Purpose: Leadership coaching is an increasingly popular development tool for school principals. However, specific coaching behaviors are rarely conceptualized or examined in prior research. This study presents a coaching behavior framework and then analyzes actual coaching conversations between principals and coaches to illustrate how specific…

While the significance of principals' roles is widely recognized, and the impactful behaviors of principals are empirically delineated, little is known about whether principals spend time in an impactful way, whether principals' time use varies across different school contexts, or whether principals' time use is related to critical school…

In educational settings, leadership flexibility and mobility is essential factor for leadership readiness. This incorporates both factors concerning the situational needs and followership situational readiness. Leadership in education require multi facet dimensional approaches that enables the educational leaders to fill in the gaps and reduces…

Managing disruptive behaviors in schools is a high-ranking concern in communities across the country (Rose & Gallup, 2006). Unfortunately, the practice of instituting tougher and more severe consequences for increased discipline problems has not resulted in a decrease of disruptive behavior (Lewis & Garrison-Harrell, 1999; Safran &…

Effective school leadership is key to students' academic success. But the development of effective school leadership has been seriously hampered by the lack of technically sound tools to assess and monitor leaders' performance. This article presents the research base and conceptual framework for a leadership assessment instrument under…

A school principal at Oak Grove-Bellemeade Elementary School in Richmond, Virginia, describes the application of the Clifton Youth StrengthsExplorer assessment developed by the Gallup organization. A fifth-grade girl who was in frequent conflict with peers and teachers was helped to identify her strengths and develop more effective emotional and…

A personalized school is one in which each individual person, whether student or teacher, matters a great deal and has a program that is good for him or her. Today, schools are faced with an equally large transition from arbitrary grouping patterns to personalized learning alternatives. Unfortunately, they are also currently blessed with policy…

Schools, school districts, and school clientele have a pervasive influence upon their principal's behavior through a network of rewards, sanctions and inducements. (Author)

Explores basic leadership concepts, demolishes three leadership myths, and advises principals concerning ways to vary their management styles using either directive or interactive behavior. Choice of style depends on the situation and a particular subordinate's degree of readiness or compliance. (MLH)

The principal has a special role within a school organization. It is his responsibility to determine the structure of that organization and influence teacher interaction within the structure. (CK)

An examination of principals' decision-making patterns indicates that they are essentially reactive in nature and are reached most often on the basis of reports from subordinates without further search for information or guidance. (JMF)

A recent study explored the relative frequencies and intensity levels of selected stressors on Georgia public secondary school principals and the coping strategies they found most effective. In order of most to least frequently used behaviors, Georgia principals reported physical, mental, psychological, direct, and destructive strategies. Some…

Ten behaviors that can signal that principals are experiencing harmful levels of stress are discussed and possible solutions identified. The behaviors include prioritizing responsibilities inappropriately, responding negatively to work situations, becoming detached, and using time ineffectively. (PGD)

Previous research on principals as instructional leaders has been confined mostly to elementary schools and has disclosed little information regarding the specific behaviors used by principals in instructional leadership roles. This study focuses on high school principals' behaviors and attempts to determine the behavior differences between…

Theoretically, schools led by principals providing structure, resources, consideration, useful influence, and professional support in an even-handed, noncontrolling manner should be work places that elicit teacher commitment. This hypothesis was tested using a sample of 72 New Jersey secondary schools. Close control blunts teacher commitment.…