Leadership Styles of Middle School Principals

Leader institutionalize Styles of Middle School PrincipalsPART 1 submission of the ProblemThe main aim of Professional Development is influencing the students results. From the thesaurus of the use upal Resources In skeletal frameation Center (ERIC) database, nonre designal person learning involves the activities tha enhance the yield of a biography skipperly.This is effected by trespassioning the teachers level of practice and their level of comeledge (Robinson and Carrington, 2002). With its implications on learning skills, master copy development is beyond teacher training since it encompases formal and at large(p) means of assisting teachers in their development of new insights into their own as nearly as in the exploration of new and advanced resources that aid them in better students performance. From the above pleadment it is clear that superior development requires the chiefs to nourishment the teachers as they supervise with the challenges that come along with new take of their work. This support help the teachers to continually grow in their understanding of their nature of work as nearly as lord skills.According to Fullan (1991), it has been observed that in the last decade, the role of a leash has been increasingly involving, become more(prenominal) complicated and the roles argon not clearly defined. He to a fault noted that the principles roles go been through a salmagundi of metamorphosis. Initially, the roles of the principle were limited and involved instruction lead or a master teacher. With time these roles kindd to transactional leading and, most recently, to transformational leaders. This brings out the splendor of examining the way principles deal with original development of teachers, being one of the most pressing issues.The extent to which the timber of professional development of spirit give instruction teacher is diverged by their executive directors leadership sorts is not known. According to Jac kson and Davis (2000), one of the most serious components in accomplishing great deeds in initiates and ensuring lavishly pure tone teachers is instructional leadership. For a tall achieving initiate, an administrator should be able to supply instructional leadership. To make this possible, the administrator should have specific leadership characteristics which ensure effectiveness in professional development of teachers and similarly heip in sustaining an educational environment that fosters high achievement vision in students (Jackson Davis, 2000).In the past few years, ticker indoctrinates have become more and more all-encompassing (Hoy et al, 1996). In the the Statesn education systems, the notes being appear to be a replacement of the handed-down junior high rails. According to the Maryland severalise Department of Education (2008), the academic, tender and emotional progress of a student is greatly influenced and evident in diaphragm groom. This requires edu cators to be super equipped when it comes to addressing the changes undergone by students in in-between school and this makes the professional development of the teachers a very critical and sensitive process. According to (Robinson and Carrington, 2002). In cases where progressive and extensive involvement of the schools politics and teachers is emphasized, their results of professional development atomic number 18 likely to be effective. During this stage, an adolescents process of education is characterized by a change in the line of thought, and also developments which ar both mental and physical, and these changes may influence the student in terms of their achievement. For example in middle school, students have more academic responsibilities than in the elementary school. in that location is involvement in extracurricular activities and restructuring after school may be required. There is also a change in the educational environment which is brought or so by the fact that the environment is more structured and not as nurturing as the elementary school environment. This means that the students have to necessitate to the riles and regulations set and that they are held liable for their actions. Therefore, it is very important to equip the middle school teachers with tonus leadership skills as well as quality professional development so that they meet the advers social,educational and emotional needs of all their students. (Maryland State Department of Education, 2008).Most studies make on the impact of the principal-teacher race show that on that point is a possible correlation among supportive leadership expression and the involvement and dedication of teachers.(Theo Wubbel, Jack Levy, 1993). Leithwood and Montgomery say that the approval and a support of a teacher from the administrator were positively related to the satisfaction of the teacher. In a later on education, (leithwood 1990) repoted tjhat a principals support and the teache rs professional development were highly correlated. It is wherefore very important for the principals to be involved in the activities of the teachers so that they can be able to provide the support the teachers when they need. This allow for aid in motivatimg teachers which will remedy their commitment amd this will lead to improvement of the performance of the teachers and consequently, the students.Johnson (1986) noted that discovering the most important thing to teachers as well as motivating them to improve their work was a very complicated task and has not yet been figured out. He also wrote that the specific contribution of instructional leadership styles to professional development was not fully explored.Stepans, 2001 stated that the role of the principal was to support the professional development activities appeared to be crucial ti the crucial professional reaping of teachers since it assisted in its success. When on that point is a full discussion on issues and prob lems in a school between the teachers and the principal, the process contribute a push-down stack in the carrer development and professional expertise.(Hopkins 1990)This hit the books will discuss the specific characteristics instructional leadership styles necessary in the enhancement of quality professional development in middle schools. It will also look at the ways that the principals can try and motivate teacher by researching on what teachers regain important and using it to motivate them.The research is also geared towards the evaluation of the relationship between the characteristics leadership styles and the overall teacher performance and higher student achievement improvement in middle schools. come along research may be done in order to evaluate whether or not the characteristics of leadership have a direct correlation to overall improvement in teacher performance and higher student achievement in middle schools.Background of the studyWiles (1983), notes that the qu ality of leadership that a principal exhibits determines the success of a school system. Previous research has been carried out to determine if there was a relationship between principals leadership styles and the teachers motive. Brown-Howards research carried out in 2007, identified the teachers motivation levels were determined by teachers by age, gender and experience. He also indicated that principals leadership styles has pocketable to no impact on motivation based on the age, gender or experience of the teachers (Brown-Howard, 2007). According to Raines (2004) the overwhelming responsibilities and demands of the principals professional positions are constant challenge. In this age of increased accountability, he adds, principals are expected to manifest exemplary performance in an ever-increasingly number of fronts. One such front is the area of professional development of teachers under their command.Jurasaite-Harbison (2009) in a study of the way teachers learn it was fou nd that teachers are put under immense pressure by the circulating(prenominal) edicational policies.thse pressurs involved the teachers having to concurrently modify their practices. For such changes to be effective, it is very important for the professional development to enlarge areas of s distinguish so that it can capture a wider range of areas that are indoors their unique epistemology that is teaching resources and instructional practices(Elmore, 2000). On the other hand, Jurasaite-Harbison (2009) stresses that for the reforms to to be a success, various learning opportunities continuous professional evolution is necessary for the teachers. According to Jurasaite-Harbison (2009) Within schools context, this professional growth takes place under the schools administrators guidance and is part of daily workplace learning.Other researches including (Maehr and Midgeley, 1991 1996 Maehr and Anderman, 1993 Maehr and Fyans, 1989) have come up with a considerable empirical evidenc e that suggest that the coating of a school can motivate both the teachers and students to learn by instilling a positive feeling in the teachers about their work. High achieving and move students as well as improved teachers attitude towards their jobs and collaboration amongst themselves are factors that are highly associated to a positive school culture(Stolp and Smith, 1995). Research done by (Sashkin and Sashkin, 1990 Sashkin and Walberg, 1993 Ogawa and Bossert, 1995 Leithwood, 1994) proposed that for a school culture to operate effectively and for its creation and maintenance, the principals leadership practices used are very important. Further, evidence obtained from several studies (Leithwood and Jantzi, 1990 Sashkin and Sashkin, 1990) provides a strong base in supporting the jot that transformational leadership leads to relatively more desirable school cultures.There are other concerns ot teaching teaching principals that have been focused on in research. These concerns are inadequate professional preparation and support, inadequate time for instructional leadership, isolation, and few opportunities for career advancement (Murdoch and Schiller, 2002). It was further discovered that principals are often overwhelmed and frustrated by the usual heavy workload and felt guilty about it to an extent that these frustrations adversely affect their family relationships and also their physical health. According to(Lashway, 2003 Lester, 2003 Wildy and Clarke, 2005) it was realized that most teaching principals lack the necessary skill to deal with the challenges, tensions and dilemmas that result from and those related to instructional leadership and management, the high system and local community expectations as well as personal and community values. However, Southworth (2002) discovered that success in principal ship came along with some significant development and growth in confidence and an individual sense of egotism. These findings clearly show that a principles ability to cope and survive the challenges and trials of organization leadership helped in building their self esteem.Findings suggest a positive correlation between principals transformational leadership and the presence of school social organization associated with effective schools (Evans, T.J 1996). Research studies strongly support the fact that the leadership of the school principal impacts directly on the climate of the school and, in turn, on student achievement (Norton 2003). From these findings, it is evident that the leadership stlyles of a principal are very important in defining the success of a school and also that these styles describe the kind of climate that will be prevalent in the school. paddy field (2000) in a case study of a middle school on institutional leadership found that the principal as an instructional leader used an approach to leadership that was systematic. According to more finding, the principals realize their roles importance and use th e position and positional power to in influencing change. The study also discovered that organizations that are successfully restructured insisted on and practiced shared leadership. As rice paddy (2000) writes, shared leadership involves a lot of teamwork and collaboration between the principle and the staff and also among the the staff themselves. In this case, the principal has to realize the need for a safe and disciplined environment. From the case study it was revealed that in shared leadership, the teachers professional development was highly facilitated. From the principals point of view ,such professional development is perceived to be an important means to an end. The end results that were intended, implementation of change and teachers were found to be a useful vehicle of such change, as empowered leaders. The study revealed that principals provided the teachers with extensive professional development to enable the them to be empowered leaders.In 1995, a study by Kristine Hipp and Paul Bredson was promulgated and it was about the relation ship betweenthe self efficiency of teachers and leadership styles of principals. The basic assumption of this study and two more that were done later (Hipp 1996,1997) was that the leadership style of a principle and the self efficacy of teachers were linked directly. From this study, there was empirical evidence that connected the aspects of transformational leadership and principle teacher efficacy. This led to the conclusion that transformational leadership led to self efficacy of teachers.The importance instructional leadership responsibilities of the principal has been emphasized in research done(Brookover Lezotte, 1982 Duke, 1983 Edmonds, 1979 and Kroeze, 1984). On the other hand, according to (Flath, 1989), literature has seemingly come to a consensus that instructional leadership is rare practice. Stronge (1988) found out that most time of the principal is concentrated on school management and only a few o f their hours are allocated to program issues. In reference to his computation,62.2% was the time used in school management , and only 6.2% of the time was allocated to program issues. He adds that in a principals veritable(prenominal) day, out of the many tasks carried out,only11% of those tasks is instructional leadership related. Berlin, Kavanagh, and Jensen (1988) say that for schools to progress ,principals should be able to plan their tasks in a way that their daily activities come in between their leadership role in the curriculum. McNally (1992) argues that there are certain middle-school principals who are effective but Fullan (1991) says that effective institutional leaders are a rare group to find.The above cases try to identify the various attempts that have been made to explain and clarify the various relationships that exist between the principal and the teachers. Mickey (2000) case study that aimed at provide empirical evidence about a specific approach to leadership and the resulting effect on the teachers, this paper has not identified any study that focused on the leadership styles and their impact on quality professional development of teachers. The study therefore, by presenting empirical evidence, seeks to find the impact of administrators leadership styles on the professional development of teachers, focusing on middle schools. In a study by leithwood 1990, it was conluded that a principals support and the teachers professional development were highly correlated.Statement of the ProblemAccording to the Maryland State Department of Education (2008), middle school label a significant change in the way in which a student progresses in learning. In order to equip the teachers to properly address the school students changes, their preparation needs to be extensively and professionally addressed. This is a stage where adolescents change how they value and view thinking, and there are also developments that are both psychological and physical and these changes influence the students achievements. Therefore, it is very important that the middle school teachers undergo extensive and quality professional development in order to meet the educational needs of the middle school population (Maryland State Department of Education, 2008).It is not known however, to what extent the leadership styles of middle school administrators have an impact on quality professional development of teachers in middle schools. According to Jackson and Davis (2000), the instructional leadership in middle schools is one of the most essential components to accomplish a high achieving school and quality teachers. This leadership in high achieving schools is supplied by an administrator who has specific characteristics which assist in effective professional development of teachers as well as the sustainment of an educational environment fostering a vision of highest student achievement (Jackson Davis, 2000). This paper therefore seeks to explore the link between middle-school constitution and professional development and high students achievement by addressing the quest questionsTo what extent do leadership styles of middle school administrators affect quality professional development of teachers in middle schools? Which specific leadership style or styles contribute to effective professional development for middle school teachers? What are the experiences of middle school administrators during the process of teacher professional development?Wiles and Bondi (1994) observed that most research carried out has been directed towards gaining knowledge about and understanding leadership styles. Yet, despite the considerable thought, extensive writings and a large body of empirical research, leadership remains a rather mysterious concept. This study is aimed at contributing greatly to understanding the specific characteristics of instructional leadership styles that have influence on the quality of professional development in middl e schools. Further research may be carried out to evaluate whether thecertain characteristics of leadership have a direct or indirect correlation to overall improvement in teacher performance and higher student achievement in middle schools.Purpose of the studyIn 1995, a study by Kristine Hipp and Paul Bredson was published and it was about the relation ship betweenthe self efficacy of teachers and leadership styles of principals. The basic assumption of this study and two more that were done later (Hipp 1996,1997) was that the leadership style of a principle and the self efficacy of teachers were linked directly. From this study, there was empirical evidence that connected the aspects of transformational leadership and principle teacher efficacy. This led to the conclusion that transformational leadership led to self efficacy of teachers. Continued professional development of middle school educators and their quality preparation is imperative for middle school educators. Fo adolesc ents, this timeframe within the educational process is marked by changes in how students think about thinking, as well as other physical and psychological development that may affect students achievement. Therefore, it is crucial that middle school teachers receive quality professional development in order to meet the educational needs of the middle school population so that these students are prepared to progress from middle school to high school (Maryland State Department of Education, 2008). Findings suggest a positive correlation between principals transformational leadership and the presence of school social organization associated with effective schools (Evans, T.J 1996). Research studies strongly support the fact that the leadership of the school principal impacts directly on the climate of the school and, in turn, on student achievement (Norton 2003).This study will contribute to understanding the specific characteristics of instructional leadership styles that are most like ly to enhance the quality of professional development in middle schools. This research will identify high achieving schools characteristics as well as the instructional leadership styles that contribute to their success as evident from the students achievement. In a study by leithwood 1990, it was conluded that a principals support and the teachers professional development were highly correlated. RationaleThis study will use qualitative research methods in the identification of instructional leadership of middle school administrators in the Guam school district. Guam,is an island in the western Pacific Ocean and is an organized, unincorporated territory of the United States. It is the largest, in terms of size, of the Mariana Islands. It also has an organized established civilian governing body (DOI Office of Insular Affairs, 2007). In the United states, education is to a large extent provided by the public sector. The federal government, state and local government. are responsibl e for the funding and the control of schools. It is compulsory for all children to attend primary(elementary school) and secondary (high school.)levels. At these school levels there are locally elected school boards that se the school curricula, funding and teaching and these boards also have juriction over school districts.The School districts have distinct jurisdictions from other local bodies, and have independent budgets as well as officials. The governments are left with the role of making educational standards and standardized examineing decisions.. Different states have different ages for mandatory school attendance, and mostly the fount ages are five to eight and ending ages are between fourteen to eighteen. Increasingly, states are now requiring school attendance until the age of 18 years (U.S. entanglement for Education Information U.S. Department of Education).Attending a public school, a state-accredited private school, or a certified home school program meets the ne cessary for compulsory education.. In most public and private schools, there are rhee levels of education elementary school, junior high school and high school. The junior high school level is the one that is usually referred to as middle school. Children are divided by age groups into grades, starting from the kindergarten for the youngest children in elementary school. The kindergarten is followed by starting signal grade. The last grade is the twelfth grade which should correspond with the final year of school. However, the exact age range of students in these grade levels varies slightly from state to state (U.S. Network for Education Information U.S. Department of Education).The entire island of Guam is served by the Guam Public School system. High rate of school dropouts and poor performance in test is a problem common in Guam Public Schools. Guam has a very diverse student body which includes many students from backgrounds that do not use the traditional United States educat ion. In addition Guams educational system has always faced other unique challenges as a small community located 6,000miles (9,700km) from America mainland. The island went through an economic downturn in the mid-1990s and this led to the education problem (Pacific Stars and Stripes, 1993 DOI Office of Insular Affairs, 2007)The U.S. Department of Defense initially partnered with the Guam posting of Education but in September 1997 the Department of Defense Education Activity (DoDEA) opened its own schools which were initially for the children of military personnel but later started serving the children of some federal civilian employees. DoDEA schools had an attendance of 2,500 in 2000. In Guam, there are three elementary/middle schools and one high school that are operated by DoDEA.(http//www.gdoe.net)This study will discuss two out of the three middle schools on study in the Department of Defense Education Activity in Guam and which both are in close proximity. The participants are two male administrators with 35-40 teachers. One middle school is on a dark blue base, while the other is on an Air Force base. Both schools follow the same district professional development, face to face interviews and observation will form the basisResearch Questions 1According to Bennis Nanus (2003) an organization a vision and the mechanism for translating the vision into a reality is given by leadership.. This study will examine the impact tht a principals style of leadership has on professional development of teachers which is aimed at ensuring high achievement of students. The following research, grounded on the leadership literature, the educational institutions organization culturehighly focusing on middle school and professional development. Specifically, the study will require do to the following questions To what extent do leadership styles of middle school administrators affect quality professional development of teachers in middle schools? Which specific leadershi p style or styles contribute to quality professional development for middle school teachers? What are the experiences of middle school administrators during the process of implementing quality professional development? Is there a relationship between the principals leadership stlles and teachers motivation? If there is a relationship between the leadership style and teachers motivation, what is the extent of the relationship? What is the impact of teachers motivation on their performance at work and also in their professional development process. What is the impact of techers professional development on their performance and the performance of the students. What is the impact of an schools culture on professional development of teachers and their relationships in the school.Significance of the StudyAccording to the Maryland State Department of Education (2008), middle school marks a significant change in the manner in which a student progresses in learning. Quality preparation and c ontinued professional development of middle school educators is imperative in order for middle school educators. For adolescents, this timeframe within the educational process is marked by changes in how students think about thinking, as well as other physical and psychological development that may affect students achievement. Therefore, it is crucial that middle school teachers receive quality professional development in order to meet the educational needs of the middle school population so that these students are prepared to progress from middle school to high school (Maryland State Department of Education, 2008)Other researches including (Maehr and Midgeley, 1991 1996 Maehr and Anderman, 1993 Maehr and Fyans, 1989) have come up with a considerable empirical evidence that suggest that the culture of a school can motivate both the teachers and students to learn by instilling a positive feeling in the teachers about their work. High achieving and motivated students as well as improv ed teachers attitude towards their jobs and collaboration amongst themselves are factors that are highly associated to a positive school culture(Stolp and Smith, 1995). From this research principals will know the importance of mitivating teahers as well as the ways that best motivate the teahers and student so as to improve the performance of a shool.Research done by (Sashkin and Sashkin, 1990 Sashkin and Walberg, 1993 Ogawa and Bossert, 1995 Leithwood, 1994) proposed that for a school culture to operate effectively and for its creation and maintenance, the principals leadership practices used are very important. The principals leadershot stles that are necessary in the creation and operation an effective school culture will be discusssed in this study.Further, evidence obtained from several studies (Leithwood and Jantzi, 1990 Sashkin and Sashkin, 1990) provides a strong base in supporting the suggestion that transformational leadership leads to relatively more desirable school cult ures. Southworth (2002) discovered that success in principal ship came along with some significant development and growth in confidence and an individual sense of self. The study will also focus on a principals individual characteristcs that help them in their leadership of the school as well as in their role of proffesionaly devoloping the teachers. These findings clearly show that a principles ability to cope and survive the challenges and trials ofThe importance instructional of leadership responsibilities of the principal has been emphasized in research done(Brookover Lezotte, 1982 Duke, 1983 Edmonds, 1979 and Kroeze, 1984). On the other hand, according to (Flath, 1989), literature has seemingly come to a consensus that instructional leadership is rare practice. Findings suggest a positive correlation between principals transformational leadership and the presence of school social organization associated with effective schools (Evans, T.J 1996). Research studies strongly suppo rt the fact that the leadership of the school principal impacts directly on the climate of the school and, in turn, on student achievement (Norton 2003).Previous research has been conducted to determine if there was a relationship between leadership styles of principals and the motivation of teachers. In 2007, Janet Brown-Howards research identified the motivation levels of teachers by age, gender and experience and indicated that leadership styles of principals has little to no impact on motivation based on the age, gender or experience of the teachers 221 Brown-Howard,Janet 2007 the relationship between the principles leadership styles and teachers motivation will be expounded and the extent to which it influences the techers professional development and the overall performance of the teachers. Definition of terms3pages Through out the research, the following key haggling will be used and their meanings are expressed below. These words includeInstructional leadership styles of p rincipals These are the directional forms of authority that the heads of middle schools use.transformational leadership styles.Middle school student any scholar in the middle school is refer to as a middle school studentMiddle school teacher these are the untrained or trained instructors of academics in middle school. Their involvement with the middle school students is usually direct.Middle school administrator this is an office bearer in middle school and is charged with the responsibilities of institution of the middle schoolsProfessional development this refers to the growth in knowledge of an individual in a certain field or professionQuality professional development excellent development of an individual in middle school in terms of a particular professional skillThe process of implementing quality professional development these are the method(s) used in seeing through development of quality professional developmentmotivationteachers satisfactioncorrelationschool cultureschoo l climateleadership literatureeducational institutionsadolescentsphysical developmentpsychological developmentempirical evidenceAssumptionsSome assumptions have to be laid in place to assist in tackling the above questions.. These assumptions are just as a result of the common issues that are found within several middle schools namely most middle schools are faced by similar shortcomings, most principals of middle school use similar educational policies to oprete, students, teachers and boot in most middle school experience similar limitati