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ERIC Number: ED233461
Record Type: RIE
Publication Date: 1983-May
Pages: 6
Abstractor: N/A
Reference Count: 0
Leadership and Decision Making for Effective Educational Change.
Lipham, James M.
Executive Review, v3 n8 May 1983
To improve secondary school organization, operation, and outcomes, a research report presents major results from 13 studies of leadership, decision-making, and change conducted by Project on the Administration and Organization for Instruction staff at the University of Wisconsin-Madison in cooperation with over 100 schools. National and statewide professional eduational associations, institutions, and agencies nominated innovative and effective schools for the studies. Five studies focused on hypothesis testing of a priori theory utilizing rationalistic, quantitative approaches; eight studies utilized naturalistic, qualitative techniques, including interviews, observations, and record analysis by multiple researchers. All data were gathered on site. Results show that principals, the key educational leaders within schools, achieve positive outcomes by balancing structural/facilitative and supportive/participative behavior. Analysis shows that the content of the issue to be decided determines who is involved and to what extent, before, during, and after a decision is made. Seven change phases reveal the interaction of leadership, decision-making, and change: germination, initiation, evaluation, implementation, routinization, refinement, and renewal. Although oversimplified, these phases describe the interrelationships of leaders and staff in implementing planned educational change for school effectiveness. (PB)
The Executive Review, University of Iowa, 210 Lindquist Center, Iowa City, IA 52242 ($1.00).
Publication Type: Reports - Evaluative; Collected Works - Serials
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Iowa Univ., Iowa City. Inst. for School Executives.; Wisconsin Center for Education Research, Madison.
Identifiers: N/A