Investigates the impact of high and low leader structure on self-actualization (Shostrom, 1966) for internal and external participants in a 23-hour marathon group experience. (Author/RK)

Success in a team teaching program depends upon the teachers' willingness to expend time and effort in preparing and implementing the team procedure. (MB)

Describes strategies for conducting a successful superintendent search. Outlines issues for the school board to consider, including 10 questions about the nature of the school board and 10 questions to ask the prospective superintendents. Contains tips for identifying the board's and superintendent's operating and communication styles. (LMI)

A camp director explains his supervisory style as being based on one-minute goals, one-minute praise, and one-minute reprimands; his experience as a parent; a decentralized model of staff supervision; and building relationships with staff by talking and listening to them. Gives American Camping Association standards for staff supervision and…

An account of an early outdoor leadership experience illustrates that a trip leader's role is to build a team capable of accomplishing goals without dependence on the leader. Only when campers are taken beyond their comfort zones does true learning and emotional growth begin. Sidebar presents eight dos and three don'ts of good trip leadership. (TD)

In a four-year study, an assistant professor of educational administration asked superintendents and their staffs to characterize superintendents' leadership styles. Definitions generally fell into the category "power over" rather than "power with/to." Superintendents must learn to speak about power as a collaborative concept,…

Examines principals' leadership style (transformational or transactional), decision-making process (autocratic or participative), and teachers' occupation perceptions on teacher job satisfaction in Israel. Finds that teacher perceptions of occupational prestige, self-esteem, autonomy at work, and professional self-development contribute the most…

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)