Presents (1) a brief discussion of the distinction between assertion training and nonassertion training, (2) examples of management styles which are symptomatic, under certain conditions, of over-assertiveness, and (3) a short discussion concerning training procedures that can be used for nonassertion training sessions. (TA)

Briefly reviews the literature on different approaches to understanding leadership that have relevance for educators. (JG)

Offers a typology of a spectrum of school leadership styles across four matched pairs of schools within the same high-stakes testing environment, examining the role leadership played over a decade in framing how schools would respond to the testing environment. Principals' philosophies about their staff and roles as leaders reflected teachers'…

Summarizes a study that examined principals' leadership in three private schools and its implications for decentralized public schools. With the increase of charter and privatized managed schools, principals will need to redefine their leadership styles. Private schools, as decentralized entities, offer useful perspectives on developing school…

Discusses tensions characterizing the principalship including tensions of leadership (collaborative versus authoritarian, masculine versus feminine, instructional leadership versus managerial, and leader versus servant); tensions of need (one versus the many, professional versus personal demands, and teacher versus student growth); and social and…

The involvement of teachers in the school reform debate has spurred an unprecedented focus on the need for teacher leadership. During the past decade, teachers have asserted their own version of leadership (differing from administrative or managerial versions) and embraced essential aspects of genuine professions. Emerging models in Rochester, New…

Interviews with 16 Finnish expatriate managers and their Indonesian subordinates (n=20) revealed major differences in opinions of leadership styles and work habits. All managers had adjusted their style to their cultural surroundings, but to varying degrees: active, moderate, selective, or limited. (Contains 56 references.) (SK)

This study examined the managerial roles of the community college Chief Academic Officer (CAO). Findings indicated that (1) CAOs placed the most importance on the roles of leader, liaison, and disseminator; (2) managers with more years of experience tended to emphasize the liaison role most; and (3) CAOs over 40 placed the most importance on…

Briefly reviews Dewey's theory of moral inquiry and his thoughts on the deliberative process, and then explores the importance of communal deliberation in overcoming complex problems. The negotiation of various perspectives in communal deliberations is applied to the leader's role--especially to administrative work in schools. (Contains 50…

Discusses three models that can shape the events surrounding inauguration of a new college president. Describes example inaugural activities of three college presidents which fit the models' various emphases on change, tradition, or innovation. (EV)

Introduces "shtick" leadership (effective leadership characterized by profound ideas that have an enormous impact on the educational world) and illustrates this leadership style by exploring the contributions of four exemplary educational leaders. Asserts that "shtick" (defined as utilizing a special talent) leadership is needed to ensure that…

Describes the effects of new technology on industrial relations in the United Kingdom. Includes a diversity of approaches and a complex picture of successes and failures. Concludes that new technology and industrial relations have rarely been dealt with strategically by UK managements. (JOW)

To effectively prepare for negotiations: develop a sound philosophy; establish priorities; plan how to promote those priorities; practice fair negotiating procedures; and then assess through a postmortem the gains achieved by both parties, to help prevent personal and personnel problems. (Author)

Principals are confronted daily with opportunities to choose either bureaucratic or nonbureaucratic leadership behaviors. Effective principals make a conscious leadership choice, recognizing that the options have paradoxical implications and produce different school cultures. In the process, new administrator role definitions are emerging.…

A positive relationship between the board and the superintendent keeps a school system running. Offers 10 tips to promote such a relationship. (MLF)