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Leadership practices of superintendents at residential schools for the deaf
Abstract
Much has been written about leadership, leadership styles, and, most recently, leadership practices or behaviors. Much has also been written about the leadership of different subgroups of the general population. These subgroups have been described by gender, ethnic origin, and race. They have also been described by occupation, including school administration and the superintendency. One subgroup has not received attention in the literature of school administration: superintendents of residential schools for the deaf. The purpose for conducting this study was to examine and describe how leadership practices of superintendents at residential schools for the deaf compared to leadership practices recognized as essential to effective leadership in both the literature on leadership and in organizational assessment. In addition, the study included examination of whether there were differences in the leadership practices identified between deaf superintendents and hearing superintendents of these schools. The assessment tool used in the study was the Leadership Practices Inventory (LPI) developed by Kouzes and Posner (1993). The population of the study was superintendents at residential schools for deaf and hard of hearing students in the United States. The population also included management level personnel at the same school. Findings of the study were: (1) There is an observable difference between the leadership practices of superintendents at residential schools for the deaf and the effective leadership practices described in the literature. (2) There is no statistical difference between the use of leadership practices of deaf superintendents and hearing superintendents at residential schools for the deaf.
Subject Area
School administration|Special education|Occupational psychology
Recommended Citation
Balk, John William, "Leadership practices of superintendents at residential schools for the deaf" (1997). ETD collection for University of Nebraska-Lincoln. AAI9725106.
https://digitalcommons.unl.edu/dissertations/AAI9725106