ERIC Number: ED392127
Record Type: RIE
Publication Date: 1996
Outstanding School Administrators: Their Keys to Success.
Wendel, Frederick C.; And Others
Project Success was initiated to identify the good things that happen in American public education. One thousand administrators nationwide, identified by their peers as successful were asked to describe their leadership characteristics and beliefs about education. Responses were received from 491 administrators. Chapter 1 presents sample statements of educational philosophy made by the administrators. Chapter 2 describes the administrators' value systems and how they put those values into practice. Chapters 3 through 11 describe administrators' views and practices on visionary leadership, institutional leadership, commitment, interpersonal relations, innovation and quality, risk taking, communication, personnel selection, and personal development. In summary, the administrators made learners their first priority. They sought to create a positive school climate, work collaboratively with others, look for reasonable compromises, and embrace the concept of service to others. They credited the following characteristics as contributing to their success: being able to work well with others, having positive attitudes, setting high expectations for themselves and others, being tenacious about meeting the needs of students, and having honesty and integrity. They were also committed to their profession and willing to work hard, take risks, and serve as role models. They acted ethically and showed respect for diverse ideas and people. Finally, they viewed success as a process. References accompany each chapter. An index is included. (LMI)
Descriptors: Administrator Effectiveness, Administrator Responsibility, Educational Administration, Elementary Secondary Education, Interprofessional Relationship, Leadership, Leadership Styles, Organizational Communication, Public Education
Praeger Publishers, 88 Post Road West, Westport, CT 06881 ($49.95).
Publication Type: Books; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A