To accomplish this, students worked with their principal and school leadership team to analyze relevant data, design an action plan, identify resources needed, implement and evaluate their project.
Their reflections on the project highlighted improvement activities, consequences, impact on the school's current and future improvement plans, and leadership skills and abilities developed through participation.
Among their duties included meeting periodically with students to discuss their progress; reviewing student work and ensuring that performances were aligned with the school's improvement plan; providing feedback on student work; and working with students to develop a personal leadership development plan.
The evaluation included a review of the program curriculum, student performances, and outcomes associated with leadership development and school improvement.
While a comprehensive review of the evaluation data are beyond the scope of this paper, the evaluation revealed a number of important issues for faculty who are engaged in leadership development programs that feature a greater emphasis on performance-based activities in authentic school settings.
These themes contribute to an understanding of retention and attrition among students preparing for leadership roles in schools.
In meta-analysis research on the differences in leadership between men and women, women exhibited more transformational leadership behaviors than men (Eagly, Johansesen-Schmidt, & van Engen, 2003) and adopted a more democratic or participative style and a less autocratic and directive style than men (van Engen, 2001).
According to Walumbwa, Wu, & Ojode (2004), the gender of the student impacts the perception of an instructor's leadership style.
This research investigated how male and female students viewed their instructors in college classes in terms of the transformational and transactional leadership components of the MLQ.
The version of the Multifactor Leadership Questionnaire (MLQ) used for this research was from the work of Avolio, Sivasubramaniam, Murry, Jung, and Garger (2003).
To assess the relative differences in leadership perceptions of the raters within the four gender conditions, we used the Bonferroni test.