The Development and Use of Indicators of Performance in Educational Leadership.
Saved in:
| Title: | The Development and Use of Indicators of Performance in Educational Leadership. |
|---|---|
| Language: | English |
| Authors: | Dickson, Graham S., Lim, Sam |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 1991 |
| Document Type: | Speeches/Meeting Papers Opinion Papers |
| Descriptors: | Administrators, Educational Indicators, Educational Objectives, Elementary Secondary Education, Evaluation Methods, Foreign Countries, Leadership, Leadership Effectiveness, Organizational Effectiveness, Public Schools |
| Geographic Terms: | Canada |
| Abstract: | Indicators as measures of performance have become considered fundamental to improving educational systems. While many attempts have been made to design frameworks to help manage organizations in education, most of these projects are in the developmental stage. Although these models have not been tested as leadership tools, the indicator concept has great theoretical promise. However, there are some ways to change indicators to enhance their use as a tool for effective leadership. Indicators have had little impact on administrative performance for three reasons. First, the development and use of indicators has been undertaken by researchers and not administrators, and indicators hold little significance to administrators. Second, most indicators measure input and process, not outcomes. Third, it has not been demonstrated that indicators can be used for organizational improvement. Four related projects in British Columbia illustrate that administrators should use indicators for planning and public relations. Indicators should also reflect the vision of the organization, and all shareholders should be included in their development and use. With these changes, indicators can be powerful forces for educational improvement. Appendix 1 contains the British Columbia government's mandate statement for education. (Contains 37 references.) (JPT) |
| Entry Date: | 1994 |
| Accession Number: | ED367044 |
| Database: | ERIC |
| Abstract: | Indicators as measures of performance have become considered fundamental to improving educational systems. While many attempts have been made to design frameworks to help manage organizations in education, most of these projects are in the developmental stage. Although these models have not been tested as leadership tools, the indicator concept has great theoretical promise. However, there are some ways to change indicators to enhance their use as a tool for effective leadership. Indicators have had little impact on administrative performance for three reasons. First, the development and use of indicators has been undertaken by researchers and not administrators, and indicators hold little significance to administrators. Second, most indicators measure input and process, not outcomes. Third, it has not been demonstrated that indicators can be used for organizational improvement. Four related projects in British Columbia illustrate that administrators should use indicators for planning and public relations. Indicators should also reflect the vision of the organization, and all shareholders should be included in their development and use. With these changes, indicators can be powerful forces for educational improvement. Appendix 1 contains the British Columbia government's mandate statement for education. (Contains 37 references.) (JPT) |
|---|
