Leadership for change in an elementary school

Brown, Gillian E. (1993) Leadership for change in an elementary school. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

This study investigated the interactions between an administrator and the staff in a school characterized by its ability to deal successfully with change. The research questions were: (1) What is the context for leadership in the school? (2) How is the school organized? Specifically: a) What is the organizational structure? b) How are decisions made? (3) What forms of leadership are exercised by different groups and individuals within the school? -- The study focused on: selected components of transformational leadership; power relationships; and conditions that encourage the building of a collaborative culture that is supportive of change. To achieve this, the study investigated change, shared decision making, teacher empowerment, evidence of collegiality, power relationships and administrator support. -- The study used three major sources of data collection: interviews, a questionnaire and a collection of artifacts from the school. The questionnaire was administered to all the staff members in the selected school. The response rate was 63%. -- Interviews were completed with the principal, the assistant principal and four other members of the staff who were regarded as leaders within the school improvement process. -- The questionnaire statements were categorized within the following broad constructs: transformational leadership; transactional leadership; factors affecting implementation of change; strategies used by school leadership; and facilitative power. Appropriate tables showing percentages of agreement were created. -- Pearson r correlation coefficients determined that a strong and positive relationship exists between facilitative power and transactional leadership. Strong and positive relationships were also found to exist between the strategies leaders use to improve their schools (strengthens culture, bureaucratic mechanisms, staff development, use of symbols, shared power, and direct communication) and facilitative power. -- Data analysis showed that the school under study has a collaborative culture with norms of continuous improvement. The school improvement project was found to have had positive effects on the school especially in the area of promoting shared goals. The study indicated that leadership in the school comes from many sources and decisions are usually made in a shared manner. Shared decision making was found to be a positive experience for the school staff.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/5006
Item ID: 5006
Additional Information: Bibliography: leaves 168-173.
Department(s): Education, Faculty of
Date: 1993
Date Type: Submission
Geographic Location: Canada--Newfoundland and Labrador
Library of Congress Subject Heading: Educational change--Newfoundland and Labrador; Educational leadership--Newfoundland and Labrador; School management and organization--Newfoundland and Labrador

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