Peter R. Litchka

Within the context of ever-increasing globalization, this study examined the leadership abilities of school principals in Poland and the United States, as perceived by teachers. The study utilized a survey method involving a convenience sample of teachers from a major metropolitan area in Poland (N = 131) and in the United States (N = 315). Results of this study revealed differences in the teacher perceptions of the leadership abilities of principals in Poland and the United States. Teachers from Poland rated their principals significantly higher than teachers in the United States in each of the five practices. In addition, significant differences were found based upon the gender of the teacher and principal.

Jeffrey Robert Rabey

The evolution of the position of the superintendent of schools began in the mid 1800’s and has evolved significantly over the last 175 years. In order to promote success in the position of the superintendency, there is an emerging need for superintendents to continue to grow professionally while in the position. Although it is well documented that the practice of self-reflection is a positive activity for the successful development of leaders, it is their least favorite activity. A review of the research on the perceptions of self-efficacy has demonstrated a dearth of information in relation to the self-reflective practices of school superintendents. Therefore, it was the intention of this research study to determine if there was a correlation between the level of perceived self-effectiveness of school superintendents and their self-reflective practices and then to utilize the findings to influence procedures and policies related to superintendent preparation and development.

Kathryn Cameron

This article is a policy analysis on baccalaureate degree programming in Ontario Colleges of Applied Arts and Technology. The emergence of labor markets that demand a more educated workforce, in parallel with the election of a neo-liberal provincial government, led to significant educational reforms in Ontario in the mid-1990s and beyond. One such reform was realized in the creation of the Post-secondary Education Choice and Excellence Act, 2000 (PECE Act) which bestowed degree granting authority to Ontario’s colleges, authority that was previously exclusive to Ontario’s public university sector. Although principals of privatization, marketization, and deregulation informed the government’s policy actions, a positivist lens of policy rationalization cannot adequately explain the complexities of post-secondary educational reform. This paper utilizes a policy sociology approach to analyze the conditions that led to the creation and implementation of the PECE Act, concluding that the application of neo-liberal idealism in post-secondary education has resulted in the unintended consequences of creating enhanced regulation and bureaucratization while concurrently limiting student choice.

UI Research Center

The 3rd Untested Ideas International Research E-Conference Identifying Untested Practices June 26 – 28, 2015

UI Research Center

The 3rd Untested Ideas International Research E-Conference Identifying Untested Practices June 26 – 28, 2015