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Showing all 5 results
Peer reviewedDuke, Daniel L. – Educational Administration Quarterly, 1998
Offers a model representing a normative perspective on organizational leadership. An organization's normative structure consists of members' perceptions of conditions necessitating leadership, the extent to which these conditions are present, and members' beliefs about leaders' intentions and how they should be realized. Leadership cannot be…
Descriptors: Context Effect, Intention, Leadership, Models
Peer reviewedDuke, Daniel L. – Educational Administration Quarterly, 1976
This study compares an entire population (78) of high school discipline problem students with a control group of students who were not involved in acts of misconduct. Significant differences were found to exist in intelligence, scholastic achievement, scholastic abilities, vocational aptitude, and personality characteristics in elementary school.…
Descriptors: Academic Ability, Discipline, Family Characteristics, High Schools
Peer reviewedDuke, Daniel L.; Stiggins, Richard J. – Educational Administration Quarterly, 1985
A study of principal evaluation practices in Oregon is based on responses of a supervisor and two principals from each of 30 school districts. Differences of opinion between principals and their supervisors are discussed and implications explored. Results suggest specific areas in which commonly used procedures could be improved. (MLF)
Descriptors: Accountability, Administrator Evaluation, Educational Objectives, Elementary Secondary Education
Peer reviewedDuke, Daniel L. – Educational Administration Quarterly, 1986
According to a model of leadership based on aesthetics, leaders display aesthetic properties enabling them to (1) direct and (2) engage their followers, (3) reflect the values of their times, and (4) exhibit uniqueness and originality. These properties are developed through the leaders' artistry in dramatizing, designing, and orchestrating events.…
Descriptors: Interpersonal Relationship, Leadership, Leadership Qualities, Models
Peer reviewedDuke, Daniel L.; And Others – Educational Administration Quarterly, 1980
This research indicates that teachers do not participate in school decision making because they are skeptical of the efficiency of such participation. (IRT)
Descriptors: Costs, Decision Making, Secondary Education, Teacher Attitudes
