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A Leadership Conditions Framework

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Abstract:

The paper presents a leadership conditions framework that outlines the policies, structures, and supports that are needed for principals to be effective. The framework is grounded in an extensive review of the education leadership literature and is also informed by an analysis of 129 principal interviews and 215 district leader interviews from 27 districts. The paper identifies six types of conditions in the areas of: autonomy, resources, data use, personnel policies, governance policies, and curriculum and instruction policies. Within each area, the paper provides rich examples—based upon principal and district leader reports—of how conditions can either enable or hinder principals’ effectiveness. Next, the paper reports findings regarding the frequency with which principals and district leaders tended to report supportive and hindering conditions and patterns regarding how conditions vary in the magnitude of their effect. For example, some hindering conditions were typically described by principals as annoyances while others were others were described as critical roadblocks that prevented principals from taking important action critical to their success.
The paper ends by identifying two key challenges involved in creating supportive conditions for principals. First, individual principals may need different types of conditions in order to be successful. For example, depending on their experience or personality, one principal may need structured oversight while another needs autonomy. Another challenge is in managing efficient and effective implementation of policies and structures designed to support leadership. The paper ends with implications for district and state policy makers and further research. Although this paper provides a comprehensive review of the conditions that enable or hinder effective leadership, it does not address the relationship between these conditions and important outcomes like principals’ practice. This relationship is the focus of the following two papers.
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Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378503_index.html
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MLA Citation:

Ikemoto, Gina. and Russell, Jennifer. "A Leadership Conditions Framework" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378503_index.html>

APA Citation:

Ikemoto, G. S. and Russell, J. L. "A Leadership Conditions Framework" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378503_index.html

Publication Type: Symposium Paper
Abstract: The paper presents a leadership conditions framework that outlines the policies, structures, and supports that are needed for principals to be effective. The framework is grounded in an extensive review of the education leadership literature and is also informed by an analysis of 129 principal interviews and 215 district leader interviews from 27 districts. The paper identifies six types of conditions in the areas of: autonomy, resources, data use, personnel policies, governance policies, and curriculum and instruction policies. Within each area, the paper provides rich examples—based upon principal and district leader reports—of how conditions can either enable or hinder principals’ effectiveness. Next, the paper reports findings regarding the frequency with which principals and district leaders tended to report supportive and hindering conditions and patterns regarding how conditions vary in the magnitude of their effect. For example, some hindering conditions were typically described by principals as annoyances while others were others were described as critical roadblocks that prevented principals from taking important action critical to their success.
The paper ends by identifying two key challenges involved in creating supportive conditions for principals. First, individual principals may need different types of conditions in order to be successful. For example, depending on their experience or personality, one principal may need structured oversight while another needs autonomy. Another challenge is in managing efficient and effective implementation of policies and structures designed to support leadership. The paper ends with implications for district and state policy makers and further research. Although this paper provides a comprehensive review of the conditions that enable or hinder effective leadership, it does not address the relationship between these conditions and important outcomes like principals’ practice. This relationship is the focus of the following two papers.


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