Final Exam Review

Which of the following is NOT advocated by the National Policy Board for Educational Administration regarding today’s educational leaders?

• The School’s Chief Learning Officer.

• The Instructional Leader of the School

• Knowledgeable of Instructional Practices.

• Over the age of 25.

If an educational leader was seriously interested in implementing PSEL 1, he/she would facilitate processes and engage in activities to ensure that:

• The vision and mission of the school are effectively communicated to staff, parents, students, and community members.

• The school culture and climate are assessed on a regular basis.

• Operational plans and procedures to achieve the vision and goals of the school are in place.

• Diversity is recognized and valued.

A school leader should understand that position power is:

• awarded by followers

• the same as charismatic power

• power that is vested in a particular position or role

• the extent to which followers respect, feel good about, and are committed to their leader

If an educational leader is analyzing data from multiple sources about the progress of students in the schoolhouse, he/she is most likely concerned with:

• providing a safe learning environment for each student

  
  

• identifying an approach to use in communicating with members of the diverse community

• enhancing the teaching and learning process

• maximizing the use of community resources

An educational leader:

• influences the activities of individuals or groups toward goal achievement

  
  

• convinces the faculty to do something they may not want to do

• identifies what individual faculty members do best and adjust organizational goals to fit their strengths

• is not concerned with the wants and needs of the faculty

According to Path-Goal theory, organizational goals are likely to be achieved if the leader:

• sets goals and allows subordinates to chart the path

  
  

• has excellent communication skills

• uses specific behaviors to influence the perception of followers regarding their work goals, personal goals, and paths to goal attainment

• identifies goals for followers and removes any roadblocks that may hinder good attainment

If an educational leader is concerned with developing a communication plan to use in sharing with key external stakeholder the resource challenges the school face, he/she would most likely be concerned with:

• Providing a safe learning environment for each student

  
  

• Identifying an approach to use in communicating with members of the diverse community

• Enhancing the teaching and learning process

• Maximizing the use of community resources

A two-dimensional theory of leader-orientation that focus on concern for production and concern for people was:

• Theorized by Getzels and Guba

  
  

• Theorized by Blake and Mouton

• Theorized by Fielder

• Theorized by the Professional Standards for Educational Leaders, 2015

Which of the following inform leadership preparation programs?

• PSEL Standards

  
  

• ELCC Standards

• NCLB Standards

• The U.S. Constitution

If an educational leader is truly a situational leader, he/she will place emphasis on:

• Task and relationship variables

  
  

• His/her behavior in relationship to follower’s readiness level to perform a task

• Task behavior

• Relationship behavior