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The Impact of Organizational Justice on Climate and Trust in High Schools

ePub

Michael DiPaola

Stephanie Guy

The Impact of Organizational Justice on Climate and Trust in High Schools

ABSTRACT: In the private sector, organizational justice has consistently demonstrated a strong correlation with trust in management, employee commitment, and performance. The purpose of this study was to investigate whether organizational justice has a similar relationship with social processes in the educational arena. This study examined the relationship between organizational justice and school climate and sought to replicate earlier findings of a significant link between perceptions of justice and faculty trust in schools at a different level. In the representative sample of 36 high schools, a significant positive relationship was found between organizational justice and school climate. Additional analysis revealed a significant positive correlation between justice and each school climate dimension: collegial leadership, teacher professionalism, academic press, and community engagement. When regressed with the other climate dimensions, collegial leadership alone demonstrated a significant independent effect on organizational justice. A significant positive correlation was also found between organizational justice and all three faculty trust dimensions: trust in principal, trust in colleagues, and trust in clients. However, only trust in the principal demonstrated a significant and independent effect on organizational justice when regressed with the other trust dimensions.

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Democratic School Leaders: Defining Ethical Leadership in a Standardized Context

ePub

Cynthia Gerstl-Pepin

Judith A. Aiken

Democratic School Leaders: Defining Ethical Leadership in a Standardized Context

ABSTRACT: The purpose of this article is to learn from active educational leaders engaged in the practice of democratic, ethical leadership. In this article, we share findings of a qualitative study that used narrative inquiry to examine the stories of eight educational leaders. We discuss three themes arising from the participants’ narratives that define ethical, democratic leadership: understanding ethical sensitivities and personal narratives; actions that leaders engage in to support their democratic, ethical beliefs; and balancing ethical, democratic responsibility and standardized accountability. From these themes, we offer suggestions to expand leadership preparation, research, and practice.

The moral responsibility of the school, and of those who conduct it, is to society. The school is fundamentally an institution erected by society to do certain specific work—to exercise a certain specific function in maintaining the life and advancing the welfare of society. The educational system that does not recognize this fact as entailing upon it an ethical responsibility is derelict and a defaulter. It is not doing what it was called into existence to do, and what it pretends to do.

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The Roles and Practices of Specialists in Teamed Institutional Leadership

ePub

Sara Dexter

Karen Seashore Louis

Ronald E. Anderson

The Roles and Practices of Specialists in Teamed Institutional Leadership

ABSTRACT: This article explores the role of leadership, experts, and expertise and the functioning of teams in nine schools that modeled an exemplary integration of technology to support schoolwide instructional improvement. Through cross-case analysis, we identified three different staffing patterns and two different support patterns in how the technology integration specialists worked with teachers to integrate educational technology. Despite having no supervisory authority, these specialists provided support and pressure for instructional change. Their power to make change came not from line authority, but from their expertise and teachers’ need to learn what they could offer. Although research on instructional leadership typically focuses on principals or designated teachers, we argue for expanding such research to include support provided by nonteaching professionals.

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Distributed Leadership Includes Staff: One Rural Custodian as a Case

ePub

Gerri Maxwell

Jim Scheurich

Linda Skrla

Distributed Leadership Includes Staff: One Rural Custodian as a Case

ABSTRACT: Distribution of leadership tasks, often described as distributed leadership, has emerged as an innovative concept for describing the deployment of leadership within schools. A distributed leadership perspective suggests that successful school leadership is not simply the charge of the formal leaders (e.g., Gronn, 2000; Ogawa & Bossert, 1995; Scribner, Sawyer, Watson, & Myers, 2007; Smylie, Conley, & Marks, 2002; Spillane, Halverson, & Diamond, 2004); rather, the entire staff of a school, throughout its multilayered network of relationships and interactions, is responsible for school leadership (Crow, Hausman, & Scribner, 2002; Scribner et al., 2007; Spillane et al., 2001). An examination of the leadership literature yielded task orientation (Fleishman, 1953), communication orientation (Gronn, 2000; Spillane, 2006), and trust orientation (Hays Group, 2004; MacBeath, 2005; Oduro, 2004; Smylie, Mayrowetz, Murphy, & Louis, 2007) as key characteristics of leadership. As such, the lead author used this trifold lens as a means of recognizing leadership among support staff—in particular, a rural school custodian. In addition, this qualitative study (Lincoln & Guba, 1985), which utilized snowball sampling (Gall, Borg, & Gall, 1996), resulted in hour-long interviews of 19 informants whose conversations revealed the leadership impact of one school custodian over his 50-plus-year stint as a custodian and significant school leader. Recommendations for leadership programs include incorporation of further studies of support staff within the current scope of what is considered distributed leadership.

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