Identification and alignment of Lebanese teachers’ and principals’ perspectives of effective school leadership (Record no. 20026)

MARC details
000 -LEADER
fixed length control field 03193nam a2200289Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210120050.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Harb, Suha Jaafar
Miscellaneous information Master Educational Administration and Policy Studies
245 10 - TITLE STATEMENT
Title Identification and alignment of Lebanese teachers’ and principals’ perspectives of effective school leadership
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 242 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study explored the concept of effective leadership from the perspectives of Lebanese practitioners mainly principals and teachers. The study has a three-fold purpose: (a) develop a grounded, context-based model that reflects principals’ and teachers’ perspectives of leadership effectiveness, (b) identify the degree of alignment between their perspectives, and (c) compare Lebanese conceptions of effective school leadership with Western-based conceptions included in a model constructed from literature which integrates instructional and transformational leadership characteristics. The study used a qualitative research design which employed the grounded theory methodology. Data were collected using individual, in-depth interviews with twelve principals and twelve teachers representing public, private and private-free schools. Data were analyzed and coded using the constant comparative approach. Two compiled profiles were generated in this study: the first highlighted the principals’ views and the second the teachers’. Then, a combined profile – the grounded profile – was built comprising characteristics of effectiveness that were prevalent in the responses of ten or more participants. The findings of the study revealed (1) a striking agreement between teachers’ and principals’ responses on most of the main characteristics of effectiveness; (2) characteristics of effectiveness as conceived by the Lebanese practitioners reflect a leadership model based in possessing interpersonal skills and exceptional personal traits, and dominated by organizational and instructional managerial practices; and (3) comparison between the themes of the grounded model and the Western-based model reveal a few areas of similarities and many areas of differences, some of which were unique to the Lebanese context in which there was emphasis on the conception of an effective leader as someone who posse! sses exceptional personal traits and protects the school from societal and political turmoil. Recommendations for practice and research were then suggested
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Gestion scolaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Leadership
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Leadership
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions School management
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element القيادة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم الادارة المدرسية
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=99627">http://search.shamaa.org/FullRecord?ID=99627</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

No items available.