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|a Wenrich, Ralph C.
|0 http://id.loc.gov/authorities/names/n50004976
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|a Leadership Development in Vocational Education /
|c Ralph C. Wenrich.
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1974.
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|a 26 pages
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| 336 |
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|a Although much of leadership research has been done in social or human organizations other than schools, it can be applied to educational institutions and to vocational education. Both the individual dimensions of leadership (psychological) and the group or organizational dimensions of leadership (sociological) must be considered, and also the interaction between the two. Implicit in most leadership research has been the idea that the effective leader is high in both initiating structure (goal achievement) and consideration (group maintenance) behaviors. The vocational teacher of the future must become more competent in organizing and directing the learning environment and in using educational technology, and the teacher must have many of the same leadership skills and competencies needed by administrators and supervisors. There is considerable evidence to support the idea that the quality of local programs of vocational and technical education is dependent on competent administrative leadership. The Federal leadership role in vocational education over the years has shifted now to the State and local level, and often the new breed of local administrator needs to assume the role of change agent in his schools and communities. (EA)
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|a Microform.
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|a Change Agents.
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|a Educational Technology.
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|a Leadership.
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|a Leadership Qualities.
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|a Leadership Responsibility.
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7 |
|a Teacher Characteristics.
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|a Technical Education.
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|a Theories.
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|a Vocational Education.
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