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Ramukumba, TS, JE Bereda-Thakhathi, and ME Chokwe. "Needs of fellows enrolled for the Academic Leadership and Development Academy (ALDA) of the Sigma Theta Tau Lambda-at-Large Chapter, Africa." African Journal for Physical, Health Education, Recreation and Dance, 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001970.
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Academic Leadership and Development Academy (ALDA) was instituted by the Tau Lambda-at-Large Chapter Sigma Theta Tau International (STTI). In 2011-2012 ALDA intended goal was to emancipate participants to be able to take professional leadership positions, generate a funded research project, professional networking muscle and collaboration, including publishing in an accredited journal. The purpose of the study was to explore and describe the needs of the fellows enrolled for the 2011-2012 ALDA leadership programme. The word ‘fellow’ refers to all candidates who were selected to participate in the ALDA programme. The programme was tailor-made to develop and prepare professional nurses for middle or high level leadership positions within the academic environment. Four African universities and colleges were involved. The research design was qualitative, exploratory, and descriptive in nature. The target population included all 2011-2012 fellows of the ALDA of the Sigma Theta Tau Lambda-at-Large Chapter Africa. The sample consisted of all 14 fellows of the 2011-2012 ALDA who were involved in programme. This programme was the first of its kind in Africa engineered by ALDA in Africa in 2011. Data gathering was a self-report through naïve sketches. Tesch’s eight steps of data analysis were applied. An independent coder was engaged to improve trustworthiness of the data. The results showed that fellows needed professionalism and recognition; communication and setting the stage; and more collaboration with research expects. At first the programme did not have a clear curriculum content outlined and as such fellows were dissatisfied for some time which affected the progress as expected by both the fellows and the faculty. Faculty refers to experts involved in the programme. However, fellows managed to work cooperatively with one another, thus promoting a social learning environment and providing opportunities of collaborative research studies in the future.
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Thomas, Robert W. "Teaching tomorrow's leaders a comparison of leadership development at the United States Military Academy and United States Naval Academy /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA380918.
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Thesis (M.S. in Leadership and Human Resource Development) Naval Postgraduate School, June 2000.<br>Thesis advisor(s): Crawford, Alice; Thomas, Gail Fann. "June 2000." Includes bibliographical references (p. 73). Also available in print.
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Provenzano, John. "Risk, Resiliency, and Outcomes among LiFE Sports Youth Leadership Academy Participants." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429707526.
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Volpe, Dennis J. "Educating tomorrow's leaders today : a comparison of the officer development programs of the United States Naval Academy and the United States Air Force Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FVolpe.pdf.
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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003.<br>Thesis advisor(s): Alice Crawford, Jeff McCausland. Includes bibliographical references (p. 91-94). Also available online.
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Dodd, Diana Ricchezza. "Student leadership, the development of the emerging individual in academic contexts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/MQ42062.pdf.
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Cook, Margaret Caldwell. "Redefining leadership in a higher education context : views from the front line." Thesis, Edinburgh Napier University, 2016. http://researchrepository.napier.ac.uk/Output/978802.
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The study aim was to investigate the perceptions of senior leaders within the sector to determine their views of the key challenges in contemporary academic leadership and to inform practice for the future. Academic leadership is a key component of the success or otherwise of an academic institution. There is significant literature around the issue of academic leadership the emphasis of which is based around the perceptions of academic staff and how they would wish to be led. The work was undertaken from an interpretivist perspective using a phenomenological research design to elicit an understanding of the views of senior managers through conducting semi-structured interviews and a focus group with senior university leaders. The interview process afforded the respondents the opportunity to recount their own experiences in their own terms with their own emphasis on what was important to them within the broad structure of the four core categories drawn from the literature: definitions of leadership; leadership in an HEI; academic leadership and leadership development. The findings from this study provides a contribution through considering senior leaders perceptions on how best to lead the academic staff to maximise their contribution to the institution and ultimately to better serve the needs of students. Practice implications include the forwarding of a framework for the consideration of the development of academic leaders within the Higher Education context.
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Thomas, Keith Trevor, and mikewood@deakin edu au. "Understanding educational process in leadership development." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.134710.
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This thesis is a case study of educational process in the leadership development program of the Australian Defence Force Academy. The intention is to determine the relative emphasis in educational process on the conventional command and managerial compliance (Type A) style and the emergent contingent and creative (Type B) style of leadership. The Type A style is theorised as emphasizing hierarchy and control, whereas the emphasis in a Type B style is on adaptive and entrepreneurial behaviour. This study looks at the learning process in a cultural and structural context rather than focus on curriculum and instructional design. Research in this wider context is intended to enable development processes to successfully bridge a gap between theory and practice, implicit in studies that identify theories 'in-operation' as different from the theories 'espoused' (Argyris 1992, Savage 1996).
In terms of espoused and in-use theory, the study seeks to produce a valid and reliable result to the question: what is the relative emphasis on the two leadership styles in the operation of the three educational mechanisms of curriculum, pedagogy (teaching practice) and assessment? The quantitative analysis of results (n = 114) draws attention to both leadership styles in terms of two and three-way relationships of style, cadet or work group and service type. The data shows that both Type A and Type B leadership styles are evident in the general conversation of the organisation. This trend is present as espoused theory in the curriculum of the Defence Academy. However, the data also confirm a clear and strong emphasis towards command and managerial compliance as theory-in-use, particularly by cadets. This emphasis is noticeably evident in the teaching and assessment practice of the Defence Academy. Other research outcomes include the observation that:
Contextually, while studies show it is difficult to isolate skills from their cultural and biographical context (Watkins, 1991:15), this study suggests that it is equally difficult to isolate skills development from this context.
There is a strong task or instrumental link identified by cadet responses in terms of content and development process at the Defence Academy, in contrast to the wider developmental emphasis in general literature and senior officer interviews.
There is a lack of awareness of teaching strategies and development activity consistent with espoused Type B leadership theory and curriculum content. This gap is compounded by the use in the Defence Academy of personnel without teaching expertise or suitable developmental experience.
The socialisation of cadets into the military workplace is the primary purpose of training. This purpose appears taken for granted by all concerned - staff, cadets and senior officers.
Defence Academy development processes appear to be faced with a dilemma. Arguably, training and learning from experience are limited approaches to development. Training, which involves learning by replication, and learning from experience, which is largely imitative, are both of little use when people are faced with novel and ambiguous situations. This study suggests that in order to support the development of capabilities that go beyond training based competence a learning and development approach is needed. This more expansive approach requires educational planners to consider the cultural and social context that can inadvertently promote the status quo in practice over espoused outcomes.
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Kennedy, Robert. "Leadership development revisited : an assessment of midshipmen learning processes at the United States Naval Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA359404.
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Thesis (M.S. in Leadership and Human Resource Development) Naval Postgraduate School, December 1998.<br>"December 1998." Thesis advisor(s): Alice Crawford, Gail F. Thomas. Includes bibliographical references (p. 91-93). Also available online.
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Zaleski, Patrick J. "An assessment of the leadership education and development program at the United States Naval Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FZaleski.pdf.
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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003.<br>Thesis advisor(s): Alice Crawford, Gail Fann Thomas. Includes bibliographical references (p. 71-72). Also available online.
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Brosseit, Brett A. "Law school academic support professionals' perceptions about development of students' critical thinking." Thesis, BARRY UNIVERSITY, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718737.
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<p>Recent research suggests that many U.S. students graduate from college with under-developed critical thinking skills. College graduates with deficits in critical thinking skills who pursue legal education face difficult barriers to academic and professional success which, if not effectively addressed, may impact the affected students, as well as the legal profession and society as a whole. Legal education is likewise facing intense criticism regarding educational practices and graduates? level of preparation for the competent practice of law. The purpose of this study was to construct a comprehensive theory of the development of critical thinking skills in law students. Through a process of grounded analysis, the researcher developed a conceptual model of the development of critical thinking in law students based on interview data collected from 14 academic support professionals at third- and fourth-tier law schools in the U.S. The model, referred to as the Critical Thinking in Law Students (CTLS) Model, considers student learning needs, student learning challenges, and legal education system challenges, and identifies twelve factors to optimize the development of critical thinking in law students. The CTLS Model may help law school governing authorities, law school administrators, law school faculty, law school academic support professionals, and law students better understand how critical thinking develops in law students so that students may achieve their full academic, intellectual, and professional potential.
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Bryant, Renae. "Teacher Leader Behaviors| A Quantitative Study of a Teacher Leadership Development Academy and Teacher Leaders' Five Practices of Exemplary Leadership Behaviors." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600915.
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<p> <b>Purpose.</b> The purpose of this quantitative ex post facto design research study was to determine the impact of a teacher leadership professional development academy on teacher leaders’ use of the Five Practices of Exemplary Leadership behaviors as measured by the Leadership Practices Inventory. </p><p> <b>Methodology</b>. The research was a quantitative ex post facto design. </p><p> <b>Findings.</b> The results of the analysis revealed a significant difference in teacher leadership behaviors before and after participation in a transformational leadership professional development academy. </p><p> <b>Conclusions.</b> This study responded to the call to provide teachers, administrators, districts, policymakers, and researchers new insights on transformational teacher leadership, which was deemed important to assist and develop teachers to lead or co- lead through this time of great change in education. Understanding the difference in leadership scores before and after participation in a teacher leadership professional development academy could assist teachers, administrators, districts, policymakers, and researchers to develop and set expectations for transformational teacher leadership professional development. </p><p> <b>Recommendations.</b> Provide teacher leaders, administrators, superintendents, and pre- service teachers with transformational leadership development on the Five Practices of Exemplary Leadership. Provide opportunities for 360-degree feedback with the use of the Leadership Practices Inventory in conjunction with the use of the Five Practices of Exemplary Leadership. </p><p>
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Healey, Daniel P. "Developing decision-making skills in United States Naval Academy Midshipmen /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FHealey.pdf.
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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2004.<br>Thesis advisor(s): Gail F. Thomas, Janice H. Laurence. Includes bibliographical references (p. 155-158). Also available online.
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Crawley-Low, Jill. "The impact of leadership development on the organizational culture of a Canadian academic library." Evidence Based Library and Information Practice, 2013. http://hdl.handle.net/10388/6189.
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Objective – To determine the perceived impact of leadership development on the behaviours and competencies of employees and the organizational culture of the University Library, University of Saskatchewan, Canada.
Methods – Using grounded theory methodology, the study was conducted in an academic library serving a mid-sized medical-doctoral university in western Canada. Twenty-one librarians and support staff who had completed the University Library’s Library Leadership Development Program (LLDP) participated in one-on-one interviews of 40-60 minutes duration. Interview transcripts were prepared by the researcher and reviewed by the participants. After editing, those source documents were analyzed to reveal patterns and common threads in the responses. The coding scheme that best fits the data includes the following four headings: skill development, learning opportunities, strategic change management, and shared understanding of organizational vision and values.
Results – According to the responses in interviews given by graduates of the Library Leadership Development Program, the library’s investment in learning has created a cohort of employees who are: self-aware and engaged, committed to learning and able to develop new skills, appreciative of change and accepting of challenges, or accountable and committed to achieving the organization’s vision and values.
Conclusion – Competencies and behaviours developed through exposure to leadership development learning opportunities are changing the nature of the organization’s culture to be more collaborative, flexible, open and accepting of change and challenge, supportive of learning, able to create and use knowledge, and focussed on achieving the organization’s vision and values. These are the characteristics commonly associated with a learning organization.
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McKinstry, Tashlai. "Contributing Factors In The Academic Success Of African American Girls: A Phenomenological Examination." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522865843049559.
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Coscia, Nancy Beth DeBord. "Student Organization Involvement and Leadership Development| Traditional-Aged Undergraduate Students Participating in Academic Student Organizations." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930273.
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<p> The purpose of this study was to investigate the influence of student organization membership on the development of leadership practices among traditional-aged undergraduate students. Specifically, the influence academic-related student organizations have on the leadership development of its student officers and members. This quantitative study explored the transformational leadership behavior of student officers and members of academic-related student organizations at a large research I public university in the mid-west. The student version of the Leadership Practices Inventory (LPI) was utilized to provide self-reported assessments of the leadership practices of the student organization officers, student organization members, and of students not involved in student organizations. </p><p> Analysis was completed to determine the level of practice of the five leadership practices identified by the Student Leadership Practices Inventory and to compare these levels of practice between students involved in academic-related student organizations and students who were not involved in a student organization. The study documented a significant difference for all five leadership practices between students who served as academic student organization officers and students who were not involved in a student organization. The results for the comparison between students who were members of an academic student organization and students who were not involved in a student organization found no significant difference for all five leadership practices identified by the Student Leadership Practices Inventory. </p><p> Analysis was also completed to determine any differences in leadership practice based upon sex. The majority of these comparisons showed no significant difference. However, there was a significant difference between student organization officers and students not involved in a student organization. Female student organization officers self-reported higher scores in the practices of Inspire a Vision, Challenge the Process, and Enable Others to Act. Male student organization officers self-reported higher scores in the practices of Model the Way, Inspire a Vision, and Challenge the Process. There were no significant differences within study groups.</p><p>
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Peters, April Lynette. "A case study of an African American female principal participating in an administrative leadership academy." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060955233.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 274 p. Includes bibliographical references (p. 219-228). Available online via OhioLINK's ETD Center
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Gibbs, Patricia J. "Self-Efficacy and the Leadership Development of Women in Academic Medicine| A Study of Women Alumnae of the Hedwig van Ameringen Executive Leadership in Academic Medicine(RTM) (ELAM) Program." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687681.
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<p> Despite the fact that women have reached parity in entering and graduating from medical schools (AAMC, 2014), the percentage of women who advance to leadership positions is small. The purpose of this study was to explore the connection between self-efficacy and leadership development over a multi-year period among women in academic medicine following their participation in a specialized leadership development program. The purpose was addressed by analyzing secondary interview data from alumnae of the Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM) Program for Women, using a content analysis research design based on a constructivist paradigm of inquiry. The research problem addressed in this project was that the existing literature is deficient in studies that focus on the exploration of self-efficacy and how it influences the leadership development over time of women in academic medicine. Using Bandura's (1997) self-efficacy theory, this qualitative study was based on the thesis that Bandura's four sources of self-efficacy (performance accomplishments, vicarious experiences, verbal persuasions, and physiological states) are determinants of success over time for ELAM alumnae who achieve leadership positions in academic medicine. </p><p> This study had five major findings. First, this study supports each of Bandura's (1997) four sources of self-efficacy. Second, the most robust evidence of self-efficacy was found in the performance accomplishments self-efficacy source. Third, there was development of self-efficacy over time with the greatest growth within the self-efficacy source of performance accomplishments in the area of skill development relating to negotiation, delegation, budgeting and finance, communication, political savvy, and leadership enhancement, followed by vicarious experiences, and verbal persuasion. Physiological states had the least growth. Fourth, the research and subsequent analysis of findings extend Bandura's (1997) previous research domains to include the demographic of women in academic medicine which could have transferability to highly educated and successful women professionals working in leadership roles in male-dominated fields. Fifth, Bandura's (1997) self-efficacy sources may need to be expanded. This study fills a gap in the research and adds to the body of knowledge related to self-efficacy and leadership development. </p>
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Reed, Janice. "The impact of a junior high school leadership program on the academic success and leadership development of at-risk students." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4185/.
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The primary purpose of this study was to determine the impact of a junior high school leadership program on the academic success and leadership development of its at-risk student participants. A secondary purpose, based on impact, was to evaluate the program as a potential school-based model for adolescent at-risk intervention. The leadership program investigated in this study is unique in three ways. First, the program is in a magnet school and the student population is heterogeneously mixed as to ethnicity and socio-economic status. Second, enrollment is open to all students. Third, its curriculum goals meet research-based criteria for effective intervention practices and leadership development. Academic success indicators associated with at-risk students included achievement, conduct, attendance, and school engagement. Leadership development indicators included leadership practices students had experienced and leadership positions students had held. The design of this post hoc study was the comparison of two groups of high school students who qualified as "at-risk" during their junior high years. Data collection included district or campus reports for cumulative attendance rates, grade point averages, and conduct demerits, as well as student survey responses for school activities, leadership practices experienced, and leadership positions held. Results of multivariate and univariate inferential analyses show the leadership program had a slight positive impact on the achievement and leadership experiences of at-risk student participants. Descriptive data analyses indicated a positive trend toward better conduct from program participants as well. The program did not have a significant impact on attendance, school engagement, and leadership positions students had held. While the program met criteria for effective at-risk intervention as well as exemplary leadership development, results were mixed, so evaluation of the leadership program as a model for at-risk student intervention is inconclusive. Further longitudinal research is recommended with a larger sample, using pretest and posttest measurements, group comparisons, and determination of short term and long term effects.
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Wall, Karen J. "ADMINISTRATIVE DEVELOPMENT FOR ACADEMIC DEANS IN THE CALIFORNIA STATE UNIVERSITY SYSTEM." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/156.
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Over the years, the academic dean position has evolved from mainly focusing on student matters to an emphasis on promoting quality teaching and academic programs. The dean’s role is comprised of academic and administrative duties and responsibilities, requiring working with various stakeholders. The complexities associated with reduced budgets, increased enrollment demands, guarantee of quality education, and expectations from the private and public sectors create a perennial need for strong, competent leaders. Attributes for those in the dean’s position have been described as being able to keep peace among various groups with competing priorities. Other abilities address the many internal and external pressures confronting the position, and the need to motivate, plan, and establish a shared vision for the college.
Research has found academic deans traditionally advance from faculty to administration with few opportunities to train for the administrative leadership aspect, having trained and oriented predominately for academic careers in scholarship and teaching. In the absence of administrative training, academic deans have found they lack the breadth and depth of administrative leadership practices. This research study examined the essential administrative competencies and preferred professional development method for academic deans responsible for discipline-specific colleges within the California State University (CSU) system. The study employed a mixed methods research design for the collection and analysis of quantitative and qualitative data. The findings from the surveys and interviews revealed significant results for identifying essential administrative competencies, and preferred professional development methods for effective academic deans. A common theme that emerged was that their prior academic training and experience did not provide a significant amount of transferable skills. Interview results described serving on committees, working with mentors, training with immediate supervisors, and attending professional development programs as the methods selected for administrative development. Survey results identified hands-on experience, and attending seminars as the most preferred professional development methods for the majority of administrative competencies.
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Harper, Jennifer Leigh. "An Analysis of the Effectiveness of an Urban School District Leadership Academy for Principal Recruitment and Professional Development: A Case Study." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195986.
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Research on school principals has been narrowed to the factors leading to attrition or retention with little focus on the recruitment and development. The decreasing number of individuals applying for school principal positions has led some school districts to implement new methods to recruit and develop future school principals. One method being used by some large, urban school districts is the creation and implementation of leadership academies; however, few studies have been conducted to determine the effectiveness of this tool in aiding the recruitment and development of aspiring school principals.The purpose of this case study was to investigate the effectiveness of a leadership academy implemented in an urban school district to increase the recruitment of school leaders. Participants were assessed on their perceptions of the effectiveness of the leadership academy, in one urban school district, to prepare them for the school principal role. A qualitative, embedded case study approach was used to describe these perceptions. The study participants consisted of 12 individuals who were working as principals or assistant principals in the district after participation in the leadership academy. The data was based on participants' responses from 25 semi-structured interview questions, non-participant observations, and a document analysis of materials used in the leadership academy.The data revealed four assertions 1) the leadership academy provides an avenue for the district to identify individuals interested in the principal position and get to know the leadership styles of each individual; 2) participants believe the leadership academy aided in their preparation for a principal position in the district; 3) the application and selection process enabled the district to identify individuals interested in the principal position; and 4) the leadership academy was an indirect tool for recruitment. The findings showed that all study participants felt the leadership academy was a valuable experience and did aid them in their journey to becoming a school principal. The findings from this study support the use of a leadership academy as a tool to develop aspiring school principals; however, further research is needed to determine the effectiveness of the leadership academy in recruiting future school leaders.
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Alamo, Daniel William. "Teachers' Knowledge, Perceptions and Practices Regarding Academic Literacy Development of Long-Term English Learners." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930896.
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<p> Secondary educators must be knowledgeable in their content while increasing the academic literacy of their students, a process further complicated when working with students who are long-term English learners (LTELs). This mixed-methods study explored the knowledge, practices, and perceptions of six secondary teachers working to develop the academic literacy of LTEL students in content-specific classrooms. Set within a sociocultural framework, the study provides a greater understanding of the challenges and successes educators experience when working at the secondary level with students with diverse learning needs. The data were collected in two phases. Phase I included a quantitative survey of teachers, designed to acquire demographic information from participants who met the inclusion criteria: educators who taught a content-specific course and had a minimum population of 10.7% LTEL students in at least one of their classes. These data were analyzed using descriptive statistics. Phase II consisted of qualitative one-on-one interviews, classroom observations, and follow-up interviews. Data analysis for Phase II included transcribing the interviews and taking notes on emerging themes. </p><p> Qualitative data were also provided by the classroom observations using the Observation Protocol for Academic Literacies. Notes created in each of the classrooms were coded by themes and used in the creation of profiles for each educator. Themes that emerged through the one-on-one interviews and classroom observations were used to create questions for the follow-up interviews. Findings add to the body of research regarding content-specific secondary teachers’ knowledge and perceptions about the academic literacy development of their LTELs.</p><p>
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Scott, Diana Dawn. "Leader behavior : the development of collective efficacy in collectivistic societies." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1491.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Psychology
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Horton, Amy B. Mrs. "A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School Leadership." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3276.
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Educational administration is such a demanding field, so it is important to understand why an aspiring principal would self-select to commit to an optional yearlong, intensive professional development activity with very little compensation and no promotion. Motivation may prove to be a key component of the recruitment and sustainability of professional development activities. By discovering the factors affecting both personal and professional motivation of beginning administrators to participate in a professional development led by the collaboration among the Tennessee Department of Education, Vanderbilt University, and Governor Bill Haslam, the researcher hopes to gain an understanding that may apply to future professional development activities in educational leadership.
This qualitative study was based on the phenomenological inquiry research design. The study was open to all recent members of the Governor’s Academy for School Leadership (GASL) program. Eleven of the members chose to participate in the study. Participants completed an online, open-ended questionnaire followed by an in-depth one-on-one interview using Google Hangouts. Participants were asked to share both personal and professional factors related to their motivation to participate in the GASL program.
Through analysis of the data, the researcher identified five factors that influenced personal motivations. These included a desire for self-improvement, self-motivation, the novelty of the experience, competitive nature of the program, and the honor to be considered. The researcher identified three factors that influenced professional motivations including advancement of license, networking opportunities, and marketability.
When comparing responses based on gender, females noted the novelty of the experience while males noted the exclusivity of the program as motivational factors. Females in this study tended to relate networking as personal connectedness while males related it to professional connectedness. The intensive year long program and affiliation with Vanderbilt University were also found to positively impact the motivation of individuals to participate in the program.
Two main themes emerged from the study: relatedness and competence. Both of these related directly back and support findings of Deci and Ryan’s Self Determination Theory.
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Bates, Celesta Suzanne. "Academic Leaders' Perspectives on the Impact of Change in Higher Education on Leadership Development and the Faculty Governance Model." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13421676.
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<p> This study utilized a qualitative approach to examine academic leaders’ perceptions of the impact of the changes occurring in the higher education environment on leader development and the faculty governance model. Interviews were conducted with academic leaders in four regionally accredited, 4-year, private, similarly-sized, religiously affiliated institutions in a rural region of a Midwestern state. The interviews explored the perceptions of academic leaders on the impact of changes within the context of the social construct of the higher education environment, the contextual influence on leaders and leadership development, and the faculty governance model. The results suggested that individuals socially reconstruct their environments by revisioning the challenges in the context of the mission of the institution. The results further revealed the philosophies of trust, support, mentoring, followership, and decision making as critical to shared leadership in the higher education environment. Academic leader development, the faculty governance process, and shared governance were influenced by the changes occurring in the environment. These findings have important implications suggesting the need to examine the construct of leadership in the higher education environment and academic leaders’ influence on faculty governance and shared governance. The findings also raise interesting possibilities for advancing an augmented view of leadership in the higher education environment.</p><p>
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Ferguson, Toni. "The Impact of Academic Parent-Teacher Teams on Family Engagement and Student Academic Achievement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/75.
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The purpose of this study was to examine teacher and parent perceptions of the impact of a high-family engagement model, Academic Parent-Teacher Teams (APTT). Teacher and parent surveys were administered to determine the relationship between the following variables: teacher leadership, administrative support, parental perceptions of effectiveness of communications, parental perceptions of convenience of scheduling of meetings, parental perceptions of usefulness of meetings, family engagement, and student academic achievement. Data from a Pearson correlation and a regression test were analyzed to determine which variables had the greatest significance on the impact of APTT on family engagement and student academic achievement. Based on the results of the study, parental perception of effectiveness of communications, parental perception of convenience of scheduling of meetings, and parental perception of usefulness of meetings had the greatest significance with family engagement and student academic achievement. Recommendations were suggested for policy-makers, district leaders, educational leaders, teachers, and future researchers.
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Ejimofor, Francis O. "Principal's Transformational Leadership Skills and Their Teacher's Job Satisfaction in Nigeria." Cleveland State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1202235575.
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Price, Misty Renee. "Academic Affairs Officers: An Application of the American Association of Community Colleges Competencies for Community College Leaders." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4389.
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Over the last two decades, several studies have confirmed that there is a leadership crisis among the nation's community colleges. In response to this leadership crisis, the American Association of Community Colleges [AACC] commissioned the development of a leadership competency framework consisting of six leadership competency areas deemed "either `very' or `extremely' essential to the effective performance of community college leaders." Since the release of this framework, limited research has been conducted on the importance of and the preparation in the identified competencies. The majority of research that has been conducted has focused on the position of president, even though there are several leadership positions within community colleges that are facing a leadership crisis. One such position is that of academic affairs officer.
This study had two purposes. The first was to extend the research that has been conducted on the AACC leadership competencies by examining how community college academic affairs officers perceived the importance of and their own level of professional preparation in the identified competencies. The second was to examine the leadership development experiences that academic affairs officers identified as the most beneficial to their professional development as academic affairs officers.
This study was a quantitative, descriptive, correlational design and used a questionnaire to collect data. The population for this study was academic affairs officers at public community colleges in the United States. The academic affairs officers that were included in the population were identified from the membership directory of the AACC. The survey instrument used for this study was based on the AACC leadership competency framework, as modified by Duree, which included 45 leadership competencies summarized into six leadership competency areas: organizational strategy, resource management, communication, collaboration, community college advocacy, and professionalism. Using two four-point scales, academic affairs officers (n=102) were asked to rate the importance of and their own level of professional preparation in the identified competencies. The survey instrument also asked academic affairs officers to rank the top five leadership development experiences that they feel have been the most beneficial to their professional development as academic affairs officers.
In general, academic affairs officers believe that the AACC leadership competency areas are important for effective leadership in leading academic affairs. The most important leadership competency area was communication, followed by organizational strategy, community college advocacy, collaboration, professionalism, and resource management. In addition, academic affairs officers perceive that they are moderately or very well-prepared to perform many but not all of the identified competencies. For those identified competencies that academic affairs officers did not feel as prepared to perform, several were rated as important for effective leadership.
Academic affairs officers ranked progressive job responsibilities as the leadership development experience felt to be the most beneficial to their professional development as academic affairs officers. Academic affairs officers then ranked challenging job assignments; participation in institutional task forces, committees, and commissions; and networking as the second, third, and fourth most beneficial leadership development experiences, respectively. The fifth most beneficial leadership development experience was networking, followed by attendance at conferences and specialized workshops. Based upon frequency totals, university-based degree programs and mentoring (role as mentee, not mentor) were also considered beneficial leadership development experiences.
The significance of this study is that it provides practical, relevant, and timely information for both current practicing academic affairs officers and those who aspire to lead public community colleges in the position of academic affairs officer. The results of this study have several implications for practice. These implications include: to inform those persons seeking academic affairs officer positions of the relative importance of the AACC leadership competencies and the leadership development experiences deemed to be the most beneficial by a sample of incumbents; to inform leaders of higher education and professional development programs of the leadership competencies that should perhaps be included in the curricula of their programs; and to provide resources to be used by search committees in formulating desired qualifications and, later, in interviewing candidates for the position of academic affairs officer.
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Hamady, Carrie M. "An Examination of Outcomes of Undergraduate Dietetics Students in an Enhanced Academic Program." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573825007876683.
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Hendricks, Deborah. "The Impact of Training and a Mindfulness Phone App Among Academic Advisors." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1554200022160503.
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Pitman, Joanne, and University of Lethbridge Faculty of Education. "Teacher perceptions of leadership practices and the development of professional learning communities : an exploration." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/731.
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This study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). More specifically, it explores teacher perceptions of these leadership practices in the context of a school district in Alberta, Canada. The study employed qualitative research in the form of interviews of sixteen teachers from one school district. Findings include description of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. It is necessary to recognize the interrelated nature of structural supports along with cultural underpinnings to fully develop and sustain PLCs. Moreover, the findings highlight the influence of structures in supporting dimensions of collective learning and shared personal practice. The need for careful consideration of the power of school culture over the effective use of any structure is evident. Leaders’ continuous modelling and involvement are imperative to develop teacher capacity to embrace shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. Furthermore, the building of trust and celebration of teacher and student learning moulds a schools’ culture to one that reflects success in the various PLC dimensions. The study concludes by suggesting possible areas for further research in addition to demarcating suggestions for continued reflection within the field of leadership as it relates to developing and sustaining PLCs.<br>ix, 147 leaves ; 29 cm.
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Ricketts, John C. "The efficacy of leadership development, critical thinking dispositions, and student academic performance on the critical thinking skills of selected youth leaders." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000777.
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Citron, Albert. "Hidden in Plain Sight: Development and Testing of a Model to Evaluate Political Leadership Tactics." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5918.
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This thesis analyzes the kinds of verbal and nonverbal signals elites manifest to show leadership qualities. Launching from Max Weber's conceptual framework of charisma as a power term and Harold Lasswell's study of propaganda, this study takes a multidisciplinary approach to studying political leadership with elements of communication methodology and an ontological basis in evolutionary psychology. The study's goal is to offer a framework for defining and evaluating the diverse signal patterns employed by political elites in three real-life situations. These are the Malta Summit, the 1992 Virginia Presidential Debate, and the 2012 South Carolina Republican Presidential Primary. The cases were chosen because they display a diverse set of signal variations during different types of interactions.
The three case studies are evaluated by measuring frequency and patterns of occurrence of the five different interaction constructs (indicator of interest, indicator of disinterest, demonstration of high value, demonstration of low value, and compliance testing) to explain different interaction patterns. A simple frequency distribution of the different signals during a given interaction is used to display the empirical findings and to compare patterns across the case studies. This study reveals that the presence of DLV (demonstration of low value) signals weaken an elite's position in relation to other elites and the public while the presence of DHV (demonstration of high value) signals strengthen an elite's position. It is largely the presence, absence, and frequency of these two signals that determines who conveys leadership qualities effectively regardless of leadership style. Studying the signaling patterns of political elites would allow scholars to understand better the kinds of signal patterns and signal frequencies that are used in different types of leadership styles and norm ranges for signals including for political elites belonging to different cultures and subcultures.<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; International Studies
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Mason, Michael Cassell. "Professional Development in Doctoral Education: The Perceptions of Faculty Mentoring on the Formation of Senior Student Affairs Leaders." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1832.
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Thesis advisor: Karen Arnold<br>Student affairs models exist on every United States college and university campus and serve as an integral part of the undergraduate student experience. However, very little research has been conducted on students in Higher Education Administration doctoral programs and the preparation of Senior Student Affairs Officers (SSAOs) for leadership in student affairs. This study investigated the perceptions of mentoring relationships between faculty mentors and doctoral student protégés and the socialization of these students into becoming senior leaders in student affairs. Kram's (1985) theory, which identifies the psychosocial and career aspects of mentoring in organizational development, serves as the lens to examine these relationships. The participants in this study consisted of five faculty mentors and eight of their former students who are now current Senior Student Affairs Officers. Results included four major themes, identified by both the mentors and the SSAOs, comprising the major aspects of the mentoring relationships. In addition, the faculty mentors felt that they did not particularly prepare students for these senior level positions, as there were no specific or intentional discussions about the role itself. However, the former students believed their doctoral mentoring was good preparation for the SSAO role, as they learned about university structures, governance, political climates and other aspects of senior leadership. Given these findings, it is recommended that there be a stronger emphasis be placed upon the SSAO socialization component of the doctoral program. Recommendations such as the addition of "mentors of practice," a student apprenticeship component similar to Arts & Sciences doctoral programs, and an increased faculty awareness of their impact upon students as mentors are suggested to enhance the doctoral student experience<br>Thesis (PhD) — Boston College, 2011<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Collett, Gale A. "How Social Emotional Development Skills Gained in High Quality Public School Prekindergarten Impact Kindergarten Academic Readiness." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1237.
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Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000).
Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press).
The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness.
Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.
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Kirkland, Kim D. "Academic Honesty: Is What Students Believe Different From What They Do?" Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1245345453.
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Hartounian, Paramsten. "The Relationship between Cognitive Moral Development and Attitudes toward Academic Cheating of Armenian High School Students at an Armenian Private School in Southern California." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837126.
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<p> Over the past fifty years, cheating among high school students increased substantially and affected the morale of students (Simha, Armstrong, & Albert, 2012). According to a nationally representative survey of 36,000 U.S. adolescents, some 60% of high school students confessed to cheating on a test during the previous school year, and that the behavior among these students had spiked over the past 50 years (Murdock, Beauchamp, & Hinton, 2008). Armenian high school students agree that cheating is morally wrong; however, their actions do not reflect this belief (Bowers, 1964; McCabe & Trevino, 1996; Semerci, 2006). The study aims to address gaps in the literature by using Kohlberg’s (1958) theory of moral development (as cited in Hannah, Lester, & Lester, 2005) to examine how academic dishonesty, such as cheating, is associated with the moral development level of Armenian private high school students in Southern California, and the extent to which, if at all, this relationship is moderated by the degree of students’ performance orientation. No prior research is known to have been done with this specific cultural group in a high school setting.</p><p>
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Cupidore, Cherise. "Exploring the Effectiveness of Leadership Practices in Urban Charter Middle Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2647.
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Researchers have noted that educational manager and instructional leadership roles are vital to achieving sustainable student achievement. Ineffective leadership practices may decrease students' academic success and are a continuous concern for educators, especially for those of urban charter schools. The purpose of this study was to explore practices that leaders of urban charter middle schools have implemented to advance their schools from a priority school to a focus school designation. This multiple case study sought to identify and clarify leadership practices of successful leaders in urban charter middle schools. Leithwood and Riehl's core leadership practices model served as the basis for understanding successful leadership practices in 3 Midwestern urban charter middle schools that progressed from a priority school to a focus school category. Data included semistructured interviews with 3 principals, 3 focus groups with a total of 16 teachers, and a review of relevant documents at each school. Data analysis entailed coding and theming significant statements for emerging patterns related to successful leadership practices until reaching data saturation. Emerging themes included leadership practices, professional development, student academic achievement, parental involvement, and redesigning the schools. Findings from this study resonate with Leithwood and Riehl's leadership model and indicate the efficacy of core leadership practices to meet state and national guidelines. Positive social change comes from providing school leaders in urban charter schools with leadership practices that may more effectively offer students with educational preparation to compete in a global society.
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Jamison, Rudolph F. Jr. "Black Male Perspectives of the Role Race Plays with Black Male Leader/Leadership Development in the World of Work." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/733.
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There have been relatively few studies examining the leadership of Black men, and even fewer studies examining the leadership of Black men from the phenomenology of Black men, themselves. The purpose of this Q Methodology study was to examine Black male perspectives of the role race plays with Black male leader/leadership development in the world of work. The study was designed as an exploratory attempt to surface and understand how 40 emerging African American male leaders in a large, urban city in the SE United States viewed their own leadership development. Elements of socio-analytic theory and leader-member exchange theories were the basis for the conceptual framework.
The 40 participants sorted 41 statements reflecting distinct perspectives on the role race plays with Black male leader/leadership development within the world of work. Participants sorted these 41 statements within a forced distribution response grid based on what best reflected their perspectives. These 40 sorts were then correlated and the correlations were factor analyzed and rotated, leading to the extraction of five factors, each representing five distinct, shared perspectives. Following examination and analysis of these five factors, or shared perspectives, the researcher named them: 1) Faithful, Familial, and Resilient, 2) Creative, Faithful, and Independent, 3) Attentive, Connected, and Woke, and 4) Knowledgeable, Congruent, and Unapologetically Black, and 5) Responsible, Faithful, and Supportive. The results of this study suggest there is rich diversity among Black male perspectives regarding their leadership development, and demonstrates important functions outside the workplace. These diverse perspectives and those elements characterizing them should be considered as educators prepare to work with Black males and those preparing to support their development, leadership and otherwise. Finally, the researcher suggests that future research into the experiences and perceptions of Black men continue to seek methodologies that honor and magnify their voices.
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Maladzhi, Wilson Rendani. "Analysis of innovative leadership and sustainability of SMEs in the Western Cape Province, South Africa." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1295.
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Thesis submitted in fulfilment of the requirements for the degree
Doctor of Technology: Mechanical Engineering
in the Faculty of Engineering
at the Cape Peninsula University of Technology, 2012<br>Over the years, many organisations are constantly under extreme pressure for their survival and sustainability due to globalization, rapid pace of technological innovation and growing knowledge of their customers. Leaders within the Small and Medium Enterprises (SMEs) struggle in dealing with these pressures due to lack of management skills, market know-how, education and training, entrepreneurial drive, technological orientation, product distribution and networking, particularly when compared with large companies. Innovative culture becomes a major problem among these SMEs. This forces leaders to establish a sound environment where employees can be creative and innovative. However, innovative culture is relatively at a slow pace in South Africa compared with other countries. In an attempt to create an innovative environment for employees, many leaders introduced international based policies such as organisational restructuring and reengineering. Instead of these policies to ease the prevailing conditions, the stress levels within the workplaces elevated and crushed the little creativity left in them. Therefore, this study is undertaken to investigate the appropriate leadership style capable to spearhead the SMEs in instilling local based innovation culture for sustainability in the Western Cape, South Africa.
A group of participants including both employees (n1=336) and leaders (n2=130) took part in the research survey within 50 SMEs in the Western Cape. Nevertheless, different sample sizes were utilised in various stages through different case studies. This study has adopted the survey research method for its reliability and being quantitative in nature originated from positivism paradigm. An innovative leadership model covered the key characteristics of leadership was developed to achieve the research objectives. All the characteristics as variables were formulated into propositions and hypotheses to determine the state of innovative culture in these SMEs. Cronbach's-Alpha coefficient was used for reliability test of all the characteristics. In addition, descriptive statistical results such as means, standard deviations, correlations, and Chi-Square were generated.
The study results revealed that all leadership characteristics variables were found to have p values below (0.01) which suggested on the rejection of null hypotheses. From employees’ point of view, the results showed that the leaders lack inspirational and motivational and high gain risk-taking characters. Thus, employees were not satisfied with their management styles toward innovation. However, leaders rated themselves highly based on the responses. In essence, a mathematical model was also used to analyse the impact of innovative leadership on productivity and profitability. The research findings have confirmed that leadership has the ability to stimulate both productivity and profitability. The study results further indicated that innovative leadership contributed to low production costs that resulted in the increase of productivity and profitability.
This study concluded that innovative leadership was vital to the innovative culture within SMEs. The proposed leadership model can be used as a guideline for SMEs to create innovative culture. Moreover, the mathematical model can be utilised for any SMEs to predict their productivity and profitability.
ii
The rest of the thesis is organized as follows:
Chapter one emphasises on the research problems pointing out factors that affected leadership in South African SMEs. The importance of the SMEs in the economy of the country as well as their descriptions and definition of SMEs were discussed. The problem statement, research objectives, leadership definitions, research propositions were highlighted. A description of the proposed model was detailed, and finally, the significance of the study and ethical issues were addressed.
Chapter two focused on improving new product development (NPD) through innovative leadership qualities. In this regard, the key factors bearing the impact on NPD such as lack of understanding customer needs, business skills and understanding of innovation in NPD.
Chapter three discussed the impact of innovative leadership on organisational culture within SMEs in the Western Cape, South Africa. It outlined the key leadership characters such as visionary, passionate, charismatic, inspirational and motivational, immersed in progressive change, high gain risk taking, ability to network and fast and action oriented leadership, and how these characteristics influence leadership to create an innovative culture within SMEs.
Chapter four highlighted how passionate and charismatic leadership impacted creativity and innovation within the SMEs. The leaders in these SMEs were passionate and charismatic. However, it is not sufficient to instill an innovative culture.
Chapter five presents an approach on how to create an innovation culture through visionary leadership in the SMEs. The results revealed that employees were very satisfied with their leaders. However, the leaders needed to make more efforts in making employees to embrace their organisational vision in order to be competitive.
Chapter six alluded on the developed mathematical model to analyse the impact of innovative leadership on organisational sustainability in terms of productivity and profitability. The mathematical model predicts how changes of innovative leaders influence the increase of profits while production costs decreasing.
Chapter seven concluded the importance of innovation culture within the SMEs. This chapter also indicated that there is a tremendous lack of innovation drive within the leaders in the SMEs; such that employees are not motivated enough to bring new ideas that can add organisational values. The further study areas were highlighted as well.
Keywords: Innovation, leadership, culture, new product development, sustainability and SMEs
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Regacho-Anaclerio, Renee D. "Principal behaviors and practices that support the development of a standards-based instructional system." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2350.
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This qualitative study sought to identify the common behaviors and practices of principals in high achieving standards-based schools. Three schools were examined in the study. These schools were selected from a ten county area and had demonstrated consistent and unusual growth on the Academic Performance Index (API). The practices of principals were identified through a phenomenological study of the experiences of successfully implementing a standards-based instructional system. Principals were interviewed individually, and focus groups of teachers were interviewed separately. Both groups were asked about the principal behaviors and practices that led the school to achieve academic success. Principals and teachers across the three sites identified similar practices including high expectations of students and staff, planning and goal setting based on student achievement data, frequent monitoring of student achievement, teacher collaboration, principal classroom visits, principal visibility on campus, principal accessibility, and a school culture that promoted trust and team work.
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Williams, Ronnie. "Exploring the perceptions of secondary assistant principals toward their development as instructional leaders." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/878.
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Although, the concept of instructional leadership is a not a new idea, it has become an increasingly popular term in education in recent years. Instructional leadership provides the foundation for teaching and learning within a school. Such federal educational initiatives as No Child Left Behind and Race to the Top have sought to improve student achievement have also changed the landscape of school leadership. As accountability and high-stakes testing measures continue to rise, the need to closely explore and understand the ideology of instructional leadership has become more prevalent. Qualified school leaders with a keen focus on instruction must be well-prepared to lead schools and meet the needs of 21st century students. Specifically, the role of assistant principal is called upon to expand in instructional leadership to help meet ever evolving school challenges. From a historical perspective, within the literature, little attention has been given to the development, selection, training, and support of assistant principals. This has led to the increasing marginalization of this group of school leaders. The purpose of this study is to explore the shared perceptions that secondary assistant principals hold toward their development as instructional leaders given the support from their principals’ leadership actions and transformational practices. Thirty-four secondary middle and high school assistant principals’ perspectives were explored using Q methodology. Participants performed a Q sort of thirty-eight statements to examine their subjective viewpoints toward their own development as instructional leaders. Four perspectives emerged from the study, Relational & Support, Coaching & Collective Collaboration, Data-Driven & Feedback, and Professional Development & Strategic Planning. Each perspective leads to a deeper understanding aligned with the development of the assistant principal as instructional leader.
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Horton, Tonya. "An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849719/.
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This study explored the competency frameworks of nontraditional principal preparation programs to determine how they aligned to research-based best practices for school leaders. The research questions that guided this work were: To what degree are the McREL 21 Leadership Responsibilities addressed in the competency frameworks of nontraditional principal preparation programs? How do the leaders of the nontraditional principal preparation programs view the degree to which their competencies include the McREL 21 Leadership Responsibilities?
A multi-case study analysis was conducted that compared the competency frameworks of four nontraditional principal preparation programs. The Knowledge is Power Program (KIPP), New Leaders, New York City Leadership Academy (NYCLA), and Teaching Trust were the nontraditional programs selected for this study. Leaders from the four organizations were interviewed.
The findings from the research illustrated that a majority of the McREL 21 Leadership Responsibilities were included in the competency frameworks of nontraditional principal preparation programs. The study revealed that four of the McREL 21 were not included in any of the competency frameworks. Another finding was the lack of focus on talent management and personal dispositions in the McREL 21 Leadership Responsibilities.
Nontraditional principal preparation programs are a growing avenue for principal preparation, as such their use of research on principal success was promising.
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Westerberg, Sarah. "The Effect of Sustained Principal Development on the Development and Maintenance of Collaborative Activities in Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2356.pdf.
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Johnson, Rodriguez. "The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/2.
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It was a goal of this study to identify leadership strategies and other select variables such as instructional strategies, professional staff development, teacher-student relationship, parental support, and student academic motivation and their relationship with student achievement. Pearson correlations, ANOVA, Alpha Cronbach, construct validity, and regression tests were used to analyze the data that had the greatest significance on student achievement scores. The researcher concluded that instructional strategies, parental support, student academic motivation, and teacher expectation have the greatest significance on student achievement scores. Recommendations were suggested for classroom teachers, educational leaders, teacher preparation programs, and future researchers.
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Didlick-Davis, Celeste Renee'. "The LEGACY Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-based Academic Enrichment Program." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460994613.
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Spencer, Kenneth D. "The academic effect of an intensive reading intervention program at a rural California middle school using data from a one year program." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/54.
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With the ratification of the Individuals with Disabilities in Education Act (IDEA) in 2006, states were required to permit public schools to provide varying levels of intervention for students who showed that they were struggling in one or more core educational areas (Department of Education 300.307(a) (2), 2006). This recommendation supported the use of the framework known as Response to Intervention (RtI) that was familiar in the research literature (Department of Education, 2006). The theoretical framework chosen to support the RtI process in which three RtI programs are being analyzed is Applied Behavior Analysis (ABA). ABA is a theory that suggests interventions initiated to create improvement for an area in which a person has learning or developmental challenges needs to be carefully evaluated individually with each case and then a series of proactive responses to the data are initiated with the goal of having the individual experience improvement and growth (Axelrod, 2012). Therefore, the purpose of this study is to compare the CST reading proficiency scores of socio-economically challenged middle school students who participated in one of three interventions: low reading students who participated in an intensive reading program, low reading students who participated in the English Language Development (ELD) program, and low reading students who only participated in a Sustained Silent Reading program. The methodology chosen was a quasi-experimental study because there were three independent variables: the Intensive Intervention Group (II), the English Language Development Intervention Group (ELD), and the Silent Sustained Reading Intervention Group (SSR). A Multivariate Analysis of Variance (MANOVA) was conducted on all three independent variables using the dependent variable to establish any significant differences and to measure any possible academic mean growth. Two research questions were analyzed, including how the three groups scores would compare using the MANOVA and the impact of the interventions when comparing sixth, seventh, and eighth graders to each other as separate groups. The results indicate that the use of Applied Behavior Analysis Creating research based intervention systems at the middle school can have positive results and can justify utilizing financial resources at the middle school level to provide RtI systems.
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Haake, Ulrika. "Ledarskapande i akademin : Om prefekters diskursiva identitetsutveckling." Doctoral thesis, Umeå : Pedagogiska institutionen, Umeå universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-344.
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Quinlan, Colleen. "Women's Career Development: The Lived Experience of Canadian University Women Presidents." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353006797.
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Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.
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Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students.
Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year.
Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models.
Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.
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Adams-Manning, Andrea. "Individual and Organizational Culture Predictors of Participation in Training and Development Activities among Student Affairs Professionals." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/813.
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Organizational culture substantially impacts employee motivation, employee behavior, and employee participation in professional development activities. In the field of Student Affairs, it is critical for employees to regularly participate in professional development activities to stay up-to-date with understanding today’s students’ needs and meeting federal and state demands. This study examined what individual and organizational culture factors predict participation in professional development activities among student affairs professionals at higher education institutions. For this study, 354 participants from various public and private institutions were emailed an anonymous web-based survey. Field theory served as the theoretical foundation giving perspective as to how external and internal factors contribute to behavioral changes. Human capital theory and empirical research provided the framework for the organizational culture factors investigated. The results of this study informs practice and policy concerning supervision models; performance evaluation methods; the allocation of resources dedicated to developing and training staff members; professional development plans; higher education curriculum; policies and regulations associated with training and development (T&D); accreditation implications; and the logistics associated with T&D opportunities offered by professional organizations.