Examines the emerging concept of teacher as leader in the classroom, and offers a useful framework for practice. Finds that to exercise situational leadership in the classroom, teachers vary supportive behavior and directive behavior in response to four levels of student task development: telling, consulting, participating, and delegating. (SD)

Relationships among individual- and group-directed measures of leader behavior descriptions and five variables were examined using 54 law enforcement agency personnel associated with a large public university. Data on a questionnaire completed by participants during an interview were studied. Explicit consideration was given to multiple levels of…

Describes one Florida principal's pursuit of school-based management and shared decision making for the wrong reason--to escape from central office domination. Although chosen as the lesser of two evils, the new committee structure has worked well for Myrtle Grove School. Since giving up veto power to gain staff trust and commitment, teacher…

Two school leaders reflect on their personal involvement in parent relations. Although a Missouri principal notes positive results from her school's Parents as Instructional Partners program, she deplores some parents' indifferent attitudes toward education. A Wisconsin superintendent stresses honest communication and taking parents' complaints…

Surveyed 163 vocational rehabilitation facility workers concerning overall job satisfaction, specific work incentives and disincentives, and leadership style. Found moderately high level of satisfaction; job incentives of achievement, responsibility, and nature of work; and job disincentives of facility support for training, advancement, and…

Leadership behavior is classified under three dimensions: (1) management of self; (2) development of others; and (3) facilitation of organizational processes. (JOW)

Reviews research findings on the characteristics of effective school principals, and relates these findings to the unique challenges of American Indian education. Suggests personality traits, leadership style, behaviors, and skills needed to be an effective leader in an Indian school. Contains 18 references. (SV)

Based on in-depth interviews with 26 school board members and 18 superintendents, the working styles of board members can be classified into three distinct types: (1) passive acquiescent; (2) restive vigilant; and (3) proactive supportive. (MLF)

To be an effective school board president, certain leadership qualities and personality characteristics are useful: (1) trust, (2) effective communication, (3) responsibility versus authority, (4) control of meetings, (5) committee structure, (6) problem-solving approaches, (7) board development, (8) superintendent relations, and (9) mission. (KDP)

Summarizes a study testing relationship patterns among principal, teacher, and student variables. Participants were randomly selected Arab students (n=800) and teachers (n=160) from 20 schools in northern Israel. Democratic leadership appears to be a central factor of positive school climate in Arab schools in Israel. The social and professional…

Describes informal leadership opportunities for library staff. Identifies three key characteristics: vision, courage, and the ability to make things happen through others. Discusses requirements for successfully leading from below; hostile, neutral, and supportive environments; and benefits. (AEF)

The Management Profile, an integrated appraisal method designed to determine school leaders' individual strengths and weaknesses, is a three-tiered model of leadership roles, functions, and tasks. After receiving a confidential report profiling their individual management characteristics, administrators can develop a professional development plan…

Fiedler's contingency theory relates school effectiveness to a combination of principals' leadership style and situational favorability for the principal. Data from teacher questionnaires on school climate and effectiveness and measures of principal's leadership in 176 Canadian elementary schools did not support Fiedler's model. Contains 54…

Borrowing from theories of adult organizations, investigates how teacher leadership style is related to use of power, social climate, and student-affective performance in a sample of 678 classrooms in 190 Hong Kong primary schools. A teacher's leadership and use of power are interrelated in leading a class of students. Also, leadership style is…

Discusses characteristics of instructional leadership as a form of proactive administrative behavior. Proactive administration is built on awareness of personal beliefs, understanding of organizations, instructional leadership as an ongoing process, sensitivity to alternative perspectives, consistency of personal behavior, and ability to…