scholarly journals Self-Efficacy of Female School Board Presidents

2017 ◽  
Author(s):  
Vicki VanTuyle ◽  
Sandra Watkins
Keyword(s):  
School Board ◽  
Self Efficacy ◽  
School Board Presidents ◽  
Board Presidents

The Superintendent Shortage: Findings from Research on School Board Presidents

2003 ◽  
Vol 13 (3) ◽  
pp. 264-287 ◽  
Author(s):  
Thomas Glass ◽  
Lars G. Björk
Keyword(s):  
School Board ◽  
Nationwide Survey ◽  
Political Conflict ◽  
School Board Presidents ◽  
Turnover Rates ◽  
High Turnover ◽  
Education Commission ◽  
Board Presidents ◽  
Media Reports

Media reports of a crisis in the American superintendency, based on anecdotal reports and scattered superintendent opinions about a growing number of retirements, high turnover, and an inadequate pool of qualified applicants, are contributing to widespread public misperceptions. The Education Commission of the States (ECS) recently completed a nationwide survey of school board presidents, those with direct knowledge of the number and quality of candidates in superintendent search pools, to better understand the nature and scope of this issue. Findings indicate that a nationwide crisis in the superintendency does not exist. Rather, the number and quality of applicants appears adequate. Data also suggest, however, that some districts have a history of “churning” superintendents. These circumstances contribute disproportionately to these districts having high turnover rates and a relatively smaller number of qualified applicants in search pools. We suggest that the crisis has been misdiagnosed. It is not one associated with the superintendency per se but involves political conflict among local school board members.

An Examination of School Board Presidents’ Perceptions of Their Superintendent's Interpersonal Communication Competence and Board Decision Making

2002 ◽  
Vol 12 (4) ◽  
pp. 411-436 ◽  
Author(s):  
George J. Petersen ◽  
Paula M. Short
Keyword(s):  
Decision Making ◽  
Interpersonal Communication ◽  
School Board ◽  
Communication Theory ◽  
Communication Competence ◽  
School Board Presidents ◽  
Board Of Education ◽  
Board Decision ◽  
Board Presidents ◽  
Board Decision Making

Using research focused on interpersonal communication theory, this exploratory investigation examined school board presidents’ perceptions of their district superintendent's interpersonal communication competence in his or her role as chief executive officer and advisor to the board of education. Interpersonal communication theory suggests empathy, listening, and versatility are effective and compelling elements of persuasion. Specifically we investigated the attitudes and opinions as well as the covariance between the board of education president and their view of the district superintendent's interpersonal communication competence and its influence on school board voting decisions. Results from the investigation suggest that board decision making is closely related to the attributes of empathy, listening, self-disclosure, the absence of social anxiety, and versatility. Further, a statistically significant relationship was discovered between the overall interpersonal communication competence of the district superintendent and the support of board members on board agenda issues that have immediate consequences on the actual school system.

Public School Board Presidents’ and Superintendents’ Perceptions of the Characteristics of Effective Superintendents in a Midwestern State

2017 ◽  
Vol 27 (6) ◽  
pp. 800-830
Author(s):  
Steven Webner ◽  
David De Jong ◽  
Ayana Campoli ◽  
Mark Baron
Keyword(s):  
Student Achievement ◽  
Public School ◽  
School Board ◽  
Goal Setting ◽  
Teacher Morale ◽  
School Board Presidents ◽  
Effective Evaluation ◽  
Board Presidents ◽  
Effective Superintendents ◽  
Culture And Climate

The expectation for strong superintendent leadership has increased due to a demand for greater student achievement and accountability. This study examined public school board presidents’ and superintendents’ perceptions of the characteristics superintendents must possess to effectively lead in today's complex educational system. A researcher-developed survey instrument was used to collect data from public school board presidents and superintendents in a Midwestern state. Computation of item means indicated school board presidents perceived developing a close, positive, and productive relationship with the school board, developing a culture and climate which enhances teacher morale and student achievement, developing partnerships between school and community, developing budgets and manage fiscal matters, and visibility throughout the community and district as the most important characteristics of effective superintendents. Superintendents perceived developing a culture and climate which enhances teacher morale and student achievement, developing a close positive, and productive relationship with the school board, building a team atmosphere and coherence, developing budgets and manage fiscal matters, and communicating with stakeholders as the most important characteristics of effective superintendents. School board presidents considered involvement of stakeholders in collaborative goal-setting and monitoring as well as superintendent visibility throughout the community and district to be significantly more important than did superintendents. In contrast, superintendents believed recruiting, selecting, developing personnel, and implementing effective evaluation structures to be significantly more important than did the superintendents. Independent sample t tests revealed that small district public school superintendents perceived recruiting, selecting, developing personnel, and implementing effective evaluation structures as significantly more important than small district school board presidents did ( p < .05). There was no statistically significant difference in perceptions for the 20 characteristics of effective superintendents between large district board presidents and superintendents, or between less experienced school board presidents and superintendents ( p < .05). More experienced school board members perceived involving stakeholders in collaborative goal-setting and monitoring to be statistically significantly more important than did more experienced superintendents ( p < .05).

A social cognitive investigation of Australian independent school Boards as teams

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Aparna Krishnan ◽  
Kerry Barnett ◽  
John McCormick ◽  
Geoffrey Newcombe
Keyword(s):  
Collective Efficacy ◽  
School Board ◽  
School Boards ◽  
Self Efficacy ◽  
Board Member ◽  
Social Cognitive ◽  
New South ◽  
New South Wales ◽  
Independent School ◽  
South Wales

Purpose The purpose of this exploratory study was to investigate independent school Boards as teams using a social cognitive perspective. Specifically, the study investigated Board processes and the nature of relationships between Board member self-efficacy, Board collective efficacy and performance of independent school Boards in New South Wales, Australia. Design/methodology/approach A multiple case study design that used qualitative research methods was employed. An expert steering group provided advice on the categorization of governance structures. A stratified purposeful sample of eight independent school Boards within the Sydney metropolitan area, New South Wales Australia participated. Data were collected from individual, semi-structured, face-to-face interviews with the Head of school, Board Chair and two Board members from each school. The interviews were digitally recorded and transcribed verbatim. Data were analyzed using qualitative data analysis procedures suggested in the literature. Findings The findings provide evidence that for independent school Board members in this study, self-efficacy and collective efficacy beliefs were related to perceptions of Board performance. Board member self-efficacy and Board collective efficacy appeared to be linked. Self-efficacy beliefs were primarily based on mastery experiences. Collective efficacy (at the individual level) primarily was based on members’ perceptions of Board past performance. Originality/value This paper provides insight into individual Board member beliefs likely to shape processes associated with independent school Board performance in New South Wales, Australia. The study is one of only a few that have adopted an empirical and descriptive approach, rather than only providing normative direction and imperatives.

scholarly journals Leadership Behaviors of Superintendent/Principals in Small, Rural School Districts in Texas

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Maria T. Canales ◽  
Carmen Tejada-Delgado ◽  
John R. Slate
Keyword(s):  
School Districts ◽  
School Board ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Rural School ◽  
School Board Presidents ◽  
Rural School Districts ◽  
Questionnaire Form ◽  
Behavior Description ◽  
Small Rural School

In this study, 206 teachers, 35 school board presidents, and 37 superintendents/principals (n = 278) were surveyed regarding their views of effective leadership behaviors demonstrated by school leaders with dual role responsibilities through serving as both a school principal and as a superintendent in small rural school districts. Data were collected through use of the Leadership Behavior Description Questionnaire Form XII and the Leadership Behavior Description Questionnaire Form XII Self. Of the 12 leadership domains assessed through use of this measure, statistically significant differences were yielded on 6 of the 12 leadership areas: Representation; Demand Reconciliation; Tolerance of Uncertainty; Persuasiveness; Initiation of Structure; and Role Assumption. Superintendents/principals reported lower scores in these areas than did teachers and/or school board presidents. Implications of these findings are discussed.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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