Teacher Expectations of Administrative Behavior

Abstract

An examination of the relationship between principals' behavioral pat terns and teachers' attitudes toward their building administrators is undertaken in this paper. The findings suggest that a discrepancy exists between those goals teachers claim to seek and those which are actually prized. Harvey Goldman is Assistant Professor of Educational Administration at the University of Wisconsin-Milwaukee; James E. Heald is Professor of Educational Administration and Head, Office of Planning and Development, the College of Education, Michigan State University.

A systematic review of studies on leadership models in educational research from 1980 to 2014

“…A body of research during the 1960s and 1970s focused on the characteristics of effective school principals (e.g. Austin, 1979; Bridges, 1967; Chase and Guba, 1955; Edmonds, 1979; Goldman and Heald, 1968). The common theme that emerged from these studies was that an effective leader was a type of leader who paid considerable attention to the teaching and learning aspects of schools.…”

“…The common theme that emerged from these studies was that an effective leader was a type of leader who paid considerable attention to the teaching and learning aspects of schools. Effective leaders were described as those who provided direction and strived to improve instructional practices (Chase and Guba, 1955); supervised teaching (Goldman and Heald, 1968); assessed the quality of instruction, gave feedback to staff, aligned instructional programs with school goals (Bridges, 1967); provided the motivational and material support required for the betterment of teaching; and established academic goals for students, worked on the development of instructional strategies, and monitored student progress (Edmonds, 1979). Such early efforts to provide an understanding of effective leadership established a basis for the emergence and development of instructional leadership theory, one of the most commonly studied types of leadership in the educational administration.…”

Görevlendirme Kapsamında Çalışan Okul Yöneticilerinin Atanma Yöntemleri ve Yeterliliklerine İlişkin Yönetici ve Öğretmen Görüşleri

“…Bu konuda yapılan araştırmalar 1970'lere dayanmaktadır. Bu dönemde yapılan araştırmalar etkili okul müdürlerinin öğretimi denetleyen (Goldman & Heald, 1968), öğretmenlere öğretim yöntemlerine ilişkin dönüt veren (Bridges, 1967), gerekli öğretimsel desteği sağlayan (Brieve, 1972), akademik hedefler koyan, öğretmenlerin öğretim becerilerini geliştirmeye çalışan ve öğrenci başarısına odaklanan (Edmonds, 1979) kişiler olduğu bulgusuna varılmıştır. Bu bulgulara paralel olarak 1980'lerin etkili müdür tanımı öğretimsel liderlik çerçevesinde değerlendirilmiştir (Hallinger vd, 1996).1990'larda ise okul müdürünün çok çeşitli ve karmaşık rol ve sorumluluklarının olduğu ve bütün bunları tek başına başarılı bir biçimde yapmasının mümkün olmadığı görüşü ağırlık kazanmıştır (Spillane, Halverson ve Diamond, 2001).…”