Abstract
In this section we begin the process of unpacking the conceptual foundations of these related terms. We assert that until scholars distinguish more clearly among these terms and their underlying assumptions, it will be difficult to craft appropriate strategies for either empirical study or practice.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Andrews, R., & Soder, R. (1987). Principal instructional leadership and school achievement. Educational Leadership, 44, 9–11.
Bamburg, J., & Andrews, R. (1990). School goals, principals and achievement. School Effectiveness and School Improvement, 2(3), 175–191.
Barnard, C. (1938). The functions of an executive. Cambridge, MA: Harvard University Press.
Barth, R. (1990). Improving schools from within. San Francisco: Jossey Bass.
Bass, B. (1985). Leadership and performance beyond expectations. New York: The Free Press.
Bennis, W., & Nanus, B. (1985). Leaders. New York: Harper and Row.
Bolman, L., & Deal, T. (1996). Leading with soul. San Francisco, CA: Jossey-Bass.
Bolman, L., & Deal, T. (1992a). Leading and managing: Effects of context, culture, and gender. Educational Administration Quarterly, 22, 314–329.
Bolman, L., & Deal, T. (1992b). Reframing organizations. San Francisco, CA: Jossey-Bass.
Brewer, D. (1993). Principals and student outcomes: Evidence from U.S. high schools. Economics of Education Review, 12(4), 281–292.
Brookover, W., Beamer, L., Efthim, H., Hathaway, D., Lezotte, L., Miller, S., Passalacqua, J., & Tarnatzky, L. (1982). Creating effective schools: An inservice program for enhancing school learning climate and achievement. Holmes Beach FL: Learning Publications.
Brookover, W., & Lezotte, L. (1979). Changes in school characteristics coincident with changes in student achievement. East Lansing, MI: Michigan State University.
Brookover, W., Schweitzer, J., Schneider, J., Beady, C, Flood, P., & Wisenbaker, A. (1978). Elementary school climate and school achievement. American Educational Research Journal, 15, 301–318.
Bryk, A., & Raudenbusch, S. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.
Carroll, S., & Tosi, H. (1973). Management by objective: Applications and research. New York: MacMillan.
Cartwright, D., & Zander, A. (1968). Motivational processes in groups: Introduction. In D. Cartwright & A. Zander (Eds.), Group dynamics (pp. ). New York: Harper and Row.
Cheng, Y.C. (1991a). Leadership style of principals and organizational process in secondary schools. Journal of Educational Administration, 29(2), 25–37.
Cheng, Y.C. (1991). Organizational environment in schools: Commitment, control, disengagement, and headless. Educational Administration Quarterly 27(4), 481–505.
Cheng, Y.C. (1994). Principal’s leadership as a critical factor for school performance: Evidence from multilevels of primary schools. School Effectiveness and School Improvement, 5(3), 299–317.
Crandall, D., Eiseman, J., & Louis, K.S. (1986). Strategie planning issues that bear on the success of school improvement efforts. Educational Administration Quarterly, 22(3), 21–53.
Creemers, B. (1994). The effective classroom. London: Cassell.
Cressey, D. (1958). Achievement of an unstated organizational goal. Pacific Sociological Review, 1, 43–49.
Crown, D., & Rosse, J. (1995). Yours, mine, and ours: Facilitating group productivity through the integration of individual and group goals. Organizational Behavior and Human Decision Process, 64(2), 138–151.
Cuban, L. (1984a, April 24). The sham of school reform: Sleight of hand with numbers. San Jose Mercury, lc, 2c.
Cuban, L. (1984b). Transforming the frog into a prince: Effective schools research, policy, and practice at the district level. Harvard Educational Review, 54, 129–151.
Davis, M., & Stackhouse, A. (1977). The importance offormal appearances. Paper presented at the annual meeting of the Pacific Sociological Association, Sacramento.
Deal, T., & Celotti, L. (1977). “Loose coupling” and the school administrator: Some recent research finding. Stanford University: Stanford Center for Research and Development in Teaching.
Deal, T., & Peterson, K. (1990). The principal’s role in shaping school culture. Washington, DC: US Government Printing Office.
Deal, T., & Kennedy, A. (1982). Corporate cultures. Reading MA: Addison Wesley.
Deniston, O., Rosenstock, I., & Getting, V. (1968). Evaluation of program effectiveness. Public Health Reports, 83, 325–330.
Dent, A. (1959). Organizational correlates of the goals of business management. Journal of Personnel Psychology, 12, 365–393.
Dillard, C. (1995). Leading with her life: An African American feminist (re)interpretation of leadership for an urban high school principal. Educational Administration Quarterly, 31(4), 539–563.
Dornbusch, S., & Scott, W. (1975). Evaluation and the exercise of authority. San Francisco: Jossey Bass.
Drucker, P. (1995). Managing in a time of great change. New York: Talley House, Dutton.
Eberts, R., & Stone, J. (1988). Student achievement in public schools: Do principals make a difference? Economics of Education Review, 7(3), 291–299.
Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15–24.
Edmonds, R. (1982). Programs of school improvement: An overview. Educational Leadership, 40, 4–11.
Edmonds, R., & Frederiksen, J. (1978). Searchfor effective schools: The Identification and analysis of schools that instructionally effective for poor children. Cambridge MA: Harvard University Center for Urban Studies.
Frese, M., Stewart, J., & Hannover, B. (1987). Goal orientation and planfulness: Action styles as personality concepts. Journal of Personality and Social Psychology, 52(6), 1182–94.
Friedlander, F, & Pickle, H. (1968). Components of effectiveness in small organizations. Administrative Science Quarterly, 13, 292–305.
Fullan, M. (1993). Change forces. London: Falmer Press.
Fullan, M., & Hargreaves, A. (1992). What’s worth fighting for? Working together for your school. Andover, MA: Regional Lab for Educational Improvement.
Gable, R., & Manning, M. (1999). The role of teacher collaboration in school reform. Childhood Education, 74(4), 182–86.
Georgopoulos, B., & Tannenbaum, A. (1957). A study of organizational effectiveness. American Sociological Review, 22, 534–540.
Given, B. (1994). Operation breakthrough for continuous self-systems improvement. Intervention in School & Clinic, 30(1), 38–47.
Glasman, N., & Fuller, J. (1992). Assessing the decision-making patterns of school principals. The International Journal of Educational Management, 6(3), 22–30.
Glasman, N., & Heek, R. (1992). The changing leadership role of the principal: Implications for principal assessment. Peabody Journal of Education, 68(1), 5–24.
Goldring E., & Pasternak, R. (1994). Principals’ coordinating strategies and school effectiveness. School Effectiveness and School Improvement, 5(3), 239–253.
Gouldner, A. (1959). Organizational analysis. In R. Merton et al., (Eds.), Sociology today (pp. ). New York: Basic Books
Grusky, O. (1959). Organizational goals and the behavior of informal leaders. American Journal of Sociology, 65, 59–67.
Gulick, L. (1948). Administrative reflections from World War II. Tuscaloosa, AL: University of Alabama Press.
Gunn, J., & Holdaway, E. (1986). Perceptions of effectiveness, influence, and satisfaction of senior high school principals. Educational Administration Quarterly, 22(2).
Haberstroh, C. (1965). Organization design and systems analysis. In J. March (Ed.), Handbook of organizations (pp. ). Chicago, IL: Rand McNally.
Hallinger, P. (1996). Challenging and changing Primrose. Prime Focus, 2(4), 20–29.
Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership and student achievement. Elementary School Journal, 96(5), 498–518.
Hallinger, P., & Heek, R. (1996a). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980–1995. Educational Administration Quarterly, 32(1), 5–44.
Hallinger, P., & Heek, R. (1996b). The principal’s role in school effectiveness: A review of methodological issues, 1980–95. In K. Leithwood et al. (Eds.), The International Handbook of Research in Educational Administration (pp. 723–784). Dordrecht, The Netherlands: Kluwer Academie Press.
Hallinger, P., & Heek, R. (1998). Exploring the principal’s contribution to school effectiveness: 1980–1995. School Effectiveness and School Improvement, 9(2), 157–195.
Hallinger, P., & Heek, R. (1999). Can leadership enhance school effectiveness? In Bush et al. (Eds.). Educational management: Redefining theory, policy, and practice (pp. 178–190). London: Paul Chapman.
Hallinger, P., Leithwood, K., & Murphy, J. (1993). Cognitive perspectives on educational leadership. New York: Teachers College Press.
Hallinger, P., & Murphy, J. (1986). The social context of effective schools. American Journal of Education, 94(3), 328–355.
Hathaway, D. (1981). Discontinuities in educational goals. The Generator, 11, 21–29.
Handy, C. (1994). The age of paradox. Cambridge, MA: Harvard Business press.
Heek, R. (1992). Principal instructional leadership and the identification of high-and low-achieving schools: The application of discriminant techniques. Administrator’s Notebook, 34(7), 1–4.
Heek, R. (1993). School context, principal leadership, and achievement: The case of secondary schools in Singapore. The Urban Review, 25(2), 151–166.
Heek, R. (2000). Estimating the impact of school quality on school outcomes and improvement: A value-added approach. Educational Administration Quarterly, 36(4), 513–552.
Heek, R., & Brandon, P. (1995). Teacher empowerment and the implementation of school-based reforms. Empowerment in Organizations: An International Journal, 3(4), 10–19.
Heek, R., Larsen, T., & Marcoulides, G. (1990). Principal instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26, 94–125.
Heek, R., & Marcoulides, G. (1996). School culture and performance: Testing the invariance of an organizational model. School Effectiveness and School Improvement, 7(1), 76–95.
Heek, R., Marcoulides, G., & Lang, P. (1991). Principal instructional leadership and school achievement: The application of discriminant techniques. School Effectiveness and School Improvement, 2(2), 115–135.
Heek, R., & Thomas, S. (2000). An introduction to multilevel modeling techniques. Mahwah, NJ: Lawrence Erlbaum.
High, R., & Achilles, C. (1986). An analysis of influence-gaining behaviors of principals in schools of varying levels of instructional effectiveness. Educational Administration Quarterly, 22(1), 111–119.
Hill, P., & Rowe, K. (1996). Multilevel modeling in school effectiveness research. School Effectiveness and School Improvement, 7,1, 1–34.
Honig, B. (1984, May 6). School reform is working: What’s wrong with goal setting and measurement? San Jose Mercury, 1c, 2c.
Hopkins, D., & Ainscow, M. (1993). Making sense of school improvement: An interim account of the IQEA project. Paper presented to the ESRC Seminar Series on School Effectiveness and School Improvement, Sheffeld.
Hoy, W., & Miskel, C. (1982). Educational administration: Theory, research, and practice, second edition. New York: Random House.
Hoy, W., & Miskel, C. (1987). Educational administration: Theory, research, and practice, third edition. New York: Random House.
Hoy, W., Tarter, C, & Bliss, J. (1990). Organizational climate, school health, and effectiveness: A comparative analysis. Educational Administration Quarterly, 26(3), 260–279.
Huse, E., & Kay, E. (1964). Improving employee productivity through work planning. In J. Blood (Ed.), The personnel job in a changing world (pp. xx–xx). New York: American Management Association.
Jacobsson, C, & Pousette, A. (2001). Coordinating work in Swedish schools. Journal of Educational Administration, 39(2), 147–161.
Jantzi, D., & Leithwood, K. (1993). Toward an explanation of variation in teachers’ perceptions of transformational leadership. Educational Administration Quarterly, 32(4), 512–538.
Kimpston, R. (1982). Employing systematic procedures in goal setting: A matter of necessity, not choice. Planning and Changing, 13, 31–47.
Kirst, M. (1975). The rise and fall of PPBS in California. Phi Delta Kappan, 54, 534–538.
Kleine-Kracht, P. (1993). Indirect instructional leadership: An administrator’s choice. Educational Administration Quarterly, 29(2), 187–212.
Kotter, J. (1996). Leading change. Boston, MA: Harvard Business School Press.
Krug, E (1986). The relationship between the instructional management behavior of elementary school principals and student achievement. University of San Francisco: Unpublished doctoral dissertation, ERIC Document No. 8722942.
Larson-Knight, B. (2000). Leadership, culture and organizational learning. In K. Leithwood (Ed.), Understanding schools as intelligent systems (pp. 125–140). Stamford, CT: JAI Press.
Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498–518.
Leithwood, K., Begley, R, & Cousins, B. (1990). The nature, causes and consequences of principals’ practices: A agenda for future research. Journal of Educational Administration, 28(4), 5–31.
Leithwood, K., Begley, P., & Cousins, B. (1992). Developing expert leadership for future schools. London: Falmer Press.
Leithwood, K., & Jantzi, D. (1990). Transformational leadership: How principals can help reform school cultures. School Effectiveness and School Improvement, 1(1), 249–280.
Leithwood, K., Jantzi, D., Silins, H., & Dart, B., (1993). Using the appraisal of school leaders as an instrument for school restructuring. Peabody Journal of Education, 68(1), 85–109.
Leithwood, K., Jantzi, D., & Steinbach, R. (1998). Leadership and other conditions which foster organizational learning in schools. In K. Leithwood & K.S. Louis (Eds.), Organizational learning in schools (pp. 67–90). Lisse, The Netherlands: Swets and Zeitlinger.
Leithwood, K., & Steinbach, R. (1995). Expert problem solving. Albany, NY: SUNY Press.
Lezotte, L., & Bancroft, B. (1984). Growing use of the effective schools model for school improvement. Educational Leadership, 42, 23–30.
Likert, R., & Seashore, S. (1963). Making cost controls work. Harvard Business Review, 41(6), 96–108.
Lindblom, C. (1959). The science of “muddling through.” Public Administration Review, 19, 79–88.
Lortie, D. (1969). The balance of control and autonomy in elementary school teaching. In A. Etzioni (Ed.), The semi-professions and their organization (pp. xx–xx). New York: Free Press.
Louis, K.S., Toole, J., & Hargreaves, A. (1999). Rethinking school improvement. In J. Murphy & K.S. Louis (Eds.), Handbook of research on educational administration, second edition (pp. 251–276). San Francisco: Jossey-Bass.
Louis, K.S., & Miles, M. (1990). Managing reform: Lessons from urban high schools. School Effectiveness and School Improvement, 2(2), 75–96.
Maehr, M., Midgley, C, & Urdan, T. (1992). School leader as motivator. Educational Administration Quarterly, 28(3), 410–429.
Mali, P. (1975). How to manage by objectives: A short coursefor managers. New York: Wiley.
March, J., & Olsen, J. (1976) Ambiguity and choice in organizations. Bergen, Norway: Universitetsforlaget.
Marcoulides, G., & Heek, R. (1993). Organizational culture and performance: Proposing and testing a model. Organization Science, 4(3), 209–225.
Marks, H., Louis, K.S., & Printy, S. (2000). The capacity for organizational learning: Implications for pedagogical quality and student achievement. In K. Leithwood (Ed.), Understanding schools as intelligent systerns (pp. 239–266). Stamford, CT: JAI Press.
McCormick-Larkin, M., & Kritek, W. (1982, December). Milwaukee’s project RISE. Educational Leadership, 40, 16–21.
McLaughlin, M. (1990). The Rand change agent study revisited. Educational Researcher, 5, 11–16.
Meyer, J., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83, 340–360.
Mintzberg, H. (1994). The rise and fall of strategie planning. New York: Free Press.
Mintzberg, H. (1998). Covert leadership: Notes on managing professionals. Harvard Business Review, 76(6), 140–148.
Mohr, L. (1973). The concept of organizational goals. American Political Science Review, 4, 470–481.
Muthén, B. (1994). Multilevel covariance structure analysis. Sociological Methods and Research, 22(3), 376–398.
Odiorne, G. (1965). Management by objectives: A system ofmanagerial leadership. New York: Pitman.
Ogawa, R., & Bossert, S. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31(2), 224–243.
Ogawa, R., Crowson, R., & Goldring, E. (1999). Enduring dilemmas of school organization. In J. Murphy & K. Louis (Eds.), The handbook of research in educational administration (pp.). San Francisco: Jossey Bass.
O’Toole, J. (1995). Leading change. San Francisco: Jossey Bass.
Ouston, J. (1999). School effectiveness and school improvement: Critique of a movement. In T. Bush, L. Bell, R. Bolam, R. Glatter, & P. Ribbins (Eds.), Educational management: Redeflning theory, policy, and practice (pp. 166–177). London: Paul Chapman.
Pang, N.S. (1998). The binding forces that hold school organizations together. Journal of Educational Administration, 36(4), 314–33.
Parsons, T. (1960). Structure and process in modern society. New York: Free Press.
Perrow, C. (1968). Organizational goals. In D. Sills (Ed.), The international encyclopedia of the social sciences (pp. 305–311). Country: Publisher?
Perrow, C. (1961). The analysis of goals in complex organizations. American Sociological Review, 26, 854–66.
Peters, T, & Waterman, R. (1982). In search of excellence. New York: Harper Row.
Pounder, D., Ogawa, R., & Adams, E. (1995). Leadership as an organization-wide phenomena: lts impact on school performance. Educational Administration Quarterly, 31(4), 564–588.
Price, J. (1968). Organizational effectiveness: An inventory of propositions. Homewood IL: Richard Irwin.
Purkey, S., & Smith, M. (1985) Educational police and school effectiveness. The Elementary School Journal, 85, ??-??.
Purkey, S., & Smith, M. (1983). Effective schools-a review. The Elementary School Journal, 83, 426–452.
Raia, A. (1965). Goal setting and self-control. Journal of Management Studies, 2, 34–58.
Raudenbush, S., & Sampson, R. (1999). Assessing direct and indirect effects in multilevel designs with latent variables. Sociological Methods and Research, 28(2), 123–153.
Ridgeway, V. (1956). Dysfunctional consequences of performance measurement. Administrative Science Quarterly, 1, 241–246.
Rosenholtz, S. (1989). Teachers’ workplace: The social organization of schools. New York: Longman.
Rowan, B., Raudenbush, S., & Kang, S. (1991). Organizational design in high schools: A multilevel analysis. American Journal of Education, 99(2), 238–266.
Rutter, M., Maugham, B., Mortimore, R, Ouston, J., & Smith, A. (1979). Fifteen thousand hours: secondary schools and their effects on children. Cambridge MA: Harvard University Press.
Sammons, R, Nuttall, D., Cuttance, R, & Thomas, S. (1995). Continuity of school effects: A longitudinal analysis of primary and secondary school effects on GCSE performance. School Effectiveness and School Improvement, 6(4), 285–307.
Schagen, I., & Weston, P. (1998). Insight into school effectiveness from analysis of OFSTED’s school inspection database. Oxford Review of Education, 24(3), 337–344.
Schein, E. (1996). Culture: The missing concept in organization studies. Administrative Science Quarterly, 41, 229–240.
Scott, C, & Teddlie, C. (1987). Student, teacher, and principal academie expectations and attributed responsibility as predictors of student achievement: A causal modeling approach. Paper presented at the annual meeting of the American Educational Research Association, Washington.
Senge, P. (1990). The fifth discipline. New York Doubleday.
Sergiovanni, T. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco: Jossey Bass.
Sheppard, B., & Brown, J. (2000). The transformation of secondary schools in learning organizations. In K. Leithwood (Ed.), Understanding schools as intelligent systems (pp. 293–314). Stamford, CT: JAI Press.
Shouse, R. (1998). Restructuring’s impact on student achievement: Contrasts by school urban city. Educational Administration Quarterly, 34(Supplemental), 677–699.
Silins, H. (1994). The relationship between transformational and transactional leadership and school improvement outcomes. School Effectiveness and School Improvement, 5(3), 272–298.
Silins, H., Muiford, W., Zarins, S., & Bishop, P. (2000). Leadership for organizational learning in Australian schools. In K. Leithwood (Ed.), Understanding schools as intelligent systems (pp. 267–292). Stamford, CT: JAI Press.
Simon, H. (1964). On the concept of organizational goal. Administrative Science Quarterly, 1, 1–22.
Smylie, M., & Hart, A. (1999). School leadership for teacher learning and change: A human and social capital development perspective. In J. Murphy & K. Louis (Eds.), Handbook of research on educational administration, second edition (pp. 421–442). San Francisco: Jossey Bass.
Snyder, E., & Ebmeier, H. (1992). Empirical linkages among principal behaviors and intermediate outcomes: Implications for principal evaluation. Peabody Journal of Education, 68(1), 75–107.
Staw, B. (1980). Rationality and justification in organizational life. In B. Staw & L. Cummings (Eds.), Research in organizational behavior. Greenwich CT: JAI Press.
Steiner, G. (1979). Strategie planning: What every manager must know. New York: Free Press.
Stoll, L., & Fink, D. (1992). Effecting school change: The Halton approach. School Effectiveness and School Improvement, 3(1), 19–41.
Stoll, L., & Fink, D. (1994). School effectiveness and school improvement: Voices from the field. School Effectiveness and School Improvement, 5(2), 149–177.
Teddlie, C, Falkowski, C, Stringfield, S., Desselle, S., & Garvue, R. (1984). Louisiana school effectiveness study: Phase two, 1982–84. Baton Rouge, LA: Louisiana State University.
Teddlie, C, & Reynolds, D. (2000). The international handbook of school effectiveness research. London: Falmer Press.
Thompson, J. (1967). Organizations in action. New York: McGraw-Hill.
Thompson, J., & McEwen, W. (1958). Organizational goals and environment: Goal setting as an interaction process. American Sociological Review, 23, 23–31.
Timperley & Robinson, (1998). Collegiality in schools: lts nature and implications for problem solving. Educational Administration Quarterly, 34(Supplemental), 608–629.
Uline, C, Miller, D., & Tschannen-Moran, M. (1998). School effectiveness: The underlying dimensions. Educational Administration Quarterly, 34(4), 462–483.
Warriner, C. (1965). The problem of organizational purpose. Sociological Quarterly, 6, 139–146.
Warner, W. (1967). Problems in measuring the goal attainment of voluntary organizations. Journal of Adult Education, 19, 5.
Weick, K. (1982). Administering education in loosely coupled schools. Phi Delta Kappan, 63, 673–676.
Weick, K. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1–19.
Weiss, A (1981). Assessing nonconventional outcomes of schooling. Review of Research in Education, 8, 405–454.
Wiley, S. (1998). Contextual effects on student achievement: School leadership and professional community. Paper presented at the annual meeting of the American Sociological Association.
Woods, P., Bagley, C, & Glatter, R. (1998). School responsiveness in a competitive climate: The public market in England. Educational Administration Quarterly, 34(Supplemental), 650–676.
Yuchtman, E., & Seashore, S. (1967). A system resource approach to organizational effectiveness. American Sociological Review, 32, 891–903.
Zald, M. (1963). Comparative analysis and measurement of organizational goals. Sociological Quarterly, 4, 57–67.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Hallinger, P., Heck, R.H. (2002). What Do You Call People With Visions? The Role of Vision, Mission and Goals in School Leadership and Improvement. In: Leithwood, K., et al. Second International Handbook of Educational Leadership and Administration. Springer International Handbooks of Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0375-9_2
Download citation
DOI: https://doi.org/10.1007/978-94-010-0375-9_2
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-3920-8
Online ISBN: 978-94-010-0375-9
eBook Packages: Springer Book Archive