Trends and Issues: Role of the School Leader(趨勢議題：學校領導者的角色) Gender Issues(性別的議題)

ED450444   EA030833
Principles of Power: Women Superintendents and the Riddle of the Heart.
Author: Brunner, C. Cryss
Availability: State University of New York Press, c/o CUP Services, Box 6525, Ithaca, NY 14851 (paperback: ISBN-0-7914-4570-4, $22.95). Tel: 800-666-2211; Fax: 800-688-2877; E-mail:orderbook@cupserv.org; Web site: http://www.sunypress.edu.
Publication Date: 2000
ISBN: 0-7914-4570-4
Language: English
Pages: 200
Document Type: Book (010); Information Analysis (070)
Journal Announcement: RIEAUG2001
Abstract: Though less reliant on military images, women administrators have also used, and been required to use, battle models of leadership. Those who operate under different leadership assumptions have only recently received professional acceptance. The work of Carlos Castenada reveals how the Yaqui Indians trained their spiritual leaders (their "warriors") by combining masculine and feminine forces, and he explores seven significant "Principles of Power" characteristic of both male and female warriors. Interviews with 12 female superintendents reveal the applicability of these principles to their professional lives. Principle 1, "Knowing the Battleground," focuses on the importance of expectations unique to women in a traditionally male-dominated position of authority. Principle 2, "Discarding the Unnecessary," explores sacrifices women superintendents must make. Principle 3, "Choosing Battles," explains challenges women face trying to meet students' needs. Principle 4, "Taking Risks," explores the need to take risks. Principle 5, "Seeking Retreat," examines the use of mental and emotional retreats. Principle 6, "Compressing Time," explains that female superintendents must be "time leaders" with a broad appreciation of multiple, intersecting realities. Principle 7, "Exercising Power," reviews the nature of exercising power under the collaborative models that power research reveals are characteristic of women leaders. Success in practicing the seven principles is revealed in the ability of these women to laugh at themselves, remain patient, and improvise in ways appropriate to the situations they confront as superintendents and as women. (TEJ)
Descriptors: Administrators; Collegiality; Cooperation; Decision Making; Elementary Secondary Education; Imagery; *Leadership Styles; Metaphors; *Organizational Climate; *Participative Decision Making; Political Power; *Power Structure; Professional Development; Risk; Self Evaluation (Individuals); Social Networks; *Superintendents; Theory Practice Relationship; *Women Administrators
Identifiers: New York
Descriptive Terms: A volume in the SUNY series "Women in Education"; Margaret Grogan, editor. For others in the series, see ED 430 916 and ED 443 163.
Geographic Source: U.S.; New York

有力的法則：女性領導與心的謎語

現今的女性領導者也有著軍事領導的風格，這份文章中提及女性領導者運用印第安人所用來訓練其精神領袖的方式，強調結合男性及女生兩者的特徵和力量，探索當中七個有力的法則，當中訪談了12位女性領導者歸納出12項適用於領導中重要的原則。

原則一：要知道所在的戰場(環境)

原則二：要丟棄不必要的東西(有所犧牲)

原則三：選擇戰役

原則四：承擔風險

原則五：尋求回饋

原則六：壓縮時間

原則七：實踐權力

這些女性領導者在這七個原則上成功地領導，在這七個原則下，她們仍會自我解嘲、保持耐心並在適當的時機與場合中，展現領導者與女性的風範。

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ED443163   EA030471
Balancing Acts: Women Principals at Work.
Author: Smulyan, Lisa
Institutional Author: State Univ. of New York, Albany.(QPX82950)
Availability: State University of New York Press, c/o CUP Services, Box 6525, Ithaca, NY 14851 (paperback: ISBN-0-7914-4518-6, $22.95; hardcover: ISBN-0-7914-4517-8, $68l.50); Tel: 800-666-2211; Fax: 800-688-2877; E-mail: orderbook@cupserv.org.
Publication Date: 2000
ISBN: 0-7914-4518-6
Language: English
Pages: 288
Document Type: Book (010); Information Analysis (070)
Journal Announcement: RIEJAN2001
Abstract: This book uses life history and ethnography to examine the lives and work of three female elementary school principals and highlights their daily use of personal and professional skills. The principals' personal backgrounds and their effect on their work are examined within the community they serve, their school, and the historical and social structures that frame their actions and interactions. The book's goal is to illustrate the complex interactions between women administrators' personal and professional lives and the social and cultural frameworks within which they work. By developing a detailed picture of the principals' daily experiences, the tensions that arise can be examined when a community, an institution, and a principal experience differences in class, race, religion, and expectations about gender and age. To understand how principals operate effectively in schools, their actions and responses in contexts within which they work must be examined. These contexts include the "personal context of the individual"; the "community context"; the "institutional context," which includes two components--the people in position of power who control process and product and the structural regularities of schools and districts that govern the actions of school principals--and the "historical and social context," which encompasses and reflects all of the others. (Contains 182 references, chapter notes, and an index.) (DFR)
Descriptors: *Administrator Role; Elementary Secondary Education; *Leadership; *Power Structure; *Principals; Professional Recognition; Public Schools; *Sex Discrimination; Sex Role; *Women Administrators
Geographic Source: U.S.; New York

平衡的行動：工作中的女性校長

本研究使用生命史及人種誌方法，觀察三名女性小學校長的生活和工作，並強調他們在日常中使用的個人和專業技能。研究結果描繪出女性領導者其個人與專業技能在社會及文化框架之下所展現的複雜交互作用。想要了解學校校長是如何有效地運作，必須要了解他們的行動和反應，他們的工作內容必須要檢驗，而這些文本包含了“個別的個人背景”及“社區環境”，而“制度上的脈絡”則包含兩個成分，分別是校長在學校及社區權力的控制過程以及歷史和社會背景。

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ED438602   EA030236
Femininity/Masculinity: Hegemonic Normalizations in the Public School Superintendency.
Author: Skrla, Linda
Availability: EDRS Price MF01/PC01 Plus Postage.
Publication Date: April 1999
Language: English
Pages: 25
Document Type: Information Analysis (070); Speeches/meeting papers (150)
Journal Announcement: RIEAUG2000
Abstract: This paper examines why the training, certification, selection, and promotion of educational administrators ensures both the continuation of white-male dominance and of leaders oriented toward bureaucratic maintenance. The report draws on a poststructural conceptualization of power--the deployment of power through normalization--to provide an alternative perspective on research about women superintendents, one that has begun to accumulate over the past decade. The text focuses on how normalization of the superintendency, which began after World War II, has lead to productive effects of power. This normalization created the desires, behaviors, rules, and practices of societal institutions such as schools. The paper describes the underlying normalization that structures the discourses and practices of educational administration, and how these normalizations operate reciprocally at both individual and group levels. It discusses how the normalization of femininity/masculinity perpetuated male dominance in the superintendency, and how the superintendency became defined at the organizational level of schooling as a masculine role. It reframes the findings of several recent research studies on the superintendency, highlighting such issues as the lack of discussion by female school administrators concerning gender roles in their work, the conception that women lack ambition to rise to the superintendency, and the roles of leadership styles and power. (Contains 38 references.) (RJM)
Descriptors: Educational Administration; Elementary Secondary Education; Females; *Femininity; *Instructional Leadership; Males; *Masculinity; Public Schools; *Sex Stereotypes; *Social Attitudes; *Superintendents; Women Administrators
Identifiers: Poststructuralism
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).
Geographic Source: U.S.; Texas

女性氣質/男子氣概：在公立學校領導者間的支配正常化

本文探討為何過去的培訓、認證、選擇和拔擢教育管理人員都是在確保白種男性的統治和領導這種官僚制度。當中提及如何轉換過去積累的思考，透過正常化的角度來對女性領導者進行研究。本文討論如何正常化女性/男性之間的主導比例。提出諸多缺失來討論由女性擔任學校行政人員的角色，探討女性的想法及她們的領導風格和權力表現。

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ED432038   EA029901
The Perfect Match: A Case Study of a First Year Woman Principal.
Author: Duncan, P. Kay; Seguin, Cynthia Anast; Spaulding, Wendy
Availability: EDRS Price MF01/PC01 Plus Postage.
Publication Date: April 1999
Language: English
Pages: 14
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEDEC1999
Abstract: This paper presents a case study illustrating the experiences of a first-year elementary-school principal. It follows her through her 18 months on the job, and analyzes the factors contributing to her ouster. The data for the study were gathered through two interviews with the principal and interviews with five other persons in her school district. It relates the principal's positive impressions of her first year on the job and her firm conviction that she had won the trust of her teachers. However, interviews with others revealed that teachers felt that the principal was trying to change too many things too rapidly and that she had little respect for the ways in which teachers had handled situations in the past. Although the principal had enjoyed some successes in her first year, having met all of her goals, teacher resentment continued to grow and undermined their respect for the principal. She was perceived as a foreigner in this small-town school, which, combined with her perceived abrasive style, increased the staff's alienation. Speculations about what the principal could have done to save her position are offered, but her inability to listen to her teachers and their ideas and opinions doomed any such hope of acceptance. (RJM)
Descriptors: *Beginning Principals; Case Studies; Educational Change; Elementary Secondary Education; Females; *Instructional Leadership; *Leadership Styles; *Principals; Resistance to Change; School Administration; Teacher Attitudes; *Women Administrators
Identifiers: Texas
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).
Geographic Source: U.S.; Kansas

完美的配對：新任女校長的個案研究

本研究是以一位女性校長至小學領導的第一年作為研究內容，分析了她在任期18個月的工作情況，並分析了她後來下台的原因，研究發現此位女性校長先盛後衰，一開始堅定的信念使得她贏得多數人的支持，但由於改變的太多太快，校長並不尊重其他老師的想法，使用兩者產生磨合，以致於女校長下台。

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ED431232   EA029879
The Changing Face of the Principalship in Alabama: Role, Perceptions, and Gender.
Author: Kochan, Frances K.; Spencer, William A.; Mathews, Jerry
Availability: EDRS Price MF01/PC02 Plus Postage.
Publication Date: April 1999
Language: English
Pages: 30
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIENOV1999
Abstract: This paper examines the principalship in Alabama. It focuses on the "individual role conception" of the principalship as perceived by those in that role and investigates whether gender affected these perceptions. For the research, principals were asked to provide personal demographic and professional information and to respond to three open-ended questions: What are the three greatest challenges you faced as a starting administrator in this position? What are the three most significant ways in which your presently held position is changing or has changed in the last 5 years? What do you consider to be the five most important skills a new administrator in your position needs to possess? A survey was developed and sent to all principals in Alabama (N=1303). Findings from 514 principals were used for this study. The findings suggest that external pressures, particularly those related to state mandates, the budgeting system, and accountability measures, have increased stress, paperwork, and workload. Male and female principals perceived their roles in similar ways. However, women viewed the tasks before them and the ways in which they must deal with them in a more global manner than did males. For example, they identified the need to make the facilities more inviting because they recognized the impact of "deteriorating facilities" on morale. Women thought in terms of developing a broad base of skills rather than only dealing with a particular task or issue. (RJM)
Descriptors: *Administrator Attitudes; Administrator Role; Elementary Secondary Education; *Instructional Leadership; Leadership Responsibility; *Principals; *School Administration; *Sex Differences
Identifiers: *Alabama
Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).
Geographic Source: U.S.; Alabama

在阿拉巴馬州校長的革新：角色、觀念及性別

文本探討對象是在阿拉巴馬州的校長，目的著重在校長在“個人角色的觀念”產生何種作用，並探討性別是否影響這些看法。研究結果顯示在面臨外部壓力時，特別是具有重大或國家層級的任務、預算編制、課責措施等。男性和女性校長都會以自己角色所應處理的方式對應，但不同的是，女性面臨這些任務時，處理問題時有更廣泛的思考態度。原則上來說女性的思想是發展一個基礎廣泛的技能而能運用到各層面的問題中，而不是只處理特定的問題或任務。

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ED421748   EA029137
Let My Spirit Soar! Narratives of Diverse Women in School Leadership.
Author: Ah Nee-Benham, Maenetta K. P.; Cooper, Joanne E.
Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paper: ISBN-0-8039-6672-5; $21.95; Cloth: ISBN-0-8039-6671-7; $49.95).
Publication Date: 1998
ISBN: 0-8039-6672-5
Language: English
Pages: 174
Document Type: Book (010); Reports--Descriptive (141)
Journal Announcement: RIEJAN1999
Abstract: A neglected area in school leadership research is that of minority women's leadership. This collection of essays by nine minority women in education draws on their personal experiences creating a profile of the personal differences and leadership characteristics each woman brings to her situation. The text looks at the ways that ethnic women, by virtue of their marginality, find useful ways to balance their home lives and professional lives. They learned to develop and establish webs of support, and they resisted suppression and injustice through nonconfrontation. Four themes resound throughout the text: the pervasive sense of differences; the determination and courage; a sense of compassion for children; and the redefinition of power and authority by developing relationships among equals. The women represent a diverse mix: Filipina, Latina, Cuban, lesbian, Japanese American, African American, Tamil Indian, and Chinese American. Each woman, by relating her personal stories, affords an unusual peek into the qualities of leadership and into personal and professional attributes grounded in gender and ethnicity. (Contains approximately 110 references.) (RJM)
Descriptors: Elementary Secondary Education; Ethnic Bias; *Instructional Leadership; Lesbianism; *Minority Groups; Personal Narratives; *Racial Bias; School Supervision; *Sex Discrimination; Sex Stereotypes; Social Bias; *Women Administrators
Geographic Source: U.S.; California

讓我的思緒飛翔！不同類型的女性學校領導故事

本文是在學校領導研究中較特別也常被忽視的少數民族婦女的領導。本文是由九個少數民族婦女在教育中的親身經歷創建的特殊故事。全文環繞四個主題：男女普遍意義上的差異、決心及勇氣、對兒童的同情心及重新界定權力和權威之間的平等關係。而這九個婦女來自菲律賓、拉丁美洲、古巴、女同性戀者、日裔美國人、非裔美國人、印度泰米爾人和中裔美國人。每個女人和她自己的故事提供了另一種觀點來省視在性別和種族間的領導素質及其個人和專業的特質。

Principals Identify Top Ten Leadership Traits

校長要認識的最重要十大領導特質 Principals Identify Top Ten Leadership Traits

Education World surveyed 43 principals to learn what they consider essential traits of successful school leaders. Vision, trustworthiness and credibility, daily visibility, and a sense of humor were among the ten traits that topped the list!Included: Principals comment on the most important characteristics of strong leadership!
“Education World”網站調查了43位校長，來瞭解並學習他們眼中成功學校領導者應有的重要特質。像是願景、可靠性、信譽、每日可見度及幽默感等特質，都高居前十名內，這項調查也包含校長們認為最重要的領導人格特質！

"If you don't know where you are going, it makes no difference what path you take," said Helene Dykes, principal at Marian Bergeson Elementary School, in Laguna Niguel, California. "Without a clear vision, you have no way to prioritize what is most essential. A clear vision allows you to focus energy on the most important things to do."
"If credibility and trust are not established, nothing the principal sets out to do can be achieved," added principal Betty Luckett, of Oakes Elementary School, in Okemah, Oklahoma. "As a principal, trust and credibility are the foundation for my goals and objectives. It is also the fuel for my vision."
"An effective administrator must be visible," said John Grady, principal at Fairgrounds Junior High School, in Nashua, New Hampshire. "Students, staff, and parents need to see the administrator in the classrooms, in the corridors, at lunches, at bus duty, and at extracurricular activities. If this is accomplished, the administrator will know his or her constituents, be aware of what is taking place in the building, and send the message to all that he or she is concerned."
校長們提出許多意見，像是
「沒有目的就沒有意義，沒有明確的目標，就不知道事情的輕重緩急。」
「如果信譽及信任沒有建立起來，那麼校長就不可能完成目標。」
「一個有效能的管理者必須具備能見度！」

Vision. Credibility. Visibility. Those are three of the most important leadership traits, according to the Education World Principal Files (P-Files) principals. Forty-three Principal Files principals identified and sequenced in order of importance the ten qualities they felt were the most essential in strong school leaders.
根據Education World Principal Files文件的內容，「願景、信譽及能見度」，它們三個是最重要的領導特質。

See the sidebar for survey results. Click here for more details about how the survey was conducted and for detailed survey results.

A VISION AND A PLAN
Having a stated vision for the school -- and a plan to achieve that vision -- was the most important quality in school leaders, according to the Education World P-Files principals.
願景和計劃
有句話是這麼說的「為學校設立願景，而計劃達成願景」，願景在學校領導中是被認為最重要的特質。

"The principal needs to be the person steering the ship," Jed Landsman-Yakin told Education World. Landsman-Yakin, principal at Belfry (Montana) High School, added, "The ship, of course, is the educational system, and the direction is as important as the ship."
一位被訪問的校長說
「校長需要成為像領航員的角色，船就好比教育系統一樣，方向對船跟教育一樣重要！」

Landsman-Yakin went on to say that during his years in education, he has seen many bad captains and floundering ships. "We must do better! That is why I think having a vision is the most important quality of a strong school leader," he added.
在他多年的教育領導生涯中，他已看到許多翻船的船長
「所以我們要作得更好，這也就是為什麼我認為願景是最重要的學校領導特質」

"If you don't know where you are headed, how can you get there in the most efficient, successful manner?" wondered Bonita Henderson, assistant principal at Roselawn Condon School, in Cincinnati. "Every trip needs to have a plan, or you can get lost and have an unproductive trip. Well-made plans ensure the best trips and provide time for handling unforeseen obstacles."
而另一位校長則說
「如果你不知道你要在哪裡領導，那怎麼可能有最有效及成功的方式到達？就像旅行一樣都要有計劃，要不然可能會迷路或非預期的旅程。」所以要有良好的計劃，來保證旅行時能處理不可預見的障礙！

資料來源：
http://www.educationworld.com/a_admin/admin/admin190.shtml

Leadership for the 21st Century: Breaking the Bonds of Dependency

在21世紀裡領導所需要面對的是「破除依賴的關係」，所謂的「依賴關係」這裡是指領導者受制於組織內外部各因素影響而無法發揮其影響力，所以希望能依賴一個既定的答案來解決問題。

實際上校長是個吃力不討好的工作，一些具有改革想法的校長，往往因為工作量大到作不完，還要受到各方利害關係人的砲火攻擊，所以要找一位合適的校長簡直是在應徵超人一樣，這份工作內容複雜錢少事多離家遠，要十八般武藝精通還要抗壓性大以及竹科一樣的責任制下上班。所以校長該如何改變這樣的困境呢？文章中就提供了四種思維方式來增強校長在學校中的領導地位與能力。

而在談四種思維方式前，先了解這種「依賴關係的背景」是如何形成的。

這種依賴關係的形成主要是為解決「超額工作量」及「承受各方責難」這二個因素而來，因為每當校長要對學校有創新的作為時，就被轟得體無完膚，有時候也許可以通過這些方案，但是時常面臨中斷的窘境或者是無疾而終；而校長也因超額工作量沒有心思與這些人爭論，更加形成一種依賴關係。如今校長不僅是受到學校內部成員的攻擊，也受到學校以外的人士射冷箭，像是家長、社區代表或媒體。

所以校長或者是其他領域的領導人當下就會想借用一些理論或者領導風格進行改善，但實際上不是說沒有效果，而是遇到的問題沒有一個既定的答案可以解決，很多情況下並沒有一個標準的答案或者標準的協助流程來確定問題解決的路徑，會造成這樣的原因只是因為成員和組織獨特的風格及文化條件不同使然。

所以在沒有既定答案，能夠運用的解決的途徑也就更廣，領導者應該正視在實際的改革情況，不斷修正他們對情況的判定，而不是只是依賴外部的答案或理論。
所以他們修正了四個新的準則來讓領導者作為指引：

1. Respect those you want to silence.
    尊重你想要叫他閉嘴的人
2. Move toward the danger in forming new alliances.
    進入危險之中進而形成新的聯盟
3. Manage emotionally as well as rationally.
    管理要感性理性兼具
4. Fight for lost causes.
    為失落的理想挺身而戰