Essay Instructions: This dissertation will take the form of critical analysis aimed at creating a model of effective leadership in an international school setting. [An international school is to be identified as school which serves the needs of expatriate families in non-English speaking countries.] I am interested in identifying the attributes and behaviors of effective educational leaders, based on theory and current research, and how and why certain individuals succeed in creating leader-follower relationships that function to serve the interests of their institutions and their stakeholders. I hope to illustrate that the characteristics and behaviors that lead to success in international educational leadership are clearly identifiable, derive from numerous perspectives, and can be used to create a useable model of an efficacious leader-follower relationship. The analysis must present literature that will serve as the theoretical foundation of the problem and present detailed results of articles from educational journals, books, and other publications. Except for those sources used for purely historical background, sources should be less than 10 years old, and preferably within the past 5 years, and emphasis should be placed on the most recent. Included in the literature review should be who did the research, when, what type of research was conducted, by what research design and methodology, and other necessary details.
The dissertation should be 125 pages in length and divided into eight chapters.
The first chapter, the Introduction, should introduce the problem and its theoretical foundations, and state the purpose of the research and why it is important. The problem is essentially that the requirements of effective leadership in an international school setting are unique and not sufficiently or comprehensively researched. It should include a brief historical perspective and clearly state the objectives of the research. The research question should be presented, as well as its importance within the context of international educational, and what the dissertation will accomplish should be explained. The research question should be similar to: What are the character and behavioral traits of leaders that facilitate the creation of an effective leader-follower relationship in an international educational setting? Definitions of terms and limitations of the study should also be included. This chapter should be approximately 20 pages long.
Chapters 2 through 6 should each be approximately 14-16 pages long. These chapters should discuss:
The uniqueness of international schools. For example, educators and leaders in international schools come from a variety of national backgrounds [USA, Canada, UK, Australia, continental Europe, and the ?host country?]; most staff at international schools have lived in more than one country outside their own and travel to countries outside their country of residence at least twice per year; few teachers or leaders in international schools remain in any one location for more than a few years; a high percentage of international educators have advanced degrees; most international schools are fully independent of any government regulations with regards to policy. Etc, etc?
Various leadership theories and styles, primarily within the educational field, but also including theory pertaining to corporate and political leadership. Among the types of leadership that should be discussed: authoritarian, laissez-faire, contingency, participative, educative, and transformational. I would like to demonstrate why certain of these leadership styles (authoritarian, laissez-faire, contingency) are effective in some circumstances but not the most efficacious in international educational settings; and why others (participative, educative, transformational) are more efficacious given the uniqueness of the international setting. Other theories of leadership can be included, but the dissertation should establish the value of leadership for change (transformational).
Chapters 7 should be approximately 20 pages long. This chapter should pull together the findings laid out in chapters 2-6. This chapter should include the model that could be used by leaders in international education to produce an efficacious leader-follower relationship.
The final chapter, ?Summary and Discussion?, should be approximately 10 pages long. This chapter should restate the research question, summarize the general findings, place the findings within the larger context of international education, and discuss the implications of the work. Suggestions for further research should also be formulated.
Also required: Title page, abstract (2 pages max), table of contents, list of any tables, list of ant figures.
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There should be 40 sources cited in the bibliography and a sufficient number of quotations and citations within the text of the dissertation. If any of the following can be located and used, please do so ? though these should not be cited if they are not used.
De Blois, R. (2000). The everyday work of leadership. Phi Delta Kappan,
82, 1, 25-27
De Vries, Kets (1995). The leadership mystique. Leading and Managing, 1,
3, 193-210
Evans, R. (1996). The Human Side of School Change, San Francisco,
Jossey-Bass
Fawcett, G. et al (2001). Principals and beliefs-driven change. Phi Delta
Kappan, 82, 5, 405-410
Fink, E. & Resnick, L. (2001). Developing principals as instructional
leaders. Phi Delta Kappan, 82, 8, 598-610
Goldberg, M.F. (2001). The ability to persuade people to change.
Phi Delta Kappan, 82, 6, 465-467
Grace, G. (1995). School Leadership: Beyond Education Management.
London, The Falmer Press
Heifitz, R.A. & Laurie, D.L. (1997). The work of leadership. Harvard
Business Review, January-February, 124-134
Lashway, L. (1997). Multidimensional School Leadership. Bloomington,
Phi Delta Kappa Educational Foundation
Ogawa, R.T. & Bossert, S.T. (1995). Leadership as an organizational
quality. Educational Administration Quarterly, 31. 2, 224-243
Thomas, D.A. & Ely, R.J. (1996). Making differences matter: A new
paradigm for managing diversity. Harvard Business Review, September-October, 79-90
Wagner, T. (2001). Leadership for learning: An action theory of school
change. Phi Delta Kappan, 82, 5, 378-383
Weiss, C.H. & Cambone, J. (1994). Principals, shared decision making and
school reform. Educational Evaluation and Policy Analysis, 16, 3,
297-301
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Since this will be a ?one-of-a-kind? piece of research, is it possible to have the research notes?