Max Weber’s 1922 classical theory of organizational structures, is centered around bureaucratic principles and based on six major themes, one of which is a clear division of labor and authority (Schafritz and Ott, 2001). Based on this definition a school would fall under Weber’s classical organization theory and as its organizational suture. Within a school there is a clear division of labor; the principal serves as the authority of the school, while the teacher servers as the authority within the classroom. As the authority or the leader, this person is the enforcer of policies and procedures, is responsible for the management and learning that takes place within the classroom and school building (Blank, 1987). One major problem facing education
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A key question to address problem of the lack of effective leadership, and seek to find a solution, is to examine the different types of leadership styles found in K-12 schools. To begin this research, Bass and Avolio’s (2004) Multifactor Leadership Questionnaire (MLQ) will be distributed to selected schools to determine the different types of leadership styles present within in the building. It is important to note, if possible, this instrument will be given to collect data on both teachers as leaders and principals as leaders. Another question around the problem of effective leadership is to student achievement data. By examining the student achievement data of high performing schools compared to lower performing schools with similar demographics, and using the results of the MLQ to see which the leadership theory has the greatest impact on student achievement. These are two key questions that will be used to determine the most effective leadership style in K-12 schools in terms of impact on student …show more content…
For the purpose of their study they chose to use transformational leadership as their leadership theory because it closely aligned with current trends. Ross and Gray (2006) discovered while the principal does not have a direct link to student achievement, transformational leaders indirectly affect student achievement because they create a working environment that have higher levels of teacher efficacy and higher commitment to the school mission, vision, and community, all which were found to impact the teachers thus impacting student achievement.
Philip Hallinger, Leonard Bickman, and Ken Davis (1996) conducted a study to see what impact principal leadership had on student reading achievement, in 98 elementary schools in Tennessee. At the conclusion of the four-year study, they found there was no direct relationship between student achievement and the principal directly, yet is noted that the principal can have an indirect effect based on actions that shape the school climate. No particular leadership style was used in this study, the conceptual framework was demographic factors and the principal as an over all
A key question to address problem of the lack of effective leadership, and seek to find a solution, is to examine the different types of leadership styles found in K-12 schools. To begin this research, Bass and Avolio’s (2004) Multifactor Leadership Questionnaire (MLQ) will be distributed to selected schools to determine the different types of leadership styles present within in the building. It is important to note, if possible, this instrument will be given to collect data on both teachers as leaders and principals as leaders. Another question around the problem of effective leadership is to student achievement data. By examining the student achievement data of high performing schools compared to lower performing schools with similar demographics, and using the results of the MLQ to see which the leadership theory has the greatest impact on student achievement. These are two key questions that will be used to determine the most effective leadership style in K-12 schools in terms of impact on student …show more content…
For the purpose of their study they chose to use transformational leadership as their leadership theory because it closely aligned with current trends. Ross and Gray (2006) discovered while the principal does not have a direct link to student achievement, transformational leaders indirectly affect student achievement because they create a working environment that have higher levels of teacher efficacy and higher commitment to the school mission, vision, and community, all which were found to impact the teachers thus impacting student achievement.
Philip Hallinger, Leonard Bickman, and Ken Davis (1996) conducted a study to see what impact principal leadership had on student reading achievement, in 98 elementary schools in Tennessee. At the conclusion of the four-year study, they found there was no direct relationship between student achievement and the principal directly, yet is noted that the principal can have an indirect effect based on actions that shape the school climate. No particular leadership style was used in this study, the conceptual framework was demographic factors and the principal as an over all