http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
relation of participative leadership style to two measures of school effectiveness in the Catholic high schools of the Archdiocese of San Antonio
The purpose of the study was to determine whether principals' participative leadership style in the Catholic high schools of the Archdiocese of San Antonio was related to two measures of school effectiveness: instructional leadership or home-school relations. The data were gathered through the use of survey questionnaires mailed to a sample of 120 teachers and 240 parents. Respondents totaled 215, representing a 60% response rate. In analyzing the data, results of a t-test for independent groups indicated no significant difference between the participative leadership style of the principals as perceived by the teacher and parent constituency groups. Further analysis showed that, as perceived by teachers, the principals' participative leadership style relates positively to two instructional leadership job functions: Frame the School Goals and Supervise and Evaluate Instruction. Therefore, as teachers perceived the principals as demonstrating more of a participative leadership style, they also perceived principals as being better able to frame school goals and supervise and evaluate instruction. Other results indicated that teachers and parents perceived the principals' participative leadership style as being positively related to one principle of home-school relations. Thus, as the principals were perceived as demonstrating more of a participative leadership style, they were also perceived (by teachers) as being better able to assess the parent-teacher relationship and (by parents) as being better able to promote a positive school climate. Based on the findings of the study, the Catholic Schools Office of the Archdiocese of San Antonio should implement an inservice program on leadership and leadership style-- with an emphasis on the participative style-- for high school administrators. Such a program would provide administrators with an understanding for developing a leadership style that will empower teachers, parents, and other constituency groups to be effective partners in the educational process. In addition, training seminars addressing the topic of effective communication between the home and school should be conducted for administrators, teachers, and parents. These seminars would provide all three constituency groups with a better understanding of open, two-way communication and its importance in creating an educational partnership that maximizes student learning.
"Major subject: Educational Administration."