Abstract
Catholic School Principals’ Decision-Making and Problem-Solving Practices During Times of Change and Uncertainty: A North American Analysis
Highlights
Follow this and additional works at: https://digitalcommons.lmu.edu/ce Part of the Educational Leadership Commons, and the Elementary and Middle and Secondary
This study shows there are no differences in the leadership approaches to solve contemporary problems in North American schools regardless of varied historical, cultural and economic contexts
Gender does not influence the choice of problem-solving usage by Catholic school principals
Summary
W., Litchka, P., Mete, R., & Ayaga, A. (2016). Catholic School Principals’ Decision-Making and Problem-Solving Practices During Times of Change and Uncertainty: A North American Analysis. The principal is accountable for the goals set out in the school improvement plan (Ontario Ministry of Education, 2007) School administrators both in the United States and Canada and either in public, private, or parochial schools possess and practice similar roles and responsibilities for the management and leadership of their respective educational organizations. The key decisions they make and the significant problems they solve relative to the people, things, and ideas of their organizations may be different based on their historical context but since the above leadership standards are their generally accepted leadership expectations there are, no doubt, similarities in their official and unofficial principal behaviors. Number of U.S Catholic Schools and Student Enrollment By Decade (1920-2010)
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