signal that their religious beliefs are intense. Our ?findings suggest that minority religious groups and atheists face important barriers to equal representation in the public arena.

show abstract

Leadership ambiguity in universities and K–12 schools and the limits of contemporary leadership theory

Cited by 45 publications

References 45 publications

Challenges of the Professionalization of Department Heads in Higher Education: A Qualitative Study in Turkey

Challenges of the Professionalization of Department Heads in Higher Education: A Qualitative Study in Turkey

Effect of transformational and transactional leadership styles of school principals on organizational culture<p>Okul müdürlerinin dönüşümcü ve işlemci liderlik stillerinin örgüt kültürüne etkisi

Does religious bias shape access to public services? A large-scale audit experiment among street-level bureaucrats

Contact Info

Product

Resources

About