rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Perceptions of African-American principals' leadership in successful urban schools by teachers of color and European-American teachers
  name:
    name part: Jones, Alvis Cornel
    name part: 1956-
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: xx
    date issued: 2001
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: ix, 151 leaves : illustrations ; 28 cm.
  abstract: This qualitative study examined 15 teachers of color and 15 European-American teachers' perceptions of their African-American principals' leadership in successful urban schools. The study explored how the principals' image, relationship development, and teaming efforts may be affected by these perceptions in an ethnically diverse environment. From this exploration, the researcher arrived at four major conclusions from the participants' responses. Using a phenomenological approach, the researcher's interviews allowed the teachers to describe their experiences and interactions with their principals in a southwest urban school district. Data were collected through multiple interviews, observations, a questionnaire, the researcher's reflective notes, and artifacts at seven schools. The findings of the study were classified into three themes according to Chemers' integrative leadership model. The image management theme examined the principals' legitimacy, trustworthiness, and credibility. The second theme of relationship development probed the principals' motivation efforts, evaluation fairness, followers' comfort level, and validation of followers. The last theme, team coordination and deployment, investigated the principals' use of organizational structure, teaming efforts, and leadership perspective to accomplish goals. The study revealed that the teachers of color perceived that their principals were credible leaders based on their position in the organization, establishment of relationships because of their ethnic kinship, and promotion of teaming to achieve the school's goals. On the other hand, the European-American teachers perceived their principals were legitimate leaders based on their leadership characteristics, access to their principals, and creation of teams to meet both group and individual needs. The African-American principals perceived that they were credible based on their intellectual abilities, efforts to establish interpersonal relationships, and c…
  note: by Alvis Cornel Jones.
  note: Vita.
  note: "Major Subject: Educational Administration".
  note: Issued also on microfiche from University Microfilm Inc.
  note: Ed. D. Texas A&M University 2001.
  note: Includes bibliographical references (leaves 125-131).
  subject:
    topic: Major educational administration
  identifier: 30-33744 UMI
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 021025
    record change date: 20190325103337.0
    record identifier: in00001698651