By pointing out similarities in business and education, Francis Duffy argues convincingly that we can ignore their differences and regard their practices as interchangeable. Unfortunately, terms like "production goals" and "productivity quotas" give educators feelings of pride and self-worth while projecting a false sense of control and…

Secondary teachers and principals completed questionnaires examining four hypotheses on principals' organizational commitment. Teacher perceptions of principals' commitment positively related to school robustness, but principals' self-reports did not. Teachers were lower than principals in estimates of commitment and robustness. Teachers'…

Although scientific models of management abound, administrators cannot succeed unless they practice honesty and integrity, work to eliminate fear, demonstrate care and understanding, accept responsibility, develop a service mentality, develop loyalty, become flexible and adaptable, develop listening skills, and practice humility. These nine…

Recognizing educational technology's four major uses helps assess its value. Technology can improve administrative effectiveness through efficient communication, planning, and record keeping; provide learners with cost-effective access to current, accurate, and extensive information resources; provide teachers with enabling tools and resources;…

Experience and research on superintendents reveal the enormous conflict and tension in a changing, ambiguous position. This article discusses the significance of "outsider" superintendents. It examines how outsider status (negatively) influences superintendents' effectiveness, how these effects can be reduced, and whether women and minorities…

Despite greater job pressures, school system leaders can find their shining moments in advocating for children and their learning. As visionary leaders, superintendents must confront four challenges: local and state school-governance complexities, school funding for teachers and facilities, accountability for student performance, and…

Telephone interviews with several California principals and superintendents disclosed inconsistent principal-evaluation procedures. Principals said they were concerned about possible negative influences of covert superintendent and/or board agendas and district micromanagement of schools on their evaluations. Strategies for improving practice and…

A study of 18 exemplary Georgia principals found that major psychodynamic changes can result from developing a shared-leadership style. There were changes in motivation, role conflict, and use of power. Principals sometimes wondered if they were needed, but most reaped major rewards: satisfaction, pride of accomplishment, and good press. Contains…

Provides six community-college presidents' insights into the midlevel-management role at their institutions. States that although midlevel managers go by various titles at different colleges, they all agree on the importance and substance of these administrative roles. (VWC)

An interview with Dr. Creta Sabine, about her career filled with firsts as a woman in school-business administration. Sabine recommends that women acquire education from both textbooks and the field, engage in lifelong professional development, join professional associations, and participate in activities outside of their position in the…

To succeed, educational leaders must be able to forge working relationships with many people and be mediators and mentors, negotiators and networkers. Administrators must be self-confident, be able to modulate emotions, be unusually persuasive, cultivate positive relationships, and continually develop their emotional intelligence. The right kind…

School staff can lead, teach, and learn better by defining what has value within their educational organizations. Value-added work is effort leading directly to learning. Waste work is improperly completed effort not tied to learning. Necessary work consists of tasks that keep the school running, but do not directly affect learning. Meetings waste…

Constructive tension can be healthy for an organization. Although win-lose solutions based on adversarial strategies are common, the management of conflicts in schools should focus on win-win problem solving, which requires creativity. Identifies collaboration as the most desirable conflict resolution strategy, and discusses conflict management…

Expresses opinions about administrative attitudes, teacher preparation, and teacher support concerning attempts at reading improvement programs in schools. Suggests professional development efforts lack planning and proper support. Suggests too few are accepting their responsibility while too many students are still not learning to read. (RS)

Asserts that principals can improve student learning by sharing the leadership of instruction with teachers and parents thereby building leadership capacity. Describes characteristics of schools with high leadership capacity. Provides examples of building leadership capacity through the use of study groups, action-research teams, and leadership…