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| Agor, W.H. (Ed.) (1989) Intuition in organizations. Newbury Park: Sage. | Reflecting the dramatic rise in interest in management intuition over the past decade, the contributors to this volume describe how some of the best run companies nurture the use and development of intuitive skills, having found that the use of intuition in leadership and management decision-making is often preferable to traditional analytical techniques. They explain what intuition is, how it can be used to increase productivity and how managers can strengthen their personal intuitive skills. | Intuition, leadership, management, organizations |
| Aronson , N.D. (2002, October). The challenge of building and sustaining collegiality in schools: compassion versus sentimentality. Paper presented at the 7th Annual Values and Leadership Conference, University of Toronto. | The basic principles of a character education as stated by the Florida Character Education Partnership include ethical values, moral action and leadership, curriculum, intrinsic motivation, and behavior. The purpose of the paper is to determine whether school leaders exercise ethical elements of character education in their hiring practices. Based on preliminary data gathered from three participants representing different layers of the system affiliated with one suburban high school in South Florida, this paper will explore the relationship between these principles and the eight principal leadership competencies that reflect those adopted by the state of Florida. The competencies are intended to enhance knowledge and skills for making prospective and practicing school administrators aware of the wide range of activities covered by efficient and effective human resources management. These competencies include, but not limited to, knowledge and skill in the selection of personnel, induction process, appraisal procedures, personnel files, termination procedures, collective bargaining process, compensation and reward systems. | Administrators, Appraisal procedures, Florida, Character education, Collective bargaining, Compensation, Ethics, Hiring practices, Human resources, Induction process, Moral, Personnel, Reward systems, School leaders, Termination procedures, Values |
| Barnard, C.I. (1938). The functions of the executive. Cambridge: Harvard University Press. | Historically speaking, Barnard’s book represents a focus on the human side of employee management, and away from the Frederick Taylor -esque treatment of all employees as production machines. The work is divided into two sections: (1) theory of cooperation and organization and (2) the functions and methods of executives in organizations. | Executives, Leadership, Management |
| Bass, B.M. & Avolio, B.J. (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage Publications. | How can managers bring about optimum performance from the individuals in their organizations? What leadership techniques produce the most effective organizations? This book examines the theory and practice of the dynamic and innovative style of transformational leadership. The transformational leader encourages followers by acting as a role model, motivating through inspiration, stimulating intellectually, and giving individualized consideration to their needs and goals. Chapters explore how transformational leadership affects important issues in today’s organizations such as delegation, teamwork, decision making, total quality management and corporate reorganization. | Organizational effectiveness, Leadership |
| Beck, L.G. & Murphy, J. (1993) Understanding the principalship: Metaphorical themes 1920’s – 1990’s. New York: Teachers College Press. | The authors have studied the history of the roles of principals over the decades. An in-depth analysis has been made using metaphorical themes that were used over h decades to describe the changing roles of principals. As the analysis continues, themes and patterns were discovered in the language people used to describe principals. Each decade is explained interestingly and the metaphors used portray a logical explanation. In the twenties for example, much of the work focused on spiritual values; in the thirties on business-like efficiency in schools; in the forties the focus was on the principal’s role in war and post war efforts; in the fifties , the maintenance of established patterns seemed important; in the sixties, the major emphasis was on conflict; in the seventies on negotiation and in the eighties on change. Written by Aparna Narayanan | 20th Century, Administration, Education, Teaching, Educational Administration, History, Metaphor, School Management, Organization, Principalship, School Principals |
| Begley, P.T. (1995) Using profiles of school leadership as supports to cognitive apprenticeship. Educational Administration Quarterly. 31(2), 176-202. | Proposes the development and use of school leadership profiles to support administrators’ cognitive-apprenticeship experiences in both formal and informal leadership development applications. Links the cognitive-apprenticeship theoretical process to outcomes in three role-profiling action research projects conducted in Canada and Western Australia. Explores benefits and liabilities of using leadership profiles. | Administrator Education, Administrator Effectiveness, Developmental Programs, Elementary Secondary Education, Higher Education, Leadership Qualities, Management Development, Principals, Profiles |
| Begley, P.T. (1999g) Editorial: The values of leadership and management. Leading and Managing. 4(4), ii-iii. | ||
| Bezzina, C. (2000). Educational leadership for twenty-first century Malta: Breaking the bonds of dependency. The International Journal of Educational Management, 14(7), 299-307. | ||
| Campbell-Evans, G.H. (1993) A values perspective on school based management. In Dimmock, C. (Ed.) School based management and school effectiveness. New York: Routledge. | ||
| Day, C. (2000). Beyond Transformational Leadership. Educational Leadership, 57(7), 56-59. Online. Available: vweb.hwwilsonweb.com /cgi-bin/webspirs.cgi |
In a 1998 study of effective British principals, school staffs agreed that successful heads were values-led, people- centered, achievement-oriented, inward/outward facing, and able to manage ongoing tensions and dilemmas: leadership/management, development /maintenance, autocracy/autonomy, personal time/professional tasks, personal values/institutional imperatives, and power with /power over. | Achievement, Administrator Characteristics, Administrator Effectiveness, Coping, Elementary Secondary Education, Ethics, Foreign Countries, Interpersonal Competence, Leadership Qualities, Principals, Professional Autonomy, Stress Management, Values |
| Elmore, R. F. (1995, August). “Teaching, Learning, and School Organization: Principles of Practice and the Regularities of Schooling.” Educational Administration Quarterly 31(3): 355-74. | Speculates about connections among educators’ ideas of best practice, school organization, and policy. Develops six principles of best educational practice. These connect to organization and policy through resolving four recurring problems: how students are grouped, how teachers’ work is defined, how content is allocated to time, and how student progress is assessed. (20 references) | Educational Philosophy; Educational Practices; Grouping (Instructional Purposes); Individual Differences; Learning Processes; School Organization; Student Evaluation; Teacher Role; Time Management |
| England , G.W. (1967) Personal value systems of American managers. Academy of Management Journal. 10, 53-68. | ||
| Ferrandino, V. (2001). Challenges for the 21st – century elementary school principals. Phi Delta Kappan, 82(6), 440-442. | “Both what leaders do–management–and what they plan for the future–leadership–is faulty today.” To counteract what is lacking in leaders, Fairholm proposes a new philosophical conception of leadership that is values-driven, change oriented, and developmental. Fairholm’s view is based on the constitutional values of respect for life, freedom, happiness, justice, and unity. This volume combines current literature and independent research to provide the rationale for this new thinking on the philosophy of leadership. | |
| Gardner, H. (1999). The disciplined mind. New York: Simon & Schuster. | The cornerstone of truly effective and responsive human services is quality–quality that stems from dynamic leadership and a focus on personal outcomes. This forward-thinking book shows you a leadership model that is person-centered, quality-driven, and, best of all, achieveable. Sharing their expertise in disability services and business management, the authors help you explore the potential for quality improvement in your own workplace. You’ll get candid feedback from people who receive services. And you’ll find exercises you can use now to enhance the services you offer to people with disabilities. Make quality and leadership the hallmark of your service organization. | |
| Greenfield , T.B. & Ribbins, P. (1993). Greenfield on educational administration. New York: Routledge. | Educational psychology; Management of education; Organization |
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| Hands, C. (2004, October). School-Community Connections: The Influence of Partnerships on the Moral Development of Students. Paper presented at the 9th Annual Values and Leadership Conference, Southern Palms Resort, Christ Church, Barbados. | The purpose of the study is to examine how reducing the impact of teacher councils on school decision-making is related to a democratic form of school governance. What form of leadership principals are expected to hold is also investigated in relation to redefining the function of teacher councils. The significance of the study is to contribute to our understanding on the role of principals and teacher councils in a Sschool/Sitebased Management (SBM) or democratic form of school governance in the Japanese context of education reform. The limitation of the study is that this is a policy analysis, consisting of document analysis. Therefore, this study does not attempt to uncover how the relationship between principals and teachers has been actually changed in the current education reform in Japan. However, this study is in phase 1 concerning the relationship between principals’ leadership and the function of teacher councils. Therefore, it is important to analyze policy documents to set perspectives for further investigation. | Decision-making; Japan; Leadership; Political analysis Principals; Relationships; School governance; School sitebased management; Teacher councils; |
| Heck, H.R., Larsen, T.J., & Marcoulides, G.A. (1990) Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly. 26(2), 94-125. | Individuals face intense pressure to conform in today’s team-oriented workplaces, where one-size-fits-all behaviors are often fostered by such programs as total quality management and employee involvement. In the process, both organizations and individuals lose a vital advantage. For as Stan Herman argues, even in a world of groups, individuality remains the key to inventive solutions and organizational success. In A Force of Ones Herman acclaims the power of the individual in the workplace and reminds us all of the importance of ones; a team – and its organization – after all, can only be effective when individual members are capable and self-assured. He offers guidelines and exercises to help you identify your particular strengths and hone them to achieve self-empowerment and satisfaction at work. Through stories and poems he illustrates how to use these important tools to increase self-understanding and focus clearly on priorities. Herman demonstrates ways to make more powerful contact with others through individual initiative networks, and to function effectively amidst the power and political dynamics in your organization. | Management; Organization; Social values |
| Hodgkinson, C. (Spring 1993) The epistemological axiology of Evers and Lakomski: Some un-Quineian quibblings. Journal of Educational Management and Administration. | ||
| Hoy, A.W. & Hoy, W.K. (2006). Instructional Leadership: A Research-Based Guide to Learning in Schools. Boston, MA: Pearson Education. | Traditional supervision in which the principal rates the effectiveness of teachers is an outmoded concept. This is the first text of its kind, written for principals and other instructional leaders to help them understand current theories of teaching and learning as well as the practical curriculum applications of these perspectives. This text uses a learning-centered approach that emphasizes making decisions that support student learning. The authors address the critical aspects of the teaching-learning process-student differences, learning, student motivation, teaching, classroom management, assessing student learning, and assessing and changing school climate and culture. Each chapter is grounded in the latest research and theory in that area and provides specific suggestions for applying that knowledge to practice. | Classroom Management; Instructional leadership Learning; Organizational Culture; School Climate; Students; Teaching |
| Hoy, A. W. & Hoy, W. K. (2003). Instructional Leadership: A Learning-Centered Guide. Boston, MA, Allyn and Bacon. | This text goes beyond traditional supervision books and assumes that teachers and principals must work as colleagues to improve teaching and learning in schools. Traditional supervision in which the principal rates the effectiveness of teachers is an outmoded concept. This is the first text of its kind, written for principals and other instructional leaders to help them understand current theories of teaching and learning as well as the practical curriculum applications of these perspectives. This text uses a learning-centered approach that emphasizes making decisions that support student learning. This text addresses the critical aspects of the teaching-learning process—student differences, learning, student motivation, teaching, classroom management, assessing student learning, and assessing and changing school climate and culture. Each chapter is grounded in the latest research and theory in that area and provides specific suggestions for applying that knowledge to practice. | Assessment; Classroom management; Instructional Leadership; Learning; Teaching; School Climate; School Culture; Student Learning; Supervision; |
| Kluckhon, C. (1951) Values and value orientations in the theory of action. Parsons, T. & Shils, E.Z. (Eds.) Toward a general theory of action. Cambridge, MA: Harvard University Press. | Filled with insight and deep understanding of what really goes on in organization culture today, Coming to Our Senses is a must-read for anyone who has leadership responsibility in any kind of organization — large, small, private sector, government or not-for-profit. Part commentary on contemporary organizational realities and part practical handbook, this indispensable book is written for leaders who want to move confidently and decisively in today’s ambiguous organizational milieu. Author Ron Knowles takes twleve of the most problematic areas of modern organizations and explores why they are often ill managed and how these situations can be approached more effectively. Topics covered include: leadership, organization effectiveness, strategic planning, change management, communication, performance management, downsizing, fairness, and consultation. | Leadership, Organization Effectiveness, Strategic Planning, Change Management, Communication, Performance Management, Downsizing, Fairness, and Consultation |
| Langlois, L. (2004). Responding Ethically: Complex Decision-making by School District Superintendents. International Studies Educational Administration Management. ( 32)2. | ||
| Rosano , S.A. (2003, October). Secret society of test givers. Paper presented at the 8th Annual Values and Leadership Conference, Nittany Lion Inn, University Park, Pennsylvania. | This paper traces the emotions of 29 Canadian secondary school department heads as they engage with their own and others educational purposes, the power relationships of secondary schooling and their relationships with other individuals around them. Such interactions have embedded within them a range of emotions which point to internal ambiguities about power and position in middle management in particular, and within educational administration more widely, which seemed perpetuated by normative educational administration practices. The findings revealed tensions between teaching and leading, experiences of loneliness, emotional misunderstanding and the resentment that comes from feelings of powerlessness. | Department heads, Feelings, Leading, Loneliness, Misunderstanding, Power, Relationships, Teaching, Tensions, Secondary schools, |
| Rowan, B. (1995, August). “Learning, Teaching, and Educational Administration: Toward a Research Agenda.” Educational Administration Quarterly 31(3): 344-54. | Educational administration research is frequently criticized for overlooking issues of learning and teaching in schools. This special issue features four articles suggesting steps to establish a larger research agenda on learning, teaching, and educational administration. Topics include common schooling problems, school-based management, instructional leadership reform, and the educational policy-instruction relationship. (26 references) (MLH) | Educational Administration; Educational Policy; Educational Practices; Educational Research; Elementary Secondary Education; Instructional Leadership; Learning Processes; Models; Research Problems; School Based Management; Theory Practice Relationship |
| Smith, W.F. & Andrews, R.L. (1989). Instructional leadership: How principals make a difference. Alexandria, VA: ASCD. | Educators have great moral, ethical, and legal obligations to create schools where all students can achieve their full potential and receive an equal opportunity to succeed in society. Central to that goal are principals who act as instructional leaders. Drawing upon literature, research, and case studies of principals in practice, the first four of six chapters present a clear portrait of the instructional leader. Principals with very different communication, management, and personal styles can all be strong instructional leaders. Possessing the key qualities of resource provider, instructional resource, communicator, and visible presence, strong instructional leaders spend a substantially greater percentage of time on educational program improvement. Consistent with current literature on organizational theory and practice, this book emphasizes the importance of the underlying themes and values that hold a system together. Additionally, a clinical supervision model requiring the supervisor to observe the principal in action, to discuss relevant issues and provide feedback, and to develop a plan for the principal’s evaluation is provided. Appended is a zero-base job analysis questionnaire, the score sheet and instructions, a discussion of administrative job dimensions, a time analysis sheet, and a time summary sheet. (87 references) (KM) | Administrator Effectiveness; Administrator Evaluation; Educational Improvement; Elementary Secondary Education; Instructional Leadership; Leadership Qualities; Leadership Responsibility; Principals; School Administration; School Supervision; Teacher-Administrator Relationship; Teacher Supervision |
| Southworth, G. (2002, February). “Instructional Leadership in Schools: Reflections and Empirical Evidence.” School Leadership & Management. 22(1): 73. | Examination of instructional leadership organized into four sections: Reflections on school leadership, definitions of instructional leadership, reviews of two empirical studies on instructional leadership, and conclusions about the development of instructional leaders. (Contains 44 references.) (PKP) | Administrator Effectiveness; Educational Improvement; Educational Research; Elementary Secondary Education; Foreign Countries; Instructional Leadership; Organizational Development; Professional Development; Small Schools |
| This site provides a useful resource list on a number of books on total quality management. |