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Compare and contrast the characteristics between qualitative and quantitative research methodologies
Qualitative and quantitative research methods
Compare and contrast the characteristics between qualitative and quantitative research methodologies
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The proposed dissertation topic is the effect of school leadership on academic performance. This topic has been selected because it is a researchable topic. The scope of this topic is bigger and requires different approaches to achieve the intended end.
On the proposed dissertation topic’s contribution to the body of knowledge in my profession, this research will seek to improve on the quality of information concerning leadership in school by correlating school leadership approach and school performance. Current research works provides a subjective approach by addressing particular leadership styles and their success on academic front.
As regards to my work demonstrating originality, the research will utilize secondary data from diverse source
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According to Borstorff and Lowe (2007), annotating the literature involves basic reading technique. This includes pulling vital information from a given literature to support a specific point of importance (Borstorff & Lowe, 2007). In annotating literature, there is reiteration of information in the article being read because the main function is to summarize the position of the original authors (Borstorff & Lowe, 2007). Annotation of literature analyses one article at a time with the sole intention of providing a cursory overview of the article (Borstorff & Lowe, …show more content…
F., & Bojica, A. M. (2011). Quality management, strategic priorities and performance: The role of quality leadership. Industrial Management + Data Systems, 111(8), 1173-1193. doi: http://dx.doi.org/10.1108/02635571111170758
Al-Khasawneh, A., & Futa, S. M. (2013). The impact of leadership styles used by the academic staff in the Jordanian public universities on modifying students' behavior: A field study in the northern region of Jordan. International Journal of Business and Management, 8(1), 1-10. Retrieved from http://search.proquest.com/docview/1327703639?accountid=45049
Ashley, A., & Patel, J. B. (2003). The impact of leadership characteristics on corporate performance. International Journal of Value - Based Management, 16(3), 211-222. Retrieved from http://search.proquest.com/docview/195802923?accountid=45049
Borstorff, P. C., & Lowe, S. K. (2007). Student perceptions and opinions toward e-learning in the college environment. Academy of Educational Leadership Journal, 11(2), 13-29. Retrieved from http://search.proquest.com/docview/214232200?accountid=45049
Brauckmann, S., & Pashiardis, P. (2011). A validation study of the leadership styles of a holistic leadership theoretical framework. The International Journal of Educational Management, 25(1), 11-32. doi:
Gorton, R. A., & Alston, J. A. (2012). School leadership & administration: Important concepts, case studies, & simulations. (9th ed.). New York, NY: McGraw Hill. [Kindle Version] (pp. 1-323).
The major concepts of this article relate to the ineffectiveness of school leadership programs. Arthur Levine found that a majority of the programs were inadequate. He noted four areas in which these programs lacked efficiency. These areas of concern were the rise in off-campus low quality programs, weak research-intensive universities that are working towards awarding doctoral degrees in administration, competition for students is causing lowered program quality and admission criteria, and the fact that state and local school districts are adding to the problem by salary incentives for advanced degrees. Levine noted several major issues that affect school administration programs. First, he revealed that many people who had finished these programs agreed that the curriculum was irrelevant; they said that it did prepare them to deal with "on-the-job issues." Second, the issues of low admission and graduation standards were addressed. The study illustrated how many schools lower their standards to increase admission and create tuition "cash cows." Third, he discussed the issue of these schools having weak faculties.
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
Elmore, R. E. & Co. (2000) Building a New Structure for School Leadership. Albert Shanker Institute. Gandini, L., Hill, L., Cadwell, L., and Schwall, C. (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York, NY: Teachers College Press.
In every institution the type of leadership style is important for a successful environment. In order to establish a successful school environment to compete globally, the leader should comprehend the basic leadership theories and styles (Glickman et al., 2010). The cultures at schools are important to the success of the students and overall of the school, but also can be very difficult to establish and maintain without the proper leadership knowledge (Waite, 1995). In United States many schools could be place in the categories of conventional, congenial, or collegial, because the strategies used for their leadership (Glickman et al., 2010).The chosen school could be classified according to different criteria and could be determine in which area their leadership pertains more. In order to analyzed and classify the leadership, it was imperative to observed the way the leader make decisions, the approached with the stakeholders, how the instruction is delivered, and how they realized their job (Marshall, 2005). In this analysis will be identify the category that this school will be, the school climate, the type of supervision and leadership.
The following information was gathered during an interview with Dr. Clayton Mork from the Crescent School District. Dr. Mork shared information about his leadership style and characteristics as an administrator. This discussion assisted me in the development of a personal theory-based model of school leadership.
Standard 1 of the Florida Principal Leadership Standards (2011) describe the priority of the school leader as, “effective school leaders demonstrate that the student learning is their top priority through leadership actions that build and support a learning organization focus on student success”. Our number one priority and focus is and always should be our students. They are the reason behind our professions. It is the faculty the ones who should be supported by the administrators. The leaders should celebrate their success, encourage them, support their assertive instructional decisions, and motivate them each day to create the right conditions for learning. The principals must plan to project growth the most accurate possible, employing all the help that they could get for this challenging task. Students should not be affected because qualified teachers are not available. Strategic schools use the resources at had to relocate, and alleviate the human resources problems.
Stull, Judith C. (2013). Family socioeconomic status, parent expectations, and a child's achievement, Research in Education. Volume 90, pages 53-67.
With the passage of NCLB, many school reform efforts have been initiated using top-down model in which each school leaders have been charged with initiating bold administrative changes to address the legislation. With the number of leadership theories and models, researchers have become interested in studying those to determine which might bring forth the most significant results for leading such change. Due to the lack of highly qualified administrators and the increasing demands for administrators, Bush, O’Brien & Spangler (2005) studied a program, the Southern Tier Leadership Academy, a collaborative of the New York Education Department. The study included three separate cohorts who completed an eight month program. Whereas, Somech (2005) chose to investigate directive and participative leadership approaches, and which would more significantly impact school effectiveness. Perhaps Somech’s reflect Scherer’s (2009, p.7) understandings as described in Educational Leadership, ‘broom-wielding leadership can indeed be beneficial’ as is putting advocates into positions of power and influence and building teams, both of which are seemingly contrasting opposites.
Leadership has been defined in different ways, a definitaion of leadership that would be most commonly accepted would be “the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organization…”(House et al., 1999, p. 184 as cited in Yukl, 2013, p. 19). After a comprehensive review of different leadership literature, Stogdill (1974, p. 259, as cited in Yukl, 2013, p. 18) concluded that “There are almost as many definitions of leadership as there are persons who have attempted to define the concept." Leadership can be viewed from two different angles one is shared influence process and other as a specialized role. Researcher who view leadership as a specialized role consider attributes as a factor in selecting a designated leader. On the contrast, theorist who emphasises on influence process considers “Leadership” as a social process or a pattern of relationship.
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
Northouse, P. (2010). Leadership: Theory and practice (5th ed.). Thousand Oaks, CA: Sage Publications, Inc.
As mentioned before, leadership styles take an important role in running a school. Unfortunately, many principals have not yet defined their leadership style and struggle to administrate their school. They are responsible not only of teachers and students, but of every employee in the school. They have the power to control all the resources available to improve and meet academic goals. Despite their power, principals need to identify appropriate leadership styles to succeed as
York-Barr, J. & K. Duke (2004) what do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research 74(3), 255-316.
...inction between the roles and actions of leaders and managers. Principals are capable of adopting each approach and proper implementation would benefit staff and ultimately, student performance. As found in the case study and literature, currently most principals undertake a managerial role, but neglect to be leaders. Therefore, most principals should emphasize leadership behaviour to bring balance to the position.