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1 – 10 of 133
Article
Publication date: 1 March 1991

K.L. Kasten and C.R. Ashbaugh

Because administration is the process of making decisions andbecause values are an important part of administrative culture, valuesare important in administrative work…

Abstract

Because administration is the process of making decisions and because values are an important part of administrative culture, values are important in administrative work. The value orientations of American public school superintendents are described. Interviews with 15 Midwestern superintendents provided the data for the study. Responses to explicit questions about values are reported regarding the qualities valued in subordinates, the factors that have limited professional success, and criteria used to determine successful problem resolution. Superintendents were also asked to describe the most serious problems they had faced in their careers and their greatest achievements. Analysis of the data indicated that superintendents as a group valued human skills over either technical or conceptual skills. Though superintendents said that they value individual discretion among subordinates, they see it as a limited and qualified opportunity. Those interviewed demonstrated a selective management memory, finding it easier to describe their past accomplishments than serious problems they had encountered during their careers. In general, they did not focus on limitations, problems or failures. Most of those interviewed showed little inclination to retrospective analysis of administrative actions, contrary to contemporary calls for more reflective practitioners.

Details

Journal of Educational Administration, vol. 29 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Content available
Book part
Publication date: 1 January 2006

Abstract

Details

Advances in Library Administration and Organization
Type: Book
ISBN: 978-0-7623-1410-2

Article
Publication date: 1 May 1997

Joseph Blase and Jo Blase

Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary school principals who have influenced and enhanced teachers’ sense…

2048

Abstract

Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary school principals who have influenced and enhanced teachers’ sense of empowerment. The data discussed here were drawn from a qualitative study of teachers in 11 schools affiliated with Glickman’s League of Professional Schools in Georgia. An open‐ended questionnaire designed by the researchers, according to general guidelines for grounded theory inquiry, provided teachers with the opportunity to identify and describe in detail characteristics of principals that enhanced their sense of empowerment. Inductive analyses of the data generated a description of facilitative leadership that includes seven major “facilitative” strategies and one set of facilitative personal characteristics that enhanced teacher empowerment. Focuses on the strategies and characteristics teachers identified as facilitative principal leadership. Discusses findings in terms of the relevant empirical and theoretical literature.

Details

Journal of Educational Administration, vol. 35 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 February 1996

BLAISE CRONIN

Research shows that the rates of return to citation are substantial in the context of the academic reward system. Since quantitative performance measures, notably…

Abstract

Research shows that the rates of return to citation are substantial in the context of the academic reward system. Since quantitative performance measures, notably publication and citation counts, are associated strongly with life‐cycle remuneration and career mobility, both should be utilised in research assessment exercises. This paper brings together empirical findings from the non‐interacting research literatures of economics and information science to make the case for using citation rates as a valid and cost‐effective proxy for quality in certain disciplines.

Details

Journal of Documentation, vol. 52 no. 2
Type: Research Article
ISSN: 0022-0418

Article
Publication date: 1 April 2004

William D. Greenfield

The genesis of the moral leadership concept in educational administration and examples of studies exploring this idea during the 1979‐2003 period are discussed. The author…

18952

Abstract

The genesis of the moral leadership concept in educational administration and examples of studies exploring this idea during the 1979‐2003 period are discussed. The author recommends more contextually sensitive descriptive studies with a focus on the social relations among school leaders and others, giving particular attention, in a phenomenological sense, to the meanings, perspectives, and espoused purposes of school leaders’ actions, social relationships, and interpersonal orientations.

Details

Journal of Educational Administration, vol. 42 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 1 January 2006

K. Brock Enger

Using bibliometrics to examine eight core journals in the year 2000 for the disciplines of higher education and library science, characteristics of the authors were…

Abstract

Using bibliometrics to examine eight core journals in the year 2000 for the disciplines of higher education and library science, characteristics of the authors were determined, including gender or sex; Carnegie Classification or institutional affiliation; and position of the authors. Characteristics of the articles were also examined, including the research methods used such as descriptive statistics, inferential statistics, or qualitative analysis. A content analysis of each article was performed to determine the subjects discussed in each literature. For both disciplines, it was learned that males publish more, the highest Carnegie Classification, extensive research institutions, were represented the most, and authors came from academic departments other than their own disciplines. In higher education, inferential statistics were used frequently; in library and information descriptive statistics were used frequently; both disciplines failed to use research methodologies regularly. From these findings, it appears that both disciplines are still emerging and are in their early stages of development.

Details

Advances in Library Administration and Organization
Type: Book
ISBN: 978-0-7623-1410-2

Article
Publication date: 1 October 1998

Nicholas Sun‐Keung Pang

As part of a major study, an attempt was made to examine the organizational values of secondary schools in Hong Kong with a self‐constructed, standardised instrument, the…

Abstract

As part of a major study, an attempt was made to examine the organizational values of secondary schools in Hong Kong with a self‐constructed, standardised instrument, the School Values Inventory. Values are chosen, because organizations are not only theory‐laden, but are also value‐laden and the sharing of organizational values are the binding forces that hold an organization together. Using LISREL confirmatory factor analytic modelling techniques and based on a sample of 554 teachers from 44 secondary schools in Hong Kong, a four‐factor model of organizational values was developed. The model which, precisely and concisely, concludes binding forces in Hong Kong schools as bureaucratic linkage, cultural linkage, tight coupling, and loose coupling provides an insight to understand school administration and organizational cultures.

Details

Journal of Educational Administration, vol. 36 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 30 January 2009

William C. Frick

This research seeks to explore the inevitable internal struggle experienced by school leaders when making ethically‐informed judgments. The study acquired principals'…

4152

Abstract

Purpose

This research seeks to explore the inevitable internal struggle experienced by school leaders when making ethically‐informed judgments. The study acquired principals' intimate reflections about professional decision making in response to personal versus organizational and/or professional value discrepancy as identified in the ethic of the profession and its model for promoting students' best interests.

Design/methodology/approach

A modified phenomenological research method, appropriate for an educational research context, was used to capture administrators' perspectives about moral practice and decision‐making experiences. The primary data collection strategy was participant interviews by means of purposeful sampling.

Findings

A clash between personal beliefs and values and organizational/professional expectations was very real for participants. The experience was generally frequent, but varied among principals. The struggle can be characterized as a phenomenon of intrapersonal moral discord experienced as part of the process of deciding ethically when faced with difficult moral choices.

Practical implications

The study contributes to the understanding of moral conflict in school leadership as an intrapersonal moral phenomenon, and how the conflict is resolved in practice, while providing insights into a more recently defined and theorized professional ethic for educational leadership. The study offers empirically derived knowledge for theory building and offers conceptual clarification of the moral leadership construct.

Originality/value

Moral judgment was complicated and contextually defined for participants. Administrators reported various ways of dealing with the nuances of personal and organizational value incongruity in order to engage in ethical decision making, including relying on, in some instances, a fundamental professional injunction.

Details

Journal of Educational Administration, vol. 47 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 April 2004

Gail C. Furman

This article proposes the concept of an ethic of community to complement and extend other ethical frames used in education (e.g. the ethics of justice, critique, and…

11488

Abstract

This article proposes the concept of an ethic of community to complement and extend other ethical frames used in education (e.g. the ethics of justice, critique, and care). Proceeding from the traditional definition of ethics as the study of moral duty and obligation, ethic of community is defined as the moral responsibility to engage in communal processes as educators pursue the moral purposes of their work and address the ongoing challenges of daily life and work in schools. The ethic of community thus centers the communal over the individual as the primary locus of moral agency in schools. The usefulness of the ethic of community in regard to achieving the moral purposes of schooling is illustrated with the example of social justice. The author concludes that the ethic of community is a vehicle that can synthesize much of the current work on leadership practices related to social justice and other moral purposes of educational leadership.

Details

Journal of Educational Administration, vol. 42 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 17 August 2010

Mohan Raju Pamu

The purpose of this paper is to identify what job‐related, individual, and profession‐related variables cause the intention to quit teaching among the early career…

2176

Abstract

Purpose

The purpose of this paper is to identify what job‐related, individual, and profession‐related variables cause the intention to quit teaching among the early career teachers, especially teachers of Ethiopia.

Design/methodology/approach

Quit intentions were measured adapting the scale developed by Mueller and Lawler, and 11 profession‐related and person‐related job variables were measured by author‐developed and literature‐derived scale items on a five‐point Likert scale, along with five status variables. Data were analyzed from a sample of 308 early career teachers belonging to secondary and preparatory schools of Addis Ababa, Ethiopia.

Findings

An alarming 53 per cent sample expressed high quit intention whereas only 13 per cent teachers showed low quit intentions. Choice satisfaction (accounting 44 per cent variance), availability of other job opportunities (23 per cent variance), perceived status (15 per cent variance), and self‐accountability (13 per cent variance) emerged as predictor variables. None of the five status variables emerged as significant predictors. Commitment to teaching profession was not a significant predictor, suggesting the two concepts independent of each other.

Research limitations/implications

Providing freedom of choice at entry level to teaching profession coupled with enhancing rigour in pre‐service education was suggested as major steps required for decreasing high‐level quit intentions.

Practical implications

Education policy needs to be such that for preparation of teachers of secondary and preparatory level, pre‐service teacher education students should have attained maturity of adulthood with a minimum academic attainment of a post‐undergraduate level or a post‐graduate level. This is to enable early career teachers to handle adolescence‐level school students by being equipped with better skills learned during pre‐service teacher education.

Originality/value

The results are pertinent not only to Ethiopia but also to any less developed or a developing country, where “catch them early” policy is followed for pre‐service education and where less rigorous pre‐service education exists.

Details

International Journal of Educational Management, vol. 24 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

1 – 10 of 133