Attempts to clarify and articulate the need to understand and search for indigenous perspectives of educational management Notes that any understanding of an indigenous perspective requires a real understanding of the theoretical bases of the subject, and an understanding of the particular indigenous environment or setting Argues that, in order to differentiate culture free and culture bound content in educational management, the core corpus of educational management theories, concepts and terminology have to be identified; the culture specific ways of knowing must be examined; and unique categories made identifiable Uses the Malaysian experience as an example of the quest for an indigenous perspective of educational management

Preliminary explorations of indigenous perspectives of educational management: The evolving Malaysian experience

https://files.eric.ed.gov/fulltext/ED284672.pdf

Closing the Gap: An Analysis of Teacher and Administrator Perceptions of Organizational Climate in the Early Childhood Setting.

The Evaluation of Educational Leadership Preparation Programs

Purpose – The purpose of this study is to investigate the perceptions of human resource directors in the USA about online credentials earned by K‐12 school principals and principal candidates.Design/methodology/approach – In this mixed methods study, a survey was sent to a random sample of 500 human resource directors in K‐12 school districts across the USA. Analysis was conducted on 105 surveys.Findings – In contrast to a traditional face‐to‐face format, the majority of respondents reported beliefs that online courses and online degrees aimed at school principals required less work, were of lower quality, and could not adequately prepare leaders to tackle state‐specific issues. Human resource directors in rural districts had a more negative perception of online learning, in comparison to their counterparts in suburban or urban districts. All preparatory courses, except technology leadership, were reported to be easier taught face‐to‐face, than online.Research limitations/implications – Further research s...

Perceptions of online credentials for school principals

An Analysis of Teacher Self-Efficacy, Teacher Trust, and Collective Efficacy in a Southwest Texas School District. (December 2010) Jeanette Ball, B.A, Schreiner University; M.A., The University of Texas at San Antonio Chair of Advisory Committee: Dr. John Hoyle The purpose of the study was to investigate relationships among teacher selfefficacy, trust, and collective efficacy among teachers in a southwest Texas school district. The research included three established surveys combined to create a single survey. A multivariate analysis of variance was conducted to analyze the data from the survey. The study analyzed the results of surveys completed by 746 teachers. The surveys completed were the Teachers’ Sense of Self-Efficacy Scale, Collective Efficacy Scale, and Omnibus T-Scale. Factors considered in the analysis of data included gender, number of years of experience, ethnicity, and the level of mentorship provided. A multivariate analysis of variance was conducted to assess if differences exist in the Teachers’ Sense of Self-Efficacy Scale subscales of student engagement, instructional strategies, classroom management, Omnibus T-Scale subscale of trust in principal, trust in colleagues, trust in clients, and collective efficacy between schools. The results suggest that simultaneous differences exist in dependent variables between schools.

An analysis of teacher self-efficacy, teacher trust, and collective efficacy in a southwest Texas school district

If leadership education programs are improving, then why do some of our graduates fail in leading schools and districts even as others succeed? The relationship between what is taught in graduate leadership education programs and the daily practices of school administrators is a conundrum. Some critics claim that the course content in leadership education graduate programs is too theoretical and holds little relevance in the practical world of administering America’s schools. Others call for the closure of some of these programs and support only a few highly regulated institutions or agencies that prepare the “best and brightest” for the roles of principal and superintendent (Levine, 2005; Sanders, 2005). Still other observers believe that university preparation of school principals and superintendents has never been better. Their beliefs are centered on admissions criteria calling for stronger grade point averages, higher scores on entrance examinations, stronger attention to ethnic and gender diversity, and greater emphasis on preparing leaders for social justice (Hoyle 2005a; Young, Creighton, Crow, Orr, & Ogawa, 2005). In addition, researchers are finding better ways to teach prospective school leaders about the posi tive links between school leadership and student performance (Leithwood, 2004; Jackson & Kelly, 2002; Orr, 2006a). This diversity of opinions suggests that the relationship between graduate leadership education and actual school practices remains unclear. Recent criticisms of leadership education programs (Levine, 2005; Sanders, 2005; Murphy & Vriesenga, 2004) have spurred scholars to balance the criticisms with examples of successful university leadership education programs. Jerome Murphy (2006) describes multiple problems with leadership preparation but observes that the situation is not as dire as some vocal critics surmise. Murphy contends that a number of leadership preparation programs are better than critics suggest, though he acknowledges that “some schools of education are slow stepping elephants when it comes to leadership education” (p. 490). The pressures to improve leadership education have never been greater due to widespread calls for reform of public education. The calls for reform require better prepared principals and superintendents. Notable efforts are underway to upgrade leadership education by building on the strengths of the past and extending the “call for new blood, stronger content, more relevance and higher quality” (Murphy, 2006, p. 490). Terry Orr (2006b) contends that some of the criticism is earned and some is not. She records notable innovations in leadership education led by the University Council for Educational Administration (UCEA), the National Council of Professors of Educational Administration (NCPEA), and numerous preparation programs across the country.

/pdf/a-preparation-mystery-why-some-succeed-and-others-fail-rttl4361np.pdf

A Preparation Mystery: Why Some Succeed and Others Fail.

Teacher versus Administrator: A Growing Crisis.

Testing Texas Administrators.

Exploring the Link between School Leadership Preparation and Practice: An Analysis of Former Students' Impressions on the Relevance of Their Doctoral Experience at Six Elite Institutions.

Students' Reflections on the Relevance and Quality of Highly Ranked Doctoral Programs in Educational Administration: Beacons of Leadership Preparation?.

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