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Article
Publication date: 1 February 1987

JOSEPH J. BLASE

The study reported in this paper examines teachers' perspectives on ineffective school leadership. Unstructured and structured interviews, open‐ended questionnaires, and…

400

Abstract

The study reported in this paper examines teachers' perspectives on ineffective school leadership. Unstructured and structured interviews, open‐ended questionnaires, and observations were used to collect data from teachers in one urban high school in the southeastern United States. Data were collected and analyzed according to guidelines for grounded theory research. This paper describes factors teachers identified with ineffective school principals and the impact of these factors on the teachers and their relationships with other faculty, students, and parents. Theoretical ideas derived from the data are discussed. These ideas focus on relationships between school principal factors and the sociocultural context of the school.

Details

Journal of Educational Administration, vol. 25 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 1984

JOSEPH J. BLASE

While there has been considerable research in the general area of teacher stress, little attention has been given to studying how teachers actually cope with work stress. A review…

427

Abstract

While there has been considerable research in the general area of teacher stress, little attention has been given to studying how teachers actually cope with work stress. A review of the available literature reveals that no models of teacher coping exist which have been developed directly from the study of teachers. This paper describes a data‐based taxonomy of behaviors that teachers use to cope with work stress and the perceived effectiveness of such behaviors in dealing with stress. The taxonomy was constructed from data collected from school teachers located in several regions of the United States. How educational administrators can promote “organizational literacy” in teachers, thereby preparing them for the realities of the school as a work setting, is discussed. In addition, the proposed taxonomy is discussed in terms of its theoretical significance for future organizational research.

Details

Journal of Educational Administration, vol. 22 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 9 May 2008

Jo Blase, Joseph Blase and Fengning Du

This study seeks to identify 172 American elementary, middle, and high school teachers' perceptions of the major sources and intensity of the experience of mistreatment by a…

2830

Abstract

Purpose

This study seeks to identify 172 American elementary, middle, and high school teachers' perceptions of the major sources and intensity of the experience of mistreatment by a principal, the effects of such mistreatment, how these perceptions varied by demographic variables, teachers' coping skills, and teachers' perceptions of contributing factors.

Design/methodology/approach

Participants completed a piloted, validated online questionnaire.

Findings

The participants reported experiencing a wide range of abusive principal behaviors that resulted in serious or extensive harmful psychological/emotional, physical/physiological, and work‐related effects to themselves, their work, and their families. An overwhelming majority (77 percent) indicated they would leave their job for another because of the harm caused by the principal's mistreatment. Mistreated teachers typically did not enact problem‐focused coping strategies. Differences were found among teachers of various demographic categories for several variables.

Originality/value

The findings of this current, quantitative study expand the authors' earlier qualitative research on the topic of teacher mistreatment; these are the only studies on this topic completed in the USA. Practical implications and suggestions for future research are included.

Details

Journal of Educational Administration, vol. 46 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 1 September 1994

Peter Davson‐Galle

A recent article in this journal by John Smith and Joseph Blasecriticized empiricism as a theoretical base for theories of educationalleadership, suggested hermeneutics as a…

839

Abstract

A recent article in this journal by John Smith and Joseph Blase criticized empiricism as a theoretical base for theories of educational leadership, suggested hermeneutics as a replacement host theory and then, in its terms, advanced some views on leadership. Without rejecting their thoughts concerning proper leadership, argues that much of what they say is consistent not just with hermeneutics but with versions of empiricism less “straw‐mannish” than the view they reject. Identifies difficulties in the hermeneutical theories advanced by Smith and Blase and advances an alternative philosophical framework for educational leadership theory.

Details

Journal of Educational Administration, vol. 32 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 1 December 1999

Jo Blase and Joseph Blase

Describes the practices, thoughts, and feelings of shared‐governance principals as they confront the challenges of school restructuring. The focus is on the principals’…

1942

Abstract

Describes the practices, thoughts, and feelings of shared‐governance principals as they confront the challenges of school restructuring. The focus is on the principals’ perspective on shared governance and democratic schooling; the challenges of becoming involved in collaborative decision making with teachers, parents, and students; and the principals’ own professional growth as they strove to become “one among equals” with their colleagues. The data discussed here were drawn from a qualitative study of principals in nine schools affiliated with Glickman’s League of Professional Schools in Georgia. A protocol of open‐ended interview questions designed by the researchers, according to general guidelines for grounded theory inquiry, provided principals with the opportunity to identify and describe in detail their perspective on shared governance leadership in schools. Inductive analysis of the data generated a description of the implementation of shared governance that includes five salient themes: meanings, becoming involved, letting go of power, supportive processes, and supportive structures. Discusses findings in terms of the relevant empirical and theoretical literature.

Details

Journal of Educational Administration, vol. 37 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 August 2003

Joseph Blase and Jo Blase

This article, the first empirical study of its kind, presents findings from a larger qualitative study of principal mistreatment of teachers. A grounded theory method was used to…

3265

Abstract

This article, the first empirical study of its kind, presents findings from a larger qualitative study of principal mistreatment of teachers. A grounded theory method was used to study a sample of 50 US teachers who were subjected to long‐term mistreatment from school principals. The authors discuss descriptive, conceptual, and theoretical findings about principals’ actions that teachers define as mistreatment. In addition, the inductively derived model briefly looks at the harmful effects of principal mistreatment and abuse on teachers, psychologically/emotionally and physically/physiologically. Implications of study findings are discussed for administrator and teacher preparation, for school district offices, and for further research.

Details

Journal of Educational Administration, vol. 41 no. 4
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 May 1997

Joseph Blase and Jo Blase

Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary school principals who have influenced and enhanced teachers’ sense of…

2274

Abstract

Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary school principals who have influenced and enhanced teachers’ sense of empowerment. The data discussed here were drawn from a qualitative study of teachers in 11 schools affiliated with Glickman’s League of Professional Schools in Georgia. An open‐ended questionnaire designed by the researchers, according to general guidelines for grounded theory inquiry, provided teachers with the opportunity to identify and describe in detail characteristics of principals that enhanced their sense of empowerment. Inductive analyses of the data generated a description of facilitative leadership that includes seven major “facilitative” strategies and one set of facilitative personal characteristics that enhanced teacher empowerment. Focuses on the strategies and characteristics teachers identified as facilitative principal leadership. Discusses findings in terms of the relevant empirical and theoretical literature.

Details

Journal of Educational Administration, vol. 35 no. 2
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 15 July 2015

Joseph Calvin Gagnon and Brian R. Barber

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth…

Abstract

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

Details

Transition of Youth and Young Adults
Type: Book
ISBN: 978-1-78441-933-2

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Article
Publication date: 1 May 2000

Joseph Blase and Jo Blase

Few studies have directly examined teachers’ perspectives on principals’ everyday instructional leadership characteristics and the impacts of those characteristics on teachers. In…

19490

Abstract

Few studies have directly examined teachers’ perspectives on principals’ everyday instructional leadership characteristics and the impacts of those characteristics on teachers. In this study, over 800 American teachers responded to an open‐ended questionnaire by identifying and describing characteristics of principals that enhanced their classroom instruction and what impacts those characteristics had on them. The data revealed two themes (and 11 strategies) of effective instructional leadership: talking with teachers to promote reflection and promoting professional growth.

Details

Journal of Educational Administration, vol. 38 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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Book part
Publication date: 3 July 2017

Martin Schmidt

This paper analyzes what factors drive a company’s decision to align financial and management accounting policies as a measure of integration of management accounting and…

Abstract

Purpose

This paper analyzes what factors drive a company’s decision to align financial and management accounting policies as a measure of integration of management accounting and financial accounting at the highest hierarchy levels of a company.

Methodology/approach

Research hypotheses for six different determinants are developed: company size, number of operating segments and subsidiaries, internationality of the business, business strategy, company life cycle stage, and leverage. The hypotheses are tested using International Financial Reporting Standards 8 (IFRS 8) segment report data from a large sample of 175 German publicly listed companies.

Findings

A higher internationality of the business causes companies to choose a lower degree of integration. Companies with a prospector (defender) strategy choose a lower (higher) degree of integration. Companies in later life cycle stages and with higher leverage choose a lower degree of integration as well. Company size does not impact integration.

Practical implications

Companies have to decide whether, and to what extent, to integrate financial and management accounting and align the two sets of accounting policies. German companies have traditionally kept the two sets separate. As the research reported in this paper sheds light on when companies do not consider integration to be beneficial, it is useful for practitioners.

Originality/value

The legal reporting requirements in Germany as well as German accounting traditions make the German setting particularly suited for examining the integration of management accounting and financial accounting. Using the number of adjustments to financial accounting policies made for management accounting purposes is a novel approach, and the number of adjustments is a more fine-grained measure of integration at the highest hierarchy levels of a company than the measures used in prior literature.

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