In 2004, The U.S. Department of Education stated, "Great schools have great leaders" (p.1). Research supported their declaration as our nation actively pursued educational reform. School systems across the country searched for good school principals to lead, believing they were the "cornerstones of good schools" (DiPaola &…

Emotional intelligence is the cornerstone of every decision a principal makes; solving problems and making judgments are part of a leader's system of values and beliefs. Mayer and Salovney (1997) described emotionally intelligent leaders as those who are able to perceive and understand emotions and to regulate emotions to foster emotional and…

School superintendents and school leaders can be most effective if they understand their personality traits and the traits of those they learn and work with. A school leader can maximize their effectiveness by examining their own behaviors, thinking and habits as well as recognizing the behaviors of others. The DISC Pure Behavioral styles and the…

Leadership programs routinely offer candidates self-assessment instruments such as the Myers-Brigg Type Indicator to help them identify their probable leadership traits, leadership styles and other personality constructs. One routinely overlooked yet crucial component of school leadership programs is self examination that includes the development…

In 2004 the Missouri Professors of Educational Administration (NPEA) identified principals who had guided their schools to improved student achievement and/or maintained high levels of achievement.