Date of Award

5-1-1996

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Foundations & Research

Abstract

This study examined the perceived leadership styles of American Indian and non-Indian school administrators in reservation-based schools. The Leader Effectiveness & Adaptability Description-Self {LEAD-Self) was used to obtain the self-perceived leadership styles, ranges, and adaptabilities of 40 American Indian and 92 non-Indian school administrators in the Northern Plains states of North Dakota, South Dakota, Minnesota, and Montana. Additionally, each administrator was requested to respond to four demographic questions. These data were used to help develop a typical leadership profile of these administrators.

The results of the study suggest that a majority of both the American Indian administrators (53%) and the non-Indian administrators (60%) perceived themselves as having a primary leadership style of selling. The remaining American Indian administrators (36%) and the non-Indian administrators (33%) perceived themselves as having a secondary leadership style of participating.

Both American Indian administrators (95%) and non-Indian administrators (92%) perceived themselves as having moderate levels of flexibility or range of leadership styles. Also, both American Indian administrators (75%) and non-Indian administrators (66%) perceived themselves as having moderate levels of leadership style adaptability or appropriate application of leadership styles.

The leadership styles, ranges, and adaptabilities of American Indian and non-Indian administrators in reservation schools did not differ significantly from each other. In fact, the only significant difference found between the two groups was that non-Indian administrators had more teaching experience.

The investigator concluded that the American Indian and non-Indian administrators in reservation schools were essentially alike in their leadership behaviors as indicated by the LEAD-Self data. A variety of reasons were posited for this conclusion, including the potential acculturation of American Indian administrators as a result of their educational experiences and the use of similar leadership behavior because of its effectiveness.

Based on the findings of this study, recommendations were made to conduct further research about the leadership of American Indians in school settings. Additionally, it was recommended that studies be conducted that focused on the staff perceptions of leadership in the schools.

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