Presentation on theme: "FACULTY PERCEPTIONS OF SHARED DECISION MAKING AND THE PRINCIPAL'S LEADERSHIP BEHAVIORS IN SECONDARY SCHOOLS IN A LARGE URBAN DISTRICT by Don Leech & Charles."— Presentation transcript:
FACULTY PERCEPTIONS OF SHARED DECISION MAKING AND THE PRINCIPAL'S LEADERSHIP BEHAVIORS IN SECONDARY SCHOOLS IN A LARGE URBAN DISTRICT by Don Leech & Charles Ray Fulton
Purpose Study was to explore the relationship between teachers' perceptions of the leadership behaviors at secondary school and their perceptions of the level of shared decision making practiced. Data were collected by survey
Blame Game Parents blame educators, educators blame parents and students. Business leaders are dissatisfied and demand improved educational productivity= need for educational reform. “Modern societies are facing terrible problems, and education reform is seen as a major source of hope for solving them." (Fullan & Miles, 1992)
Teachers and principals must understand that their traditional roles have changed and improved organizational teamwork is necessary. By communicating the best possible leadership practices for principals in implementing shared decision making, it will better equip present and future principals.
Participatory Leadership Change. (Block,1993) must embrace democratic participative structures to effect cultural change. It involves decisional ownership and accountability distributed among all members. influence of Japanese and European management techniques intensified the participatory leadership movement in corporate America.
Need For Employee Involvement improves job satisfaction, provides higher levels of employee morale and motivation, contributes to greater commitment to organizational goals, and develops a collaborative spirit among all members of the organization circles.
"Lead others to lead themselves!" Employees involved in participatory management have a sense of influence and greater interaction with other employees. (Patchen,1970) Resulted in improved job satisfaction and achievement, and greater organizational commitment. (Manz and Sims,1987)
Sergiovanni (1994) Schools should be perceived as communities, founded on personal relationships and shared values. Staff are bound together by natural will and bound by a set of shared ideas and ideals. Transform members of the community from a collection of "I's" into a collection of "we“. Develop a culture of empowerment, collegiality, and transformation. Not rely on "power over" others but on "power through" others.
Leadership Practices Inventory [LPI] (Kouzes & Posner, 1997) Five effective leadership practices (LPI) i) Challenging the process ii) Inspiring a shared vision iii) Enabling others to act iv) Modeling the way v) Encouraging the heart
Challenging The Process The leader must be a risk taker. They must be able to identify ineffective policies and procedures and implement new and improved ones. Able to match the capabilities of an organization's human capital with the demands of the tasks.
Inspiring A Shared Vision Able to utilize charismatic leadership strategies and communication to sell the vision. The leader must articulate the vision and provide focus.
Enabling Others The development of cooperative goals through empowerment and trust building. Keeping people informed, developing relationships among the players, involving people in important decisions, and acknowledging and giving credit for people's contributions. Ensure the people have the skills and knowledge needed to make good judgments.
Modeling The Way Leaders must model desired behaviors through their actions. By modeling a commitment to visionary goals and exemplary actions. "Titles are granted but it's your behavior that wins you respect." (Kouzes & Posner, 1995)
Encouraging The Heart Celebrate the successes, big and small....it motivates people to continue to take risks and remain committed. Kouzes and Posner (1995) identified human relations skills as the means by which leaders promote success within organizations.
The Principal and Shared Decision Making Successful schools have principals who exhibit: (a) a clear sense of mission, (b) well-defined goals, (c) self-confidence, (d) a commitment to high standards, (e) a participating leader, and (f) active involvement in the change process.
The National Association of Elementary School Principals, 1988 Principals have perceived numerous trends: 1.Enhanced decision-making authority given to schools. 2.Greater principal accountability for school decisions. 3.Increased need for participation of school staff in decision making. 4.Enhanced need to function as both school manager and instructional leader.
Education Act (2006-2007) Duties of a Principal include fostering cooperation: “to develop cooperation and coordination of effort among the members of the staff of the school”. S.265(1)(b)
Willingness To Participate Principal's willingness to empower teachers is contingent upon the principal's training to facilitate participatory decision making. Teachers are more willing to participate in decision making when they have an open relationships with their principal and less willing to participate if their relationship is perceived as closed and controlling.
Empowering Behaviours Support: creating a supportive environment Facilitation: encouraging a process where teachers critique themselves- ”problematizing” Possibility: providing resources to bring action to teachers’ critiques
"The successful leader, then, is one who builds-up the leadership of others and who strives to become a leader of leaders." (Giovanni)
Research Questions Is there a relationship between the leadership behaviours of secondary school principals and the level of shared decision making in: Planning as perceived by teachers? Policy development as perceived by teachers? Curriculum & instruction as perceived…?
…continued Student achievement as perceived…? Pupil personnel services as perceived…? Staff development as perceived…? Budget management as perceived…?
Discussion of Findings Very little relationship between the leadership behaviors of the principal and the level of shared decision making in schools.
The more risk taking behavior exhibited by the principal, the greater the teachers' perceived their input into decisions in the area of policy development. Contradiction: this relationship is weak, so it must be cautiously interpreted
What Is Needed? Principal preparation institutions must be charged with the task of developing programs which enhance potential leaders' skills. More training for principals and teachers in team-building, group processes, leading work groups, and meeting facilitation.
Class Discussion Will the effect be meaningful engagement? Is the concept of shared leadership a genuine one? Does open praise for team members’ success serve to alienate them, or to build cohesiveness?
More Discussion Should shared leadership be compulsory to be effective? How does accountability for the Principal affect how much he/she empowers others? Is 2 years enough time for shared leadership to be built?