Department of Educational Administration
Date of this Version
10-2006
Document Type
Article
Citation
Journal of Women in Educational Leadership, Vol. 4, No. 4-October 2006 ISSN: 1541-6224
Abstract
This investigation focused on principals, by gender, and the impact that the principals' conflict management style had on cultural aspects in schools. Findings were: principals with a conflict management style that is high in dominating show lower school culture scores in professional development, and, conversely, principals with a conflict management style that is high in initiating indicate higher school culture scores in teacher collaboration. When split by gender, the findings were: male principals whose conflict management style is dominating receive lower school culture scores in teacher collaboration, while female principals whose conflict management style was viewed as integrating receive higher school culture scores in professional development and teacher collaboration.
Comments
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