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Leadership Conditions as One Element of a Cohesive School Leadership System

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Abstract:

This paper reports findings from an evaluation of The Wallace Foundation’s Cohesive Leadership System hypothesis, which states that when states and districts work together to establish standards, training, and conditions for school leadership, this coordinated approach will lead to more effective school leadership practices, which will in turn lead to improved teaching and student achievement. This paper presents findings from one piece of the larger study: What is the relationship between state and district policy supports and conditions and principals’ leadership behavior, actions, and attitudes?
Data sources include survey responses from 624 principals and entries in daily practice logs from approximately 170 principals in 17 districts within 10 states. The surveys inquired about principals’ training and educational background; school and community context; state and district policies, supports and conditions; and general leadership behaviors and attitudes in the 2007-08 school year. The surveys also asked principals to report the extent to which they implement various types of effective leadership practices and the extent to which their practice is enabled or constrained by a set of conditions. The daily practice logs were collected for 10 days and similarly asked questions about principals’ training preparation, daily activities, and perspectives on how the state, district, and community enabled or hindered their ability to be an effective school leader.
Findings suggest that conditions are in fact associated with principals’ leadership practices. In particular, principals are more likely to spend time on instructional leadership practices (i.e., leading for learning) when they have more positive perceptions of their working conditions. The paper also presents findings regarding which conditions tend to be more positive or problematic across the states and districts that we studied and findings regarding the strength with which particular conditions are associated with spending time on instructional leadership practices.
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Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378504_index.html
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MLA Citation:

Gonzalez, Gabriella. and Augustine, Catherine. "Leadership Conditions as One Element of a Cohesive School Leadership System" 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/p378504_index.html>

APA Citation:

Gonzalez, G. and Augustine, C. "Leadership Conditions as One Element of a Cohesive School Leadership System" 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/p378504_index.html

Publication Type: Symposium Paper
Abstract: This paper reports findings from an evaluation of The Wallace Foundation’s Cohesive Leadership System hypothesis, which states that when states and districts work together to establish standards, training, and conditions for school leadership, this coordinated approach will lead to more effective school leadership practices, which will in turn lead to improved teaching and student achievement. This paper presents findings from one piece of the larger study: What is the relationship between state and district policy supports and conditions and principals’ leadership behavior, actions, and attitudes?
Data sources include survey responses from 624 principals and entries in daily practice logs from approximately 170 principals in 17 districts within 10 states. The surveys inquired about principals’ training and educational background; school and community context; state and district policies, supports and conditions; and general leadership behaviors and attitudes in the 2007-08 school year. The surveys also asked principals to report the extent to which they implement various types of effective leadership practices and the extent to which their practice is enabled or constrained by a set of conditions. The daily practice logs were collected for 10 days and similarly asked questions about principals’ training preparation, daily activities, and perspectives on how the state, district, and community enabled or hindered their ability to be an effective school leader.
Findings suggest that conditions are in fact associated with principals’ leadership practices. In particular, principals are more likely to spend time on instructional leadership practices (i.e., leading for learning) when they have more positive perceptions of their working conditions. The paper also presents findings regarding which conditions tend to be more positive or problematic across the states and districts that we studied and findings regarding the strength with which particular conditions are associated with spending time on instructional leadership practices.


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