Examination of the Effectiveness of Male and Female Educational Leaders Who Made Use of the Invitational Leadership Style of Leadership.

Abstract

Introduction As a result of No Child Left Behind Act of 2002, educational accountability standards have increased tremendously (Stecher & Kirby, 2004). Subsequently, educational leaders are now responsible for meeting expectations unparalleled to that of previous decades (Aldridge, 2003). In response to these changing and amplified conditions of accountability, numerous leadership models have been designed to meet leadership needs of past several decades (Hallinger & Heck, 1999; Kezar, 2000; Leithwood, Jantzi, & Steinbach, 2000; Sergiovanni, 2000; Spears & Lawrence, 2004; Yukl, 2006). While models such as transformational and servant leadership have served educational leaders for several decades, one comprehensive model has been created that promises to provide a positive and encouraging structure to guide today's leaders through complex times. relatively new model referred to is invitational invitational leadership model was designed by William Purkey and Betty Siegel in 2002 based on invitational theory. As Purkey (1992, p. 5) articulated, theory is a collection of assumptions that seek to explain phenomena and provide a means of intentionally summoning people to realize their relatively boundless potential in all areas of worthwhile human endeavor. Purkey further explained, The purpose of invitational leadership is to address entire global nature of human existence and opportunity. Thus, this invitational leadership model is a comprehensive design that is inclusive of many vital elements needed for success of today's educational organizations (Purkey & Siegel, 2003). As Bolman and Deal (2002, p. 1) ascertained, The most important responsibility of school leaders is not to answer every question but serve a deeper, more powerful and more durable role. Since current literature firmly supports need for a change in leadership in order to adequately meet needs of current educational institutions (Bolman & Deal, 2002; Day, Harris, & Hadfield, 2001; Kouzes & Posner, 2003), need to examine a new leadership model is essential. As Halpern (2004, p.126) affirmed, Rapid changes require new kinds of leadership--leaders who have necessary knowledge to achieve a goal and leaders who can manage amid uncertainty of nonstop change. necessity for a change in leadership is further warranted based on need for an ethic of (Grogan, 2003, p. 25). Current literature also strongly supports this need for a leadership model that is caring and ethical in nature (Bolman & Deal, 2002; Grogan, 2003; Halpin, 2003). Grogan (2003, p. 24) described leadership as being predicated on caring about those he or she serves. Consequently, Halpin (2003, p. 84) concluded, leadership contributes to school effectiveness by way in which it cares for and supports efforts of others. Since Invitational leadership is comprehensive in nature, consisting of many positive and essentially sound educational components (Day, Harris & Hadfield, 2001; Purkey & Siegel, 2003; Stillion & Siegel, 2005), it may well serve as a model of leadership that will positively impact diverse and changing needs of today's educational organizations. As Egley (2003, p. 57) argued, the research on effects of Invitational Education Theory in educational administrative process is relatively new as compared to other theories pertaining to leadership. Thus, this research attempted to find answers to following questions: 1) Is there a significant difference between presence of invitational leadership qualities in effective schools versus less effective schools? and 2) Is there a significant difference between invitational leadership qualities of male and female administrators? If so, what are they? Conceptual Underpinnings Invitational Leadership It has been authenticated throughout this literature review (Aldridge, 2003; Jennings, 2003; Penner, 1981; Shapiro, 1990; Stillion & Siegel, 2005) that a new day has transpired for contemporary leaders, requiring skills and knowledge exceeding that of previous needs in leadership (Caldwell & Hayward, 1998). …