Leadership and Organizational Performance

Leadership and Organizational Performance Kelley, R. C. , Thornton,B. , & Daugherty, R. (2005). Relationships between measures of lead and groom climate. Education,126(1),17-25. Retrieved November 5, 2007, from look into depository librarydatabase. (Document ID901917061). This article was a seek content that examined the relationship coach leaders has on the schools climate and the trenchantness of the school.The study will be extremely beneficial to the pending question because it specifically examined the potentness of the simple(a) school champions leading ways and account how their individual leaders genius affected school climate. This interrogation is gelid because it will add additional literature to assist my understanding of leadership styles of elementary school principals. The authors argue that at that place live ons a correlation of an effective school with strong leadership, a climate of expectation, an organized atmosphere, and efficient communicati on.This question was interesting and in striking contrast to other similar research topics because Kelley, Thornton,and Daughertys research excluded large schools that had both a principal and an suspensor principal. In excluding large schools, the study was free to isolate the leadership style of only one school administrator, which was free of the influence of the assistant principal. Lee, Y. Y. (2005). T severallyers perceptions of principals transformational leadership and instructors byplay satisfaction and school commitment.Unpublished doctorial dissertation, Fordham University, new-fashioned York. Retrieved declination 5, 2007, from ProQuest digital Dissertations database. (Publication No. AAT 3178858). This unpublished doctorial dissertation examined instructors perception of transformational leadership behaviors in their school principal. More specifically, the study was haveed to determine if the behaviors of the school principal enhanced the levels of teachers mo tivation and commitment to school reform.Lees research used the theoretical construct of Bass and Avolios theory of transformational leadership. alike(p) to other literature in spite of appearance this paper, Lee admits that the quintessence fundamental spirit of leadership is engulfed and immersed in the relationships between leaders and follows. The study also claimed that thither are also others involved in leader-follow process. Lee demonstrated that there does indeed exist a correlation between transformational leadership behaviors and job satisfactions among teachers.This dissertation is of particular interest to the research I will conduct because, akin to Lee, I will be examining the leadership style of elementary school principals and the impact that leadership style has on teacher motivation. Leonard, L. J. , Leonard, P. E. (1999). Reculturing for quislingism and leadership. The Journal of Educational Research. 92(4), 237-42. Retrieved December 27, 2007, from Educatio nAbs database. Leonard and Leonard conducted research seeking to analyze the native motivators by which three selected schools were reported as professional encyclopaedism communities for teacher collaboration.Among the many keywords used in the paper, changing organizational environments was constant. Within a changing organizational environment, Leonard and Leonard implied that the school principals may exhibit transformational leadership. The authors further suggested that within that leadership style, six dimensions of quality exists articulation and sharing a vision, raising group goals, individual support to subordinates, intellectual stimulation, appropriate behavior modeling, and lavishly performance expectations (p. 2).The research was conducted at three different schools, one high-school and cardinal elementary schools. The research method was a survey questionnaire. Among the questions, teachers were asked to indicate the individual whom they felt was the most influe ntial source of change. The responses while varied among each school, the principal, as the researches expected, was the most widely identified as the person with the most influential source of change. Lucks, H. J. (2002). Transformational leadership and teacher motivation across New York City public schools.Unpublished doctorial dissertation, St. Johns University, New York. Retrieved December 2, 2007, from ProQuest Digital Dissertations database. (Publication No. AAT 3058275). Lucks dissertation research defined transformational leadership from the prospective of celebrated authors (Arolio & Base, 1988 Burns, 1978 Caldwell, 1997 Hackman & Oldman, 1997 Leithwood, 1999 Ozga & Walker, 1995 Pounder, 1996 Seabring & Bryk, 2000 Sergiovanni, 1987, 1990, 1999 and Yuki, 1998).This literature is critical to my research topic because it captures wide views of transformational leadership and the contributions make as a result of employing this style of leadership. In contrast to similar litera ture research, Lucks exposed an opposing view of transactional leadership through the prospective of Avolio and Bass who argue that transactional leadership merely adds grade and does not necessarily stimulate change within an organization. Lucks demonstrated there does not exist a relationship between transformational leadership style and teacher motivation.Additionally, Lucks research contained rich, noteworthy and revered literature that expressed a variety of views on relationships between leaders and followers. This research will serve to add schooling and clarity to my understanding of transactional leadership that will ultimately assist in strengthening the dissertation. Nir, A. E. , & Kranot, N. (2006). School principals leadership style and teachers self- faculty. Planning and Changing,37(3/4),205-218. Retrieved November 5, 2007, from Research Librarydatabase via FirstSearch. Document ID1224424331). Authors Nir and Kranot conducted research to examine two hypotheses. One , whether personal teacher efficacy varied across different principal leadership styles and two, to examine what the added value of the various principals leadership style for personal teacher efficacy when related job factors were statistically controlled. The researchers demonstrated an understanding and sop up knowledge of teacher self-efficacy and supported the various assertions they made with rich literature.The theory of Nir and Kranot was that there does not exist a link between teachers general teacher efficacy and leadership styles and that the leadership style of the transformational leader was likely to be positively correlated with personal teacher efficacy. The research highlights and emphasizes the importance and potential contribution transformational leadership style has for influence positive job experiences for teachers but does not identify it as a major source of causing personal teacher efficacy or general teacher efficacy. Sergiovanni, T.J. (2005). Strengthe ning the heartbeat Leading and learning in concert in schools. San Francisco, CA Jossey-Bass. Sergiovannis book aims to offer a snotty-nosed perspective to the importance, dynamic, and success sustaining issues of school leadership. The content of the book is organized nigh eight chapters which clearly demonstrate that todays school leaders need a new understanding of leadership, how it operates, the nature of its relationship to learning and why school leaders need to practice both leadership and learning together within the schools.Sergiovanni emphasized that value-added leadership can be the catalyst for building teacher capacity, building a learning club and developing a culture of collaboration among all stakeholders involved with the school. He explored the qualities of successful school leaders and used Adlai Stevenson High School in Lincolnshire, Illinois, as an example of how principals can turn visions into action statements through effective school leadership. This boo k is important to my dissertation research because it is a phase modulation source of information on theory and practice of successful school leadership.