The influence of values on school administrator practices

Begley, Paul T.; Leithwood, Kenneth

doi:10.1007/bf00126781

Cited by 17 publications

(9 citation statements)

References 13 publications

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“…In examining studies which have used Hodgkinson's model, there seems to be a remarkable degree of concurrence that administrators tend to articulate the motivational bases which underpin their values in rational terms concerned with (type IIa) consequences and (type IIb) consensus (Begley and Leithwood 1990, Campbell-Evans 1991, Begley and Johansson 1998. This convergence of results may illuminate a pragmatic difficulty with applying Hodgkinson's model.…”

Section: Values and Peoplementioning

confidence: 95%

Values in educational administration: Them's fighting words!

Richmon

2004

International Journal of Leadership in Education

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This article critically surveys scholarly themes relating to the study of values in educational administration and their implications for administrative practice. It is suggested that values perspectives for school leaders emerged largely in response to the determinism of the Theory Movement, particularly the emphases on individuals as the primary analytic unit for values inquiry and the general biases toward one form or another of value relativism. Much of the discussion focuses on the highly influential work of Christopher Hodgkinson and possible conceptual and practical difficulties that may arise in adopting his well-known analytic model of the value concept. The article concludes by promoting a more modernized understanding of the role of values in administrative inquiry and practice, and offers suggestions which may direct future research efforts to better address substantive conceptual problems presently found in the related literature.

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Section: Values and Peoplementioning

confidence: 95%

Values in educational administration: Them's fighting words!

Richmon

2004

International Journal of Leadership in Education

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“…Specifically, researchers have investigated the relationship between variability in principals' values, beliefs, and problem-solving processes and school outcomes (Begley & Leithwood, 1990;Leithwood & Montgomery, 1986;Leithwood & Stager, 1989). For example, Begley and Leithwood (1990) found that the values held by principals played a significant role in their decision to adopt an educational innovation. Leithwood and Stager (1989) found that more effective principals had more flexible problem-solving processes.…”

Section: Instructional Leadership and Education Reformmentioning

confidence: 99%

Leadership for Literacy Coaching: The Principal’s Role in Launching a New Coaching Program

Matsumura

Sartoris

Bickel

et al. 2009

Educational Administration Quarterly

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Purpose: This study investigated the relationship between principal leadership and variation in teachers' participation in a new literacy coaching program: Content-Focused Coaching ® (CFC). Research design: Twenty-nine schools were randomly assigned to participate in the CFC program or to serve as a comparison. Interviews were conducted with elementary school principals and coaches, and teach ers completed surveys describing their experiences with their new coach. Correlation analyses investigated the relationship between the categories of principal support and the frequency of teachers' participation in individual coaching activities. Principals' actions and beliefs were also compared across schools, with teachers' relatively high and low participation in coaching, to identify patterns in principal leadership. Findings: Principal leadership was significantly associated with the frequency with which teachers conferred with their new CFC coach and were observed by their new coach as teaching reading comprehension lessons. Principal behaviors associated with teachers' increased engagement with coaches included actively participating in the CFC program and publicly endorsing the coach as a source of literacy expertise to teachers. Principal beliefs

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“…Prior research conducted on the influence of values on administrative practices (Begley and Leithwood, 1990;Campbell-Evans, 1991;Leithwood, Begley, and Cousins, 1992) suggests that the dominant value types, or more accurately the prevailing motivational bases (Hodgkinson, 1991), associated with administration are the rational values of consequentialism and consensus. Evidence of nonrational motivational bases, such as personal preference and trans-rational principles, seems to occur much less frequently, or else the bases' relevance to a given administrative situation is relatively short-lived (Begley, 1996).…”

Section: Personal Preferences and Trans-rational Ethicsmentioning

confidence: 99%

“…Some critics (e.g., Evers, 1985;Evers and Lakomski, 1993) with some justification identify epistemic difficulties in distinguishing between trans-rational principles and sub-rational personal preferences. Others (e.g., Begley and Leithwood 1990) find that the values manifested by individuals in particular roles, for example school administration, do not necessarily occur in patterns that reflect Hodgkinson's hierarchy. For example, values of consequence or consensus may dominate.…”

Section: Constructing a Values Typologymentioning

confidence: 99%

The Values of School Administration: Preferences, Ethics, and Conflicts

Begley¹,

Johansson²

2008

Journal of School Leadership

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This article reports the findings of two studies focused on the personal and professional values of school administrators. Two themes were employed as general organizers for the research: the influence of personal preference and trans-rational principles on the problem solving actions of school administrators and the value conflicts that administrators experience in their work. One study was conducted in Umea (Sweden), the other in Toronto (Canada). The conceptual framework integrates Hodgkinson's (1991) values theory with information processing theory. Action research methods were adopted as a way of overcoming the special problems associated with conducting research on values. Findings suggest that administrators’ personal values are significant influences on problem solving. Specifically, the rational value types of consensus and consequences predominate in the valuation processes of school principals, personal preferences are infrequently articulated, and trans-rational principles are employed under particular circumstances.

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The influence of values on school administrator practices

Cited by 17 publications

References 13 publications

Values in educational administration: Them's fighting words!

Values in educational administration: Them's fighting words!

Leadership for Literacy Coaching: The Principal’s Role in Launching a New Coaching Program

The Values of School Administration: Preferences, Ethics, and Conflicts

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