Effective leadership is a topic of current concern with respect to the educational administrator accountability required by The No Child Left Behind Act of 2001 (NCLB). Since leadership efficacy has been linked to student achievement and teacher productivity through research and federal legislation, school and district administrators must examine their own leadership styles and their implementation of current best practices. Collaborative or transformational leadership has been identified as an effective practice in educational settings. Encouraging teacher buy-in to the institution's vision for achieving academic, social, and civic goals creates an atmosphere may be conducive to progress. Authoritative leadership practices often create a divisive culture of self-interest focusing on the individual's own goals. Top-down management may prevent teachers from contributing beneficial input and can create an atmosphere of hostility. Furthermore, with the retirement of veteran male administrators, more women are assuming these positions and influencing the direction of educational leadership. A review of literature examining differences in the leadership behaviors of men and women has not produced conclusive results. Administrator training programs may benefit from research results on this topic. Consequently, a study was conducted investigating the existence of gender differences in the leadership practices of principals from regular public high schools in Massachusetts. Participants were provided with Kouzes and Posner's Leadership Practices Inventor-Individual Contributor (LPI-IC) Self-Survey (2007) as well as four questions for obtaining demographic data related to gender, teaching experience, the number of years as a high school principal, and the number of schools in which the individual has served as high school principal. The participants rated themselves on a Likert scale reflecting the degree to which they engaged in the described leadership behaviors. The results indicate no significant difference between men and women in their self-reported leadership practices. One demographic variable, the number of years of teaching experience, suggested a significant relationship with two of the leadership practices, inspire a shared vision and encourage the heart.relationships is recognized as a factor in promoting a cohesive team environment (Owens; Hayes et al.). Likewise, Likerta#39;s four leadership styles align with McGregora#39;s Theory X and Y (Owens, 2004). The categories of exploitative autocratic, anbsp;...
|Title||:||The Relationship Between Gender and Leadership Style in the Massachusetts High School Principalship|
|Author||:||Patricia A. Lally|
|Publisher||:||ProQuest - 2008|