Journal of School Leadership - JSL Vol 25-N1

Journal of

School

Leadership

EDITORIAL POLICY

The Journal of School Leadership invites the submission of manuscripts that contribute to the exchange of ideas and scholarship about schools and leadership. All theoretical and methodological approaches are welcome. We do not advocate or practice a bias toward any mode of inquiry (e.g., qualitative vs. quantitative, empirical vs. conceptual, discipline based vs. interdisciplinary) and instead operate from the assumption that all careful and methodologically sound research has the potential to contribute to our understanding of school leadership. We strongly encourage authors to consider both the local and the global implications of their work. The journals goal is to clearly communicate with a diverse audience, including school- and university-based educators. The journal embraces a broad conception of school leadership and welcomes manuscripts that reflect the diversity of ways in which this term is understood. The journal is interested not only in manuscripts that focus on administrative leadership in schools and school districts but also in manuscripts that inquire about teacher, student, parent, and community leadership. Additionally, the journal is interested in manuscripts that explore the relationship between leadership and

• teaching, curriculum, and instruction
• student learning, development, and achievement
• whole school renewal and change
• equity, justice, spirituality, and other moral and ethical issues
• social and cultural contexts of schooling
• individual and institutional accountability
• diversity with respect to race, class, gender, gender identity, sexual orientation, ethnicity, and learning styles
• law, finance, and personnel issues in education
• educational policy and politics
• the preservice preparation and in-service professional development of educational leaders
• international and comparative dynamics and issues
• globalization
• libraries and information technology

The Journal of School Leadership is included in the following indexing and abstracting services:

• Academic Abstracts
• Current Index to Journals in Education
• Educational Administration Abstracts
• Education Resources Information Center (ERIC)

PERMISSION TO PHOTOCOPYPOLICY STATEMENT

For copying rights to the articles within this journal, beyond those permitted by Sections 107 and 108 of the U.S. Copyright Law, please contact the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, or by e-mail at .

JOURNAL OF SCHOOL LEADERSHIP (ISSN 1052-6846)published bimonthlyJanuary, March, May, July, September, and November, one volume per year, by Rowman & Littlefield, 4501 Forbes Boulevard, Suite 200, Lanham, MD 20706. Postage paid at Blue Ridge Summit, PA 17214. POSTMASTER: Please send address change to Journal of School Leadership, Subscription Processing Center, 4501 Forbes Boulevard, Suite 200, Lanham, MD 20706.

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Contents

EDITOR

Gatane Jean-Marie, PhD

University of Louisville

College of Education and Human Development

Department of Educational Leadership, Foundations and Human Resource

1905 South First Street

Louisville, KY 40292

E-mail: Office: 502.852.0634Fax: 502.852.4563

ASSOCIATE EDITORS

Curt M. Adams, PhD

University of Oklahoma

Bradley W. Carpenter, PhD

University of Louisville

Sonya Douglass Horsford, EdD

George Mason University

Natalie A. Tran, PhD

California State University, Fullerton

ASSISTANT EDITOR

Kimberly Sanders, Doctoral Student

University of Louisville

MANAGING EDITOR

Carlie Wall

Associate Editor

Rowman & Littlefield

PRODUCTION EDITOR

Emily Natsios

Associate Editor

Rowman & Littlefield

Rowman & Littlefield appreciates the University of Louisville College of Education and Human Development for their support and assistance in the production of the Journal of School Leadership .

EDITORIAL REVIEW BOARD

Thomas Alsbury

Seattle Pacific University, USA

William Black

University of South Florida, USA

Jeffrey S. Brooks

Monash University, Australia

Melanie C. Brooks

University of Idaho, USA

Alan Daly

University of California, San Diego, USA

Gail Furman

Washington State University, USA

Donald G. Hackmann

University of Illinois at UrbanaChampaign, USA

Kristina Hesbol

University of Denver, USA

Jason Immekus

University of Louisville, USA

W. Kyle Ingle

University of Louisville, USA

Lisa A. W. Kensler

Auburn University, USA

Moosung Lee

University of Canberra, Australia

Catherine A. Lugg

Rutgers University, USA

Roxanne Mitchell

University of Alabama, USA

Elizabeth Murakami

Texas A&M University-San Antonio, USA

Anthony Normore

California State University, Dominguez Hills, USA

Bernard Oliver

University of Florida, USA

Izhar Oplatka

Tel Aviv University, Israel

Azadeh Osanloo

New Mexico State University, USA

Craig Peck

University of North Carolina at Greensboro, USA

Augustina Reyes

University of Houston, USA

Chen Schechter

Bar-Ilan University, Israel

Jay Scribner

Old Dominion University, USA

Julie Slayton

University of Southern California, Rossier School of Education, USA

Ekkarin Sungtong

Prince of Songkla University, Pattani Campus, Thailand

Marilyn Tallerico

Binghamton University, State University of New York, USA

George Theoharis

Syracuse University. USA

Mario Torres

Texas A&M University, College Station, USA

Allan Walker

Hong Kong Institute of Education, Hong Kong

Deborah L. West

Eastern Kentucky University, USA

Noelle Witherspoon Arnold

University of MissouriColumbia, USA

Philip Woods

University of Hertfordshire, UK

Adam E. Nir

Lior Hameiri

Coping With Perceived Role Risk as an Expression for School Leaders Accountability

ABSTRACT : Based on literature arguing that risk encourages conservative leadership that supports existing routines and strategies rather than innovations and proactive behaviors, this study focuses on the connection among leadership styles, perceived school productivity, and leaders perceived risk. Results testify to the moderate levels of role risk that school leaders perceive and the relatively high variance existing among these perceptions. Although perceived risk measures are negatively correlated with transformational leadership and positively correlated with transactional and passive leadership, it appears that under conditions characterized by perceived risk, leaders in effective schools are those who act proactively. Such conduct demonstrates high accountability, since risky circumstances increase the potential for mistakes and, therefore, also the threat that individuals experience.

Literature Review

Public schools serve as a prominent example of domesticated and protected organizations (Carlson, Gallaher, Miles, Pellegrin, & Rogers, 1965) operating in a rather stable environment under the sponsorship of the state (Eyal & Inbar, 2003; Mayer & Rowan, 1977). Therefore, it is not surprising that the notion is so prominent stating that public school leaders hardly experience instability or risk on the job in comparison to organizational leaders in other sectors (Inbar, 2000). In reality, however, it appears that this notion may be misleading. Studies confirm that public school leaders consistently define their role as a political one (Blas, 1995; Lindle & Mawhinney, 2003) and are continuously evaluating checks and balances when attempting to succeed in such a turbulent work environment (Lindle & Mawhinney, 2003). In the last couple of decades, schools have been obliged to cope with a dynamic reality characterized by technological innovations, increased social heterogeneity, a variety of needs, competition, and an increasing amount of contradictory expectationsall contributing to the instability and risk shared by school-level educators (Goldring, 1996; Hallinger & Bridges, 1997; Nir, 2003).