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• W323804938 abstract "Successful implementation of school-based management (SBM) begins with effective principal leadership. This paper describes findings of.a study that examined the principal's role in implementing school-based decision making. Ethnographic data were collected over a 3-year period in 4 elementary schools that implemented SBM. Methods included observation and 66 formal interviews With principals, teachers, parents, and program facilitators. Findings indicate that a facilitative leadership style was most compatible with SBM. A facilitative principal shares decision-making responsibilities on issues related to school management and administration, encourages the development of leadership within the nonadministrative staff, and fosters a school climate of trust and efficacy. The principal also needs the support of some committed staff. Female principals tended to have greater success with facilitative leadership than did male principals, perhaps because women tend to utilize less hierarchical leadership styles. Another reason might be that subordinates perceive facilitative male leaders as weak. Three figures are included. (Contains 39 references.) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** A PROCESS OF LEARNING: THE PRINCIPAL'S ROLE IN PARTICIPATORY MANAGEMENT Karen Haskin Northwestern University Department of Sociology 1810 Chicago Ave Evanston IL 60208 (708) 475-4306 (home) (708) 467-1149 (office) Internet: k-haskin@nwu.edu Paper prepared for the Annual Meeting of the American Educational Research Association, San Francisco, April 1995. U.S. DEPAR. ME. OF EDUCATION Office of Edurahonal Research and Improvement EDUC A TIONAL RESOURCES INFORMATION CENTER (ERIC) nte document hes been reproduced as received born int. °Orson or orgamtefion onginating d C' ',Amor changes have bsen made to improve reproduclion [lushly Points olviee or opmrOns statedin this docu mstrit 110 not necenardy represenl othcup OERI 005i1r05 Or P0hCV 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 BEST COPY AVAILABLE Karen Haskin Page 1 A PROCESS OF LEARNING: THE PRINCIPAL'S ROLE IN PARTICIPATORY MANAGEMENT ABSTRACT: Leadership is important to the successful implementation of schoolbased management. Ethnographic data from three years of implementation in four elementary schools implementing participatory management indicates that successful implementation of school-based management begins with effective principal leadership, and that the style of principal leadership which is most compatible with school-based management is a facilitative leadership style. A facilitative principal shares decision-making on issues related to school management and administration, encourages the development of leadership within the non-administrative staff, and fosters a climate of trust and efficacy in the school. The principal also needs the support of some committed staff. Preliminary analysis indicates that female principals tend to have greater success with facilitative leadership than male principals, perhaps because women tend to less hierarchical leadership styles, or perhaps because subordinates accept facilitative leadership more readily from women while it is perceived as weakness among men. Leadership is important to the successful implementation of schoolbased management. Ethnographic data from three years of implementation in four elementary schools implementing participatory management indicates that successful implementation of school-based management begins with effective principal leadership, and that the style of principal leadership which is most compatible with school-based management is a facilitative leadership style. A facilitative principal shares decision-making on issues related to school management and administration, encourages the development of leadership within the non-administrative staff, and fosters a climate of trust and efficacy in the school. The principal also needs the support of some committed staff. Preliminary analysis indicates that female principals tend to have greater success with facilitative leadership than male principals, perhaps because women tend to less hierarchical leadership styles, or perhaps because subordinates accept facilitative leadership more readily from women while it is perceived as weakness among men. THE PROGRAM: This paper describes the implementation of a school-based management program (pseudonymonously referred to as the Participation Program) in several elementary schools in a Midwestern city. The program is intended to alter the management structure of inner-city schools so that the adults in the building will begin to work together towards the common purpose of serving children's needs. The program utilizes a participatory management model of governance, a popular model of organizational reform which involsfes staff from all sectors of the organization in decision making. In this case, the program involves both staff and parents in decision making processes. The Participation Program has three teams which meet on a weekly, bi-weekly or monthly basis (at the school's discreticn): a parent team, which brings together any interested parents" @default.
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• W323804938 title "A Process of Learning: The Principal's Role in Participatory Management." @default.
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