A COMPARISON OF LEADERSHIP STYLES OF MALE AND FEMALE ELEMENTARY SCHOOL ADMINISTRATORS IN PRINCE GEORGE'S COUNTY, MARYLAND
Notice bibliographique
Résumé
Why are there fewer women school administrators than men when so many teachers are women? Is there a difference in leadership style that would suggest that women are less effective as administrators?; In an attempt to answer these questions thirty-seven volunteer administrators (twenty males and seventeen females) and sixty-nine volunteer teachers (twenty males and forty-nine females) in Prince George's County, Maryland completed a leadership test and companion form to determine if there was a difference in leadership style that would suggest that women are less effective as administrators. This study focused on the following research questions: (1) Do male and female elementary school administrators differ in relationship orientation, task orientation, and effectiveness? (2) Do male and female administrators differ in a dominant administrative style? (3) Do elementary school administrators and their teachers differ in perceived relationship orientation, task orientation, and effectiveness? (4) Do administrators differ from their teachers in their perceptions of these administrators' dominant administrative styles? (5) Are educational levels related to the leadership style of male and female administrators?; First, the biggest significant difference that this study brought out was the discrepancy in the perceptions between administrators and teachers. Administrators (male and female) felt they were using effective leadership styles oriented to tasks and relationships. Teachers viewed administrators as using leadership styles ineffectively and superficially. Teachers also saw their administrators as less effective and task oriented than administrators saw themselves. Second, there is an inconsistency between teachers' perceptions of male administrators and male administrators' perceptions of themselves. Male administrators perceived themselves as using an ineffective leadership style that has a low orientation to tasks and relationships; yet teachers significantly rated their male administrators as more task oriented than female administrators. Third, male administrators showed a tendency to perceive themselves as using a less effective leadership style oriented to low task orientation and low relationship orientation while female administrators tended to perceive themselves as using more effective leadership style oriented to high task orientation and low relationship orientation. This would be an important difference if perception of style, based on sex, can be confirmed further.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».