Abstract
ABSTRACT This study examines the various ways principals provide leadership for school improvement and the relationship of these “change facilitator styles” to school effectiveness in the different contexts in which they work. Results of this study of 472 teachers in 53 schools indicate that principals exhibited different leadership styles across effectiveness and SES categories. Effective low SES schools were more likely to have strong, assertive initiators as principals than were ineffective low SES schools, and responders were more likely to be principals in ineffective schools. The results only partially replicated the findings of two earlier studies associating effective middle SES schools with manager‐types. Principals were not characterized by their teachers as having pure styles ‐ initiator, manager or responder ‐ but rather as employing a combination of behaviors as they worked to bring about changes or improvements in their schools. These styles existed along a continuum from initiator to respon...
Published Version
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