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040			_aLB-BrCRDP
100	1		_aHarb, Suha Jaafar _gMaster Educational Administration and Policy Studies
245	1	0	_aIdentification and alignment of Lebanese teachers’ and principals’ perspectives of effective school leadership
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2014
300			_a242 pages
500			_aالنوع : Mémoire
520	3		_aThis 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	_aGestion scolaire
650		4	_aLeadership
650		4	_aLeadership
650		4	_aLes Attitudes et conceptions des enseignants
650		4	_aMéthodes d’enseignement
650		4	_aTeachers attitudes and conceptions School management
650		4	_aTeaching Methods
650		4	_aالقيادة
650		4	_aطرق التعليم
650		4	_aمواقف المعلمين وتصوراتهم الادارة المدرسية
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=99627
942			_cLAESDATA _2ddc
999			_c20026 _d20026