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Essay / Research Paper Abstract
This 7 page paper discusses specific issues related to effective school leadership: maintaining high faculty morale, parent involvement, and inservice training. The writer begins with confirmation of the importance of the principal and how the role of the principal has changed. Sergiovanni's nine essential tasks of the principal are also mentioned. Teacher morale is approached with a study that illustrates some of the many behaviors that positively or negatively affect teacher morale. Ideas to improve morale are provided. The writer then discusses the importance of parent involvement and how principals and teachers might gain more involvement. Finally, the issue of the importance of staff development or inservice training is discussed. Bibliography lists 10 sources.
Page Count:
7 pages (~225 words per page)
File: MM12_PGscld.rtf
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Unformatted sample text from the term paper:
of what the literature says about the principal: "Principals remain key individuals as instructional leaders, initiators of change, school managers, personnel administrators, problem solvers, and boundary spanners for the school"
(1998, p. 93). The role of principal is complex and difficult with numerous elements and factors impacting what any school leader may do. Furthermore, the role of the school
principal has changed over the years and continues to change. Roles, in fact, have become blurred and often vague. The requisite skills have increased in number and in complexity over
the years. Consider that Sergiovanni identified nine essential tasks of the principal: Purposing, Institutionalizing values, Maintaining harmony, Managing, Motivating, Enabling, Explaining, Modeling and Supervising (Sergiovanni, 1996). Principals must be able
to enhance faculty morale because if teachers burn out, student performance will fall dramatically. Bulach, Michael and Boothe conducted a study to examine the behaviors can negatively or positively affect
teacher morale (1999). These investigators surveyed teachers to determine how often certain behaviors were used by school administrators (Bulach, Michael and Boothe, 1999). The results in the human relations domain
were (average scores are reported and the maximum rating was 5.0, meaning principal always did that behavior): * Principal calls teacher by name = 4.3 * Principal has eye contact
with teacher = 4.0 * Principal demonstrates caring attitude = 3.78 * Principal interacts with the staff = 3.66 * Principal involves teachers in decisions = 3.68 * Principal models
good communications skills = 3.61 * Principal gives positive reinforcement = 3.46 * Principal compliments teachers = 3.38 On the negative side: * Principal does not listen = 3.65 *
Principal is distant = 3.43 (Bulach, Michael and Boothe, 1999). What can be gained from these data is that the positive behaviors results in higher morale and the negative behaviors
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