Blazing New Trails - Connexions

More documents

Recommendations

Info

98 CRITICAL ISSUES IN SHARED LEADERSHIP Therefore, this sample was fairly representative of the general population of school superintendents in contemporary America (Pennsylvania School Board Association, 2010). The proportion of females to males was slightly higher but the experience factors were very similar in terms of their total years of educational experiences, administrative experiences, number of years in their current position and number of superintendencies held during their career. Their school district demographics are similar to other national trends in that the typical school district is more rural or suburban than urban with student populations of fewer than 3000 students and consists of limited number of schools and few other administrators. Although about 20% of school districts were classified as having schools in “need of improvement” according to the NCLB factors, the accountability concern promulgated by that legislation is a prominent factor for school superintendents. Findings of Part B of the Survey Instrument (Polka-Denig PS/DM Survey) The researchers applied SPSS statistical treatments to the Part B data of this survey instrument and identified various levels of significance and correlation between and among the data. The following Tables 1 and 2 reflect the results of those findings: Table 1. Rank Order of Category Mean Scores of Part B (Polka-Denig PS/DM Survey). Rank Order Category Mean Score Standard Deviation ___________________________________________________________________________ 1 Incremental 29.29 14.83 2 Classical 29.27 14.95 3 Shared Decision-making 27.11 13.70 4 Mixed Scanning 26.49 12.77 5 Satisficing 24.86 12.65 6 Garbage Can 23.37 12.91 7 Political 21.75 11.16 ___________________________________________________________________________ The above mean scores represent the aggregate mean score of the five items in each of the seven categories of decision-making and problem-solving. A series of independent-sample ttests, with gender as the independent variable and the frequency of use of the decision-making and problem-solving approach as the dependent variable revealed no statistical difference between the genders. An ANOVA, with years in education as the independent variable and the frequency of use of the decision-making and problem-solving approach as the dependent variable, also revealed no significant differences by years of educational experience. However, an ANOVA (see Table 2), with years in administration, school district setting, school district student population, and number of administrators in the district as the independent variables and the frequency of use of the decision-making and problem-solving approaches as the dependent variable revealed several significant findings.
Superintendent Decision-making and Problem-solving: Living on the Horns of Dilemmas 99 Table 2. ANOVA Results for Administrative Experience, School-district Setting, Student Population of the District, and Number of Administrators in the District. Independent Variable Category Classical Shared Decision- Making Mixed Scanning Administrative School District Student Number of Experience Setting Population Administrators F p F p F p F p 2.237 .011 10.358
Page 1 and 2:
20 NCPEA 11 BLAZING NEW TRAILS: Pre
Page 3 and 4:
NCPEA EXECUTIVE BOARD 2010-2011 Pre
Page 5 and 6:
NCPEA HONOR ROLL OF PRESIDENTS, 194
Page 7 and 8:
TABLE OF CONTENTS Contributing Auth
Page 9:
Betty J. Alford, Stephen F. Austin
Page 12 and 13:
xii Yearbook Reviewers Kenneth Rasm
Page 15:
INVITED CHAPTERS PART 1
Page 18 and 19:
4 PRESIDENT’S MESSAGE (3) The fed
Page 21 and 22:
Shadows and Images II 7 LIVING LEGE
Page 23 and 24:
Shadows and Images II 9 see little
Page 25 and 26:
Shadows and Images II 11 settings,
Page 27:
Shadows and Images II 13 into the m
Page 30 and 31:
16 INVITED CHAPTERS Purpose of the
Page 32 and 33:
18 INVITED CHAPTERS do not recogniz
Page 34 and 35:
20 INVITED CHAPTERS Research Proced
Page 36 and 37:
22 INVITED CHAPTERS Political maneu
Page 38 and 39:
24 INVITED CHAPTERS CONCLUSION This
Page 40 and 41:
26 INVITED CHAPTERS Johnson, R. B.,
Page 43 and 44:
Complexities in the Workload of Pri
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62: 47 CRITICAL ISSUES IN SHARED LEADER
Page 63 and 64: Professional Learning Communities:
Page 71: Professional Learning Communities:
Page 97 and 98: Special Education Director Burnout
Page 109 and 110: Superintendent Decision-making and
Page 111: Superintendent Decision-making and
Page 123 and 124: CRITICAL ISSUES IN CRITICAL ISSUES
Page 125 and 126: Administrative Functions The Admini
Page 127 and 128: The Administration of Special Educa
Page 133: The Administration of Special Educa
Page 137 and 138: CRITICAL ISSUES IN PROMOTING ACADEM
Page 139 and 140: The Effective Practices and Beliefs
Page 149 and 150: CRITICAL ISSUES IN PROMOTING ACADEM
Page 151 and 152: Creating Shared Meaning in High Per
Page 163 and 164:
Creating Shared Meaning in High Per
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173:
Page 176 and 177:
162 CRITICAL ISSUES IN PROMOTING AC
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 193 and 194:
CRITICAL ISSUES IN PROMOTING ACADEM
Page 195 and 196:
Principals and Teachers Stated Beli
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
CRITICAL ISSUES IN PROMOTING ACADEM
Page 215 and 216:
Distinguishing Practices for Admini
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223 and 224:
Page 225:
CRITICAL ISSUES IN SCHOOL IMPROVEME
Page 228 and 229:
214 CRITICAL ISSUES IN SCHOOL IMPRO
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
Page 280 and 281:
Page 282 and 283:
Page 284 and 285:
Page 287 and 288:
Page 289 and 290:
The Social Justice Implications of
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
Name Exton Gateway Experiences with
Page 303 and 304:
Experiences with PTELL in Six Illin
Page 305 and 306:
Page 307 and 308:
Page 309:
Part 5 CRITICAL ISSUES IN EDUCATION
Page 312 and 313:
298 CRITICAL ISSUES IN EDUCATION LE
Page 314 and 315:
Page 316 and 317:
Page 318 and 319:
Page 320 and 321:
Page 322 and 323:
Page 324 and 325:
Page 326 and 327:
Page 328 and 329:
Page 330 and 331:
Page 333 and 334:
CRITICAL ISSUES IN EDUCATION LEADER
Page 335 and 336:
Service to the Profession: The Forg
Page 337 and 338:
Page 339 and 340:
Qualitative Data Service to the Pro
Page 341 and 342:
Page 343:
Page 346 and 347:
Page 348 and 349:
Page 350 and 351:
Page 352 and 353:
Page 354 and 355:
Page 356 and 357:
Page 358 and 359:
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
show all

Blazing New Trails - Connexions

Create successful ePaper yourself

Delete template?

Save as template?