7. MARCO TEÓRICO
7.1 FUNDAMENTOS BÁSICOS EN EL DESARROLLO DEL INDIVIDUO19
How does the school culture influence the shared leadership model?
• Maureen’s leadership style
o Focus on collaboration o Situational leadership o Transformational leadership
o Improves school culture/ ties in with leadership
o Development of common culture that functions positively and effectively o Create a common culture of expectations/ morale
o The way we do things around here
• Ownership of problems
o Empowerment/ All involved o Influence
• Shared decision making
o Express themselves o Strong consensus
o Staff input before big decisions
• Collaboration
o Strengthens relationships
o trust, accountability, joint problem solving, honest feedback and professional learning o Social constructivism
o With shared goals= leadership capacity= SL
• Organizational Commitment
o Leadership style/ Characteristics- loyalty, extra mile
• Spartan Way
o Cultural messages about what is important o 27% faculty/ Morale
o Unites people around shared values and beliefs about what works and doesn’t work, which influences daily behaviors and shapes school’s identity
180
BIBLIOGRAGHY
Aggarwal, P., Rochford, L., & Vaidyanathan, R. (2005). Faculty-department chair transitions: A conceptualization of stress effects. In R. S. Lepidus & K. J. Chapman (Eds.), Proceedings of the 2005 Marketing Educators’ Association
Conference (pp. 50). Ellensburg, WA: Marketing Educators’ Association.
Aurini, J. D. (2012). Patterns of tights and loose coupling in a competitive marketplace: The case of learning center franchises. American Sociological Association, 85(4), 373-387.
Avolio, B.J., Bass, B.M., & Jung, D.I. (1999). Reexamining the components of transformational and transactional leadership using the multifactor leadership questionnaire. Journal of Occupational and Organizational Psychology, 72, 441- 62.
Axley, L. (1947). Head of department: A racehorse with plow horse duties. The Clearing
House, 21(20), 274-276.
Badaracco, J. L. (2001). We don’t need another hero. Harvard Business Review, 79(8), 120-126.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
Bandura, A. (2000). Cultivate self-efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.), Handbook of principles of organizational behavior (pp.120- 136). Oxford, UK: Blackwell.
Bandura, A., Adams, N. E., Hardy, A. B., & Howells, G. N. (1980). Tests of the generality of self-efficacy theory. Cognitive Therapy and Research, 4, 39-666. Barden, D. (2009). Your next few leaders. The Chronicle of Higher Education. Retrieved
from: http://chronicle.com/article/You-Next-Few-Leaders/44269.
Barry, D. (1991). Managing the bossless team: Lessons in distributed leadership.
Organisational Dynamics, 20(1), 31-47.
Barth, R.S. (2001). Teacher leader. Phi Delta Kappan, 82(4), 8-12.
Bartlett, L. (2004). Expanding teacher work roles: A resource for retention or a recipe for overwork? Journal of Education Policy, 19(5), 565-582.
Barton, R. (2011, Fall/ Winter). The impact of professional learning communities.
181
Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 15-31.
Bass, B.M. (2000). The future of leadership in learning organizations. Journal of
Leadership & Organizational Studies, 7(3), 18-40.
Bass, B.M., Avolio, B.J., Jung, D.I., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied
Psychology, 88, 207-218.
Bauer, J. C. (2000, May). Employee motivation and retention. Paper presented at the Professional Association of Health Care Office Managers Conference, Cincinnati, OH.
Bennett, N., Wise, C., Woods, P. A., & Harvey, J. A. (2003). Distributed leadership. Nottingham: National College of School Leadership.
Bess, J., & Dee, J. (2008). Understanding college and university organization: Theories
for effective policy and practice. New York, NY: Stylus Publishing, LLC.
Biddle, B. & Thomas, E. (1966). Role theory: Concepts and research. New York, NY: John Wiley & Sons.
Blanchard, K. (2012). Leadership and the one-minute manager: Increasing effectiveness
through situational leadership. NY: Blanchard Management Corporation.
Bogden, R. C., & Biklen, S. K. (1998). Qualitative research for education: An
introduction to theory and methods. Boston, MA: Allyn & Bacon.
Bogler, R. (2001). The influence of leadership style on teacher job satisfaction.
Educational Administration Quarterly, 37(5), 662-683.
Bogler, R. & Somech, A. (2004) Influence of teacher empowerment on teachers’ organizational commitment, professional commitment, and organizational citizenship behavior in schools. Teaching and Teacher Education, 20, 277-289. Bolden, R., Petrov, G., & Gosling, J. (2009). Distributed leadership in higher education:
Rhetoric and reality. Educational Management Administration and Leadership,
37(2), 257-277.
Bolman, L. G. & Deal, T. E. (1984). Reframing organizations. San Francisco, CA: Jossey- Bass.
182
Bredeson, P. V. (2005). Building capacity in schools: Some ethical considerations for authentic leadership and learning. Values and Ethics in Educational
Administration, 4(1), 1-8.
Brewer, J. D. (2000). Ethnography. Philadelphia, PA: Open University Press, p. 10. Brooks, J., & Brooks, M. (1999). In search of understanding: The case for constructivist
classrooms, with an introduction by the authors. Retrieved from
http://site.elibrary.com.online.library.marist.edu/lib/marist/docDetail.action?docI D=10078162.
Bryk, A. S., & Schneider, B. (2003, March). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
Burke, W. W., & Church, A. H. (1992). Managing change, leadership style, and intolerance to ambiguity: A survey of organization development practitioners.
Human Resource Management, 31(4), 301-318.
Burns, J. S. & Gmelch, W. H. (1992). Stress factors, role conflict, and role ambiguity for
academic department chairs. Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED345630.
Bush, T. (2013). Distributed leadership: The model of choice in the 21st century.
Educational Management Administration & Leadership, 41(5), 543-544.
Calderhead, J. (2001). International experiences of teaching reform. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 777-800). Washington, DC:
American Educational Research Association.
Camburn, E. M., & Han, S. W. (2009). Investigating connections between distributed leadership and instructional change. In A. Harris (Ed.), Distributed Leadership:
Different Perspectives. Dordrecht, The Netherlands: Springer, 25-45.
Chance, E. W., & Lingren, C. (1988). The South Dakota rural principal: Characteristics and leadership style. Research in Rural Education, 5(1), 23-25.
Chow, A. (2013). Managing educational change: A case of two leadership approaches.
Leadership In Education, 16(1), 34-54.
Cohen, M.S., March, J.G., & Olsen, J. P. (1972, March).A garbage can model of organizational choice. Administrative Science Quarterly, 17(1), 1-25.
Coll, K., & Rice, R. (1990). Job satisfaction among community college counselors.
183
Conger, J. A., & Pearce, C. L. (2003). A landscape of opportunities: Future research in shared leadership. In C. L. Pearce & J. A. Conger (Eds.), Shared Leadership (pp. 285-303). Thousand Oaks, CA: Sage Publications, Inc.
Contractor, N. S., & Ehrlich, M. C. (1993, February). Strategic ambiguity in the birth of a loosely coupled organization. Management Communication, 6(3), 251-281.
Creswell, J. W. (2003). Educational research: Planning, conducting, and evaluating
Quantitative and qualitative research. Upper Saddle River, NJ: Pearson
Education.
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five
approaches. Thousand Oaks, CA: Sage Publications, Inc.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods
approaches, (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Crowther, F., Hann, L., & Andrews, D. (2002). Rethinking the role of the school
principal: Successful school improvement in the postindustrial era. The Practicing
Administrator.
Crowther, F., Kaagan, S., Ferguson, M., & Hann, L. (2002). Developing teacher
leaders: How teacher leadership enhances school success. Thousand Oaks, CA:
Corwin Press.
Currie. G., & Locket, A. (2007). & Lockett, A. (2007). A critique of transformational leadership: Moral, professional and contingent dimensions of leadership within public service organizations. Human Relations, 60(2), 341-370.
Day, D. V., Gronn, P., & Salas, E. (2004). Leadership capacity in teams. The Leadership
Quarterly, 15, 857-880.
Day, C. & Leithwood, K. (Eds.) (2007). Successful school principal leadership in times
of change: International Perspectives. Dordrecht, The Netherlands; Springer.
Day, C., Sammons, P., Stobart, G., Kingston, A., & Gu, Q. (2007). Teachers matter:
Variations in work, lives and effectiveness. Milton Keyes: Open University Press.
DeCotiis, T. & Summers, T. (1987). A path analysis of a model of the antecedents and consequences of organizational commitment. Human Relations, 40, 445-470. Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006). Organizational commitment of
teachers in urban schools: Examining the effects of team structures. Urban
184
Dello Russo, S., Vecchione, M., & Borgogni, L. (2013). Commitment profiles, job satisfaction, and behavioral outcomes. Applied Psychology: An International
Review, 62, 701-719.
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological
methods. New York, NY: McGraw-Hill.
Denzin, N. K., & Lincoln, Y. S. (2000). A handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Donlan, R. A. (2014). Finding balance in school leadership. Principal Leadership, 14(8), 20-24.
Elmore, R. F. (2000). Building a new structure for school leadership. Washington, D.C.: Albert Shanker Institute.
Elmore, R. F. (2002). Bridging the gap between standards and achievement. Washington, D.C.: Albert Shanker Institute.
Emerson, R. M. (2001). Contemporary field research: Perspectives and formulations (2nd ed.). Los Angeles, CA: Waveland Press, Inc.
Engestrom, Y., & Miettinen, R. (1999). Introduction. In Y. Engestrom, R. Miettinen, & R. Punamaki (Eds.), Perspectives on activity theory. New York, NY: Cambridge University Press.
Fereday, J. & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development.
International Journal of Qualitative Methods, 5(1).
Ferris, G. R., Fink, D. D., Galang, M. C., Zhou, J., Kacmar, K. M., & Howard, J. L. (1996). Perceptions of organizational politics: Predictions, stress-related implications and outcomes. Human Relations, 49(2), 233-266.
Fisher, C. D. & Gitelson, R. (1983). A meta-analysis of the correlates of role conflict and ambiguity. Journal of Applied Psychology, 68, 320-333.
Fowler, F. J. (2002). Survey research methods (applied social research methods) (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Fruend, A. & Drach-Zahavy, A. (2007). Organizational (role structuring) and personal (organizational commitment and job involvement) factors: Do they predict interprofessional team effectiveness? Journal of Interprofessional Care, 21(3), 319-334.