FREE KINDLE W/ BOOK PURCHASE DOES LEADERSHIP MATTER...THE RESEARCH MAY SURPRISE YOU By Dr. Janet A. Munger WITHOUT LEADERSHIP, THERE IS NO SUCCESS This book Does Leadership Matter...The Research May Surprise You may be said to be an executive summary of my published book: Principal Leadership and Student Achievement: Research in New Jersey High School Districts (a quantitative doctoral research study). My research clearly demonstrates positively and significantly that principal leadership effectiveness relates to school productivity: student achievement, school retention rate and educational continuance rate. The manner in which the school principal influences student achievement is determined. The link between the internal school structure and the external school environment is established. It has been determined from reviewing current research that limited attention has been paid to the methodology of collecting research data. Reviews of research since the 1950s and 1960s have charted intellectual progress. From national and international reviews, it has been brought to light that there exists the tendency in research publications to omit pertinent information pertaining to the rationale of the study; methods of data collection; the extraction of data; its evaluation and analysis; and the explanation of how this has impacted the interpretation of the research findings. As evidenced, improvement is needed in setting research studies within conceptual frameworks and in applying proper analytical procedures in examining combinations of variables. Explanatory Framework My research is set within an explanatory framework. It is based on theory and the desire to increase our understanding of school process. Proper analytical procedures are employed in examining sets of variables. The rationale of the study; methods of data collection; extraction of data; lengthy descriptions and interpretations of how this has impacted its interpretation are presented in my research study in great detail. It is supported by my real-life experiences from over 40 years in educational administration and teaching. Organizational Leadership: Importance Its presentation of the historical development of the literature from 1900 to the present provides a rich background study in the field of organizational leadership. The strength of the data collection procedures, data extraction methodology, analytical methods employed, and research findings serve as a model for future researchers and graduate students of leadership effectiveness and school productivity. It is a syllabus for graduate study in educational administration and school leadership. It is needed in the professional development training of school principals, school leaders, and teachers. It is imperative that these research determinations are employed by educators and administrators alike if we are to increase our understanding of leadership effectiveness and school productivity, inclusive of student achievement. Those variables determined to contribute to leadership effectiveness as it relates to school productivity, culled from hundreds of research studies, are subsumed within my research manuscript. Those effective school leader determinations, compiled from the study of hundreds of research studies over the past century and the expenditure of millions of dollars are found in my doctoral research study. The relationship between leadership effectiveness and school productivity is established. It is strong, positive, and significant. Those factors contributing to the differences in leadership effectiveness and school productivity are summarized, analyzed, and discussed in great detail. Higher Education is a multi-million-dollar industry in consulting services. The cost of customizing leadership development programs from top business schools can cost $150,000 per person. This Leadership Research Will Serve to Fill This Need in Our Global Economy.
About the Author: Dr. Janet A. Munger (Dr. JAM) The belief that every child can learn, I truly embody. To find the way for each child to learn and to achieve academic success I always believed was my responsibility, and I would go to great lengths to see to it that every child learned. Their success was my success. I would supplement the learning programs, incorporating every available piece of technology I could lay my hands on-from within the school, the local and college libraries, county museums, and business organizations. I increased time allocated to learning, adding programs prior to, during, and at the conclusion of each school day. Class time periods were increased to allow for longer instructional time with fewer disruptions, fewer class changes. Varied physical education, music, library, & art programs were incorporated within the school day. Through grant allocations which I was able to obtain, technology learning labs & media centers were transformed. Classrooms became centers of learning with Smart Interactive Whiteboards and student writing laptops. Student and teacher motivation and attention greatly increased. Classroom sets of student trade books became part of the K-12 curricula with publishers' latest textbooks and grade-level learning components purchased through district and grant funds. Student skill testing in mathematics was frequent with skill analysis provided on a regular basis. Corporations' available learning tools and resources-human, technological, and otherwise were utilized at appropriate grade levels-on-line learning courses for Middle and High School; Books on Tape-primarily, at the elementary school level. Student learning centers were part of individualized instructional programs. Special education and regular education teachers team taught small instructional groups of students in inclusionary classroom settings. Students worked together, cooperatively, in groups, presenting their work continuously in non-threatening environments. After-school and summer enrichment programs of great variety were made possible through creative scheduling of teachers and grant-fund dissemination. Having dedicated my life to the education of children and the fulfillment of not only their academic learning needs, but also those humanistic needs concerned with their developmental, emotional, and psychological development, I am currently at that stage of my life where my teaching and knowledge of what works with children is now being put to the test.