Dissertation/Thesis Abstract

Co-creating leadership: Relationships among leadership dispositions, conditions, and middle school concept among high- and low-achieving northern Illinois middle schools
by Burchell, Richard W., II, Ed.D., Northern Illinois University, 2012, 137; 3552276
Abstract (Summary)

The purpose of the study is to examine the relationships among the levels of the practice of Co-creating Leadership, Dispositions, the Conditions that are associated with practice of co-creating leadership, the practice of the Middle School Concept, and Student Achievement. The seven dispositions identified by Wasonga and Murphy (2007) are active listening, collaboration, cultural anthropology, humility, patience, resilience, and trust/trustworthiness. The three conditions that predispose co-creating leadership are deep democracy (high levels of engagement), evolving power, and the quality of relations (Wasonga, 2007).

The study included staff members from eight northern Illinois middle schools. The schools were selected using a stratified sampling method that included: school size, school type, application of three components of the middle school concept as identified by the National Middle School Association (interdisciplinary teaming, common planning time, and advisory), and accessibility for the researcher. Performance on the 2009 Illinois Student Achievement Test was used to divide the schools into a group of four high performing schools and a group of four low performing schools as reported by the Illinois Interactive Report Card as indicated by the achievement of Adequate Yearly Progress.

Staff members in all eight schools were asked to complete a 67 questions quantitative survey. The survey asked staff to consider the existing levels of the co-creating leadership dispositions and conditions, and the presence of the middle school concept as well as the importance of the dispositions, conditions, and middle school concept to Student Achievement. A total of 101 staff members completed the survey. Of the completed surveys, 70 were from the low achieving group and 31 were from the high achieving group.

Descriptive statistics, correlation analyses, and bi-variate analysis were utilized to address five research questions. Descriptive statistics indicated that higher performing schools exhibited higher levels of the practice of co-creating leadership dispositions and conditions than did low performing schools. Bi-variate analysis through the utilization of a t-test indicated differences to the p < .05 level of significance between the low performing group (70) and the high performing group (31) in the practice of co-creating leadership dispositions and conditions

Indexing (document details)
Advisor: Wasonga, Teresa
Commitee: Crawford, Jon G., Hawk, Bradley
School: Northern Illinois University
Department: Leadership, Educational Psychology and Foundations
School Location: United States -- Illinois
Source: DAI-A 74/06(E), Dissertation Abstracts International
Subjects: Educational leadership, Middle School education
Keywords: Co-creating leadership, Conditions, Dispositions, Illinois, Middle school, Student achievement
Publication Number: 3552276
ISBN: 978-1-267-90695-3
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