An analysis of leadership traits that have been proven to be successful in improving a school's academic performance.
Written in 2007; 18,279 words; 32 sources; MLA; $ 249.95
Paper Summary:
This paper analyzes the successful leadership traits, philosophies and strategies of a new principal for a turnaround school. The paper hypothesizes that the primary role of a principal is to ensure that students learn. It then discusses the character and behavioral traits of leaders that facilitate the creation of an effective leader-follower relationship in a turnaround school setting.
Table of Contents:
Abstract
I: Introduction
Statement of the Problem
Rationale
Hypothesis and Research Question
Limitations of Study
II: Literature Review
Turnaround Schools: Introduction
Leadership Theories
Leadership in Low-Performing Schools
Accountability and Responsibility
Turnarounds in Other Sectors
What Makes a Successful Turnaround Leader?
The First 90 Days
Leadership Principles
Summary
III: Methodology
Research Approach
Research Design
Data Gathering
Validity of Data
Limitations of Study
Summary
IV: Research / Results / Study Findings
V: Summary and Conclusion
From the Paper:
"Unfortunately, it is not always immediately clear what needs to be fixed in an academically challenged school. During the first 90 days, turnaround leaders must decide what results matter most and focus on a few actions to change those critical results. According to Kowal and Hassel (2005): "Through a speedy process of trial and error in which unsuccessful tactics are dropped and new strategies tried, successful turnaround leaders figure out what actions will get rapid, large results and then they increase those activities."
"A school turnaround leader is leading change--but far more drastic and seemingly unlikely change than leaders in already-well-performing schools. Because turnaround change actions resemble incremental change actions and are different from those of start-up and classic managers, turnaround leaders require unique skills."
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