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ERIC Number: EJ923135
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0951-354X
Co-Creating Leadership Dispositional Values and Contexts Survey
Wasonga, Teresa A.
International Journal of Educational Management, v24 n3 p266-278 2010
Purpose: The purpose of this paper is to develop a survey for co-creating leadership dispositional values and contexts by examining the self-perceptions of school leaders, teachers, and staff on the practice of co-creating leadership behaviors and conditions that facilitate the practice. Design/methodology/approach: Based on qualitative data and a literature review, survey statements were developed to gather quantitative data for purposes of establishing an instrument for studying the practice of dispositional values and presence of contexts that facilitate co-creating leadership in schools. Findings: The instrument internal reliability scales covering the seven dispositions and three contexts were calculated using Cronbach's [alpha] scores. All scores were above the suggested level of 0.70. The coefficient [alpha] reliabilities for the subscales ranged between 0.73 and 0.86. The survey resulted in a two-factor solution (dispositional values and contexts). Correlation coefficients amongst the subscales of dispositional values and contexts ranged between a moderate r=0.460 and a high r=0.815 (p less than 0.01). Originality/value: This study led to the development and verification of a quantitative survey instrument that may be used to assess the practice of co-creating leadership dispositional values and contexts in schools. Dispositional values consisted of seven factors (trust and trustworthiness, humility, active listening, resilience, patience, collaboration, and cultural anthropology). Contexts consisted of three factors (deep democracy, quality relations, and evolving power). (Contains 3 figures and 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A