Dissertations / Theses: 'Characteristics of the instructional leader'

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Wilson, Phonecia. "Characteristics of Successful Elementary Principals as Instructional Leaders." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7775.

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The problem addressed in this study was the lack of consistency of implementation of instructional leadership practices by elementary principals. Little research existed at the time of this study to inform current practitioners about specific instructional leadership practices that positively effect student growth based on the perceptions of successful practitioner. The purpose of this study was to describe specific instructional leadership behaviors perceived by elementary school principals to have a positive effect on student growth and to describe the contextual factors that affect the different levels of implementation of these behaviors. The conceptual framework for this study was instructional leadership. The research questions were created to collect data that described specific instructional leadership practices as well as contextual factors that positively affect student growth and influence the different levels of implementation of instructional leadership practices. Using qualitative case study design, data were collected from a sample of 16 elementary principals serving students in 1 school district in a southeastern state identified by student consistent performance on the Progress and School Climate components of the College and Career Readiness Performance Index. Data were collected through face-to-face interviews. Coding and thematic analysis were used to analyze interview data. Key themes included an emphasis on data driven decision making, the importance of a clearly defined mission and a positive school climate. This research may contribute to positive social change as consistent implementation of the specific instructional leadership practices identified in this study could have a positive effect on student growth and learning in elementary schools.

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McCann, Gary Dail. "A Study to Examine Teacher Perceptions of Leadership Characteristics That Middle School Principals Should Have to Be an Effective Instructional Leader." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1351.

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This study was designed to investigate teachers' perceptions of the role middle school principals played as instructional leaders in 2 rural schools in southwest Virginia. The 2 middle school participants in the study included only teachers in schools classified Fully Accredited by the accountability standards of the No Child Left Behind for changing the academic status of their schools from Needs Improvement in 2005 to Fully Accredited for 2006 to 2009 inclusive. This study examined teachers' perceptions of the principal's role as an instructional leader for school improvement in changing the status of the schools from Needs Improvement to Fully Accredited. This study examined middle school teachers' perceptions of 3 leadership characteristics middle school principals should possess as an effective instructional leader for school improvement. This qualitative research project examined middle school teachers' perceptions of the impact of school vision, teacher collaboration, and student academic needs for improving student achievement during a school improvement process. This qualitative study gathered information through the use of online surveys, interviews, and summative student achievement scores to determine teacher's perceptions of the effectiveness of their principals as instructional leaders. Results of this study suggested principals should rely on researched-based practices for maintaining and sustaining high student achievement and high teacher expectations for instructional accountability. This study provides useful information for future instructional research on 3 leadership characteristics and their impact on instruction and student achievement.

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Opfermann, Maria. "There's more to it than instructional design the role of individual learner characteristics for hypermedia learning." Berlin Logos-Verl, 2008. http://d-nb.info/990567281/04.

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Frederick, Consuelo V. "Analyzing Learner Characteristics, Undergraduate Experience and Individual Teamwork Knowledge, Skills and Abilities: Toward Identifying Themes to Promote Higher Workforce Readiness." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11044/.

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With the world amidst globalization and economic flux affecting business, industry, and communities the need to work together becomes increasingly important. Higher education serves an important role in developing the individual teaming capabilities of the workforce. This environment is the time and place - opportunity for student personnel to develop these capabilities. This multiple case study utilized the analysis phase (learner, setting and job) of an instructional design model to analyze learner characteristics, the higher education environment/undergraduate experience, and the job/skills associated with individual teamwork knowledge, skills, and abilities of students from a senior cohort of the TRiO - SSS Project at a public student-centered research institution. The results yielded themes to promote the development of target populations individual teamwork KSAs which should increase their readiness to meet the teaming demands of today's employers. With an engaging undergraduate experience, inclusive of interaction with faculty members and collaborative learning with their peers, structured opportunities to practice individual teamwork KSAs in a work setting or internship, these underrepresented students may be an asset that is needed to meet the global workforce needs and fill civic capacities in their home communities.

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Frederick, Consuelo V. Sarkees-Wircenski Michelle. "Analyzing learner characteristics, undergraduate experience and individual teamwork knowledge, skills and abilities toward identifying themes to promote higher workforce readiness /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11044.

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Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.

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This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement. Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction. The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high- 91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.

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Robinson, Carney Cynthia. "Reimaged| The Emotionally Intelligent Instructional Technology Leader." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810510.

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For over forty years, researchers, policymakers, and educational leaders have promoted computer technology use within schools to enhance teaching and learning (Culp, Honey, & Mandinach, 2003; U.S. Department of Education, 2010). The effective schools literature of the 1980s suggested principals should be the instructional leader of the school building; however, school principals are often tasked with other administrative and managerial responsibilities diverting their attention from instructional technology (Lashway, 2002; Fullan 2014). Filling this gap requires a school leader who understands the importance of engaging learners with the technological advances of today’s society. Partnering with the principal, the instructional technology leader can aid to improve the school’s learning environment by influencing individual and institutional factors to support classroom technology use (Consortium for School Networking, 2009; International Society for Technology in Education, 2011). Unlike the role of the school principal, the instructional technology leader lacks authoritative power and instead relies on the ability to manage one’s own emotions and attitudes as well as the emotions and attitudes of others (teachers), a process explored in emotional intelligence theory.

Using a blend of portraiture and narrative design methodology, this study explored the experiences of instructional technology leaders under the lens of emotional intelligence. The following question framed this study: How do instructional technology leaders perceive their own emotional intelligence (EI) and the role EI plays in the implementation and integration of instructional technology in the schools they serve?

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Neely, Norma June. "The superintendent as instructional leader : reported practices and self-perceived capabilities /." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008260.

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Morgan, Carol. "A study of the role of the superintendent as instructional leader /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974666.

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Fiori, Bobbie Kay. "School Principal as Instructional Leader: Connections Between Principal Evaluation and Student Achievement." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531927929633818.

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Clark, Daniel Sidney. "Operationalizing Creativity: Desired Characteristics for Instructional Designers." Diss., North Dakota State University, 2015. http://hdl.handle.net/10365/24800.

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The purpose of this study was to explore the ways that creativity manifests itself in the field of higher education instructional design and to identify specific core competencies that could be considered desirable in this context. The study utilized the Delphi methodology in which an expert panel of 28 higher education instructional design managers and leaders, established through a selective snowball sampling process, provided both Likert scale and open ? ended responses to a series of survey instruments to indicate their level of agreement with topic statements suggested by the literature as being related to creativity in the higher education instructional design context. Through this three-round process, the panel transformed these literature based constructs into their context of practice and reached consensus on 35 of 41 discrete concepts relating creativity to instructional design in higher education. In parallel with the Delphi process, panelists were asked to provide examples of specific instructional design tasks or duties that embodied traits associated with the topic statements, and subsequently respond to the resulting 27 creativity-related competencies in terms of the desirability that their instructional designers possess the indicated competency as well as the perceived level of correlation between the competency and creative potential in general. This portion of the research effort resulted in the creation of 11 desirable, practical, context-specific instructional design competencies that are tied directly to the broad-based creativity literature.

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Akar, Aytug. "Transformational And Transactional Leadership Characteristics Of Intercollegiate Athletes And Non-athletes." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612220/index.pdf.

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ABSTRACT TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP CHARACTERISTICS OF INTERCOLLAGIATE ATHLETES AND NON-ATHLETES M.S.Physical Education and Sports Supervisor: Assoc.Prof.Dr.Settar KOÇ
AK June 2010, 64 Pages The main purpose of this study was to examine the transformational and transactional leadership characteristics of intercollegiate athletes and non athletes. The second purpose was to compare transformational and transactional leadership characteristics in athletes and non-athletes. In this study, 152 subjects were selected from seven different universities. Data was collected through Turkish version of Multifactor Leadership Questionnaire (MLQ) - Leader Form (Form 5X-Short). Quantitative statistical analyses using SPSS confirmed the study'
s first and second hypothesis through and independent samples t-test that the intercollegiate athletes scored statistically higher on the MLQ (Multifactor Leadership Questionnaire) 5X-Short than the non-athlete university students. MLQ 5X-Short scores were subjected to t-test using the athlete2s gender, sport activity, team membership, weekly exercise days, exercise in yearly based time. The test variables were transformational and transactional leadership behaviors and subscales of them, the grouping variables were intercollegiate athletes and non-athletes. Two out of three Leadership behaviors were statistically significant when comparing intercollegiate athletes and non athletes.

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Rockette, Lolita Annette. "Principals as Instructional Leaders as Opposed to School Managers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3234.

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In the Denver metropolitan area, many elementary school principals have been focused more on management than on instructional leadership issues, even though school administrators have been charged with overseeing academic achievement based on state and federal standards. According to research, participating in these 2 disconnected roles hinders principals' ability to achieve the academic and social success of their students. Guided by Bandura's self-efficacy theory and Hallinger's distributed leadership theories, this qualitative study explored factors that influenced 6 principals' adoption of the instructional leadership role to learn how principals might shift from managing the school to becoming its instructional leader. The selection criteria for the participants were that each principal was based in a linguistically and culturally diverse, low-income community and led successfully as noted in the School Performance Framework. Data from individual interviews and a focus group were triangulated with observational data (3 observations of participants in their work role at their individual school sites) and researcher field notes. Data analysis used open coding, from which 3 core themes emerged: voice, focus, and alignment of resources. Based on these findings, the proposed project, presented as a position paper, recommends the development of a district-level policy directed toward the building of a school-site infrastructure that supports elementary principals in the role of instructional leader. The implications for positive social change at the local level include providing recommendations that might enable administrators as the instructional leader to develop and oversee an infrastructure conducive to the academic and social success of the students they serve, thus increasing the number of successful schools throughout the district study site.

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Holcombe, Rebecca Wood. "Redefining the Instructional Leader: Principals' Use of Process and Outcome Measures of Teacher Quality." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112689.

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Recent innovations in teacher evaluation include the development of standards-based frameworks for observational evaluations of teacher practice and development of test-based measures of teacher effectiveness. These tools raise questions about how best to identify good teaching, about the roles of both evaluations and principals in improving teaching, and about the relationship between school context and teacher evaluation. This qualitative study examines principals’ understanding and use of a test-based ranking of teacher quality—the Academic Growth over Time (AGT) ranking—and a standards-based observation framework—the Teaching and Learning Framework (TLF)—in the Los Angeles Unified School District. Findings suggest principals believed outcomes matter, but harbored concerns about what AGT rankings actually measured. In addition, principals felt AGT rankings provided little information about how to improve teaching. Some were concerned that in low-scoring schools, the AGT rankings might reinforce test-focused instruction in ways that disadvantaged students. Principals preferred the TLF because it was more comprehensive than previous observation tools, helped teachers evaluate their practice against clearly defined expectations, and helped principals improve instruction. Though principals used the TLF to assign teachers ratings, they primarily described it as a tool to improve the quality of teaching in their buildings. Principals noted that the TLF process placed heavy demands on the time of teachers and principals, and expressed concern about how they could sustain high-quality implementation of the TLF when they had to use it at scale. Most principals noted cases where the AGT rankings indicated a different reality about a teacher’s effectiveness than what the principals expected, based on classroom observations. How principals reconciled discrepancies varied. Principals in higher-scoring schools were more likely to discount test-based measures and more likely to emphasize the professional capability of their staff as an asset. The findings suggest principals’ use of evaluation tools is mediated by their confidence in the tools and their own leadership, by how useful they feel the tools are, and by their own school contexts. In addition, this study suggests that the unique burdens of persistent socioeconomic and racial segregation may hamper local efforts to implement promising practices at some sites.

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Hicks, Terence, Abul Pitre, and Kelly Jackson Charles. "An Instructional Companion Guide for the 21st Century Educational Leader in the Classroom and Beyond." Digital Commons @ East Tennessee State University, 2011. http://a.co/8oAf6Yw.

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"Grassroots schools" and training centers in the Prospect district of Prince Edward County, Virginia, 1959-1964 -- We will move : the Kennedy administration and restoring public education to Prince Edward County, Virginia -- Farmville, 1963 : the long hot summer -- Black resilience vs. white resistance in Prince Edward County -- Northerners in a Jim Crow world : Queens College summer experience -- A lecture from the children of the "lost-generation" of students from Prince Edward County, Virginia -- Reflections of African American parents, teachers, and students in Prince Edward County, Virginia, 1959-1964.
https://dc.etsu.edu/etsu_books/1029/thumbnail.jpg

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McDonald, David James. "The Use of the Microcomputer by Principals in Their Roles of Instructional Leader and Manager." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/259.

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The purpose of this study was to determine the use of microcomputers by principals in their roles as instructional leaders and managers, and its impact upon the use of microcomputer technology in the school. The research was done by having the randomly stratified selected sample population respond to a survey. The subjects of this study were elementary, middle/junior and high school principals in the Florida Public School System. Of the responding principals 82.8% reported having access to a microcomputer in their office at school. One-third of the principals reported not having a microcomputer in their own homes. Word processing was reported as the most used application program and spread sheet applications the least used. Principals reported using the microcomputer in managerial tasks such as attendance, discipline, scheduling and grade reporting. The data indicated principals have not taken a proactive stance in their own personal learning about microcomputers and how they can be used. Responding principals, for the most part, did not perceive of the teachers within the building they work as using the microcomputer for the managerial functions of teaching. Presently principals are not taking full advantage of the microcomputer as a tool that can help them in their roles as instructional leaders and managers. Principals must also become more actively involved in the decision making process of the various technologies in which their school can participate.

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Smith, David Eugene Jr. "The superintendent as instructional leader| A qualitative study of rural district superintendents in Washington State." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10043093.

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The purpose of this qualitative study was to explore the role of the rural school district superintendent as instructional leader. Specifically, the study focused on rural superintendents who were known as effective instructional leaders and explored their understandings of and motivations for their instructional leadership work, how they fulfilled this work, and how this work was affected by recent federal and state policy initiatives. The study addressed these questions: (a) what are rural school district superintendents’ understandings of their role and responsibilities as instructional leader?; (b) what are rural school district superintendents’ perspectives on the various facets of instructional leadership?; (c) what do rural school district superintendents actually do to fulfill their roles as instructional leaders?; (d) what are rural school district superintendents’ perspectives on their preparation for instructional leadership and their need for continuous professional development?; and (e) how has recent federal and state legislation affected the work of the rural school superintendent as instructional leader? Data were collected through open-ended, phenomenologically oriented interviews with four rural school district superintendents in northeast Washington State. Analysis of the qualitative data resulted in the unearthing of seven major themes: (a) setting direction, (b) supporting the instructional growth of the district, (c) the superintendents’ direct involvement with the classroom, (d) acquiring resources for the instructional program, (e) the superintendents’ work developing principal instructional leadership, (f) the self-development of the district instructional leader, and (g) challenges faced by rural school district instructional leaders. Each theme also discussed the impact of the rural district context on that theme. Four conclusions were drawn from the study: (a) rural school district superintendents communicate a focus on improved teaching and learning by being heavily engaged in the classrooms observing teaching; (b) rural school district superintendents engage with other rural districts to provide aligned and collaborative professional development; (c) superintendents rely heavily on one another to lead instructionally; and (d) the remote context provides rural school district superintendents with additional and unique challenges to instructional leadership. My hope is that this study will inform effective rural superintendent instructional leadership and lead to discussions regarding policy and research to support superintendents facing rural contextual leadership challenges.

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Wilson, Kent R. "Steward leadership : characteristics of the steward leader in Christian nonprofit organizations." Thesis, University of Aberdeen, 2010. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=158471.

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A recent and minimally researched model of leadership centred in the role of the steward offers potential for a focused and expedient model for leadership of Christian nonprofit organizations. The purpose of this research is to add knowledge to nonprofit leadership by defining the primary characteristics of leadership that is focused around the role of the steward. It will secondarily describe the extent of awareness and implementation of steward leader characteristics among leaders of Christian nonprofit organizations. This study researches the characteristics of the steward leader through two major phases. The first phase of research involves the exegetical study of the history and characteristics of the historical steward as revealed in the ancient documents of the classical Greco-Roman and biblical steward. This study results in the development of a preliminary typology of historic steward leader characteristics. Phase two refines the characteristics of the steward leader by conducting field research using survey and in-depth interviews with contemporary leaders of Christian nonprofit organizations. The preliminary characteristics of the steward leader derived in phase one were presented to contemporary Christian nonprofit leaders through a quantitative survey to confirm a typology of contemporary steward leader characteristics and to pre-qualify participants for in-depth interviews. The survey also functioned to assess the extent to which leaders formulated their leadership role through such characteristics. Ten participants were chosen for in-depth qualitative interviews from the survey participants who self-identified their personal leadership style as steward leadership. The interviews engaged the leaders more deeply in the subject, sought to elicit their understanding, perceptions, and attitudes about steward leadership, and further refined a typology of steward leader characteristics. The research confirms that a primary typology of distinctive leadership characteristics exists among senior leaders of Christian nonprofit organizations who visualize and demonstrate their role as stewards.

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Gorman, C. Allen, and Jason S. Gamble. "Leader Behavior and Follower Work Behavior: The Influence of Follower Characteristics." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/415.

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Research on leadership and subsequent follower outcomes has remained a prominent topic of study in the organizational sciences. Unfortunately, the leadership literature has neglected the role of follower characteristics as potential influences on the relationship between leader behavior and follower work behavior. In this session, we will review the literature on follower individual differences as they relate to leader effectiveness. We will also report the results of 2 studies that we conducted to further examine this issue. In the first study, we found that follower promotion focus mediated the relationship between transformational leadership and follower organizational citizenship behavior. In the second study, we found support for a moderated mediation model in which transformational leadership moderated the relationship between work ethic and work engagement, which subsequently predicted follower proactive behavior at work. We will conclude the session by discussing the implications of this area of research on the study and practice of leadership.

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Godoy, José Daniel Gil. "Leader succession: the impact of leaders’ background characteristics on organizations’ performance." Master's thesis, NSBE - UNL, 2010. http://hdl.handle.net/10362/10294.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics
The present study aims to reconcile contradictory results of previous studies regarding the impact of the new leader’s origin and levels of general and functional experience on the firm’s performance after the leader succession event. We analyze 52 succession events drawn from longitudinal public records of professional Portuguese football clubs from seasons 2004-2005 to 2008-2009. Results suggest that outsider leaders have a positive effect on post succession performance in the short term, and that leader’s general experience has neither short-term nor long-term positive effect and finally leaders’ functional experience has positive effect in the long term but not in the short term.

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Doyle, Carletha Y. Smith Brooks Sharon. "The literary coach as instructional leader how three literacy coaches in rural Georgia improve teacher practices /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/carletha_y_smith/doyle_carletha_y_200908_EDD.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Educational Administration." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Sharon Brooks, major professor; Charles Reavis, James Green, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 131-144).

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Miller, Kevin J., Belva Collins, Margaret Bausch, Ginevra Courtrade, Cathy Gaylon Keramidas, and Pamela J. Mims. "Skills and Attributes for Becoming an Effective Leader." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3231.

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Leadership positions, whether as program coordinator, department chair, associate dean, or dean, are complex and filled with ambiguity. Leaders in varying leadership positions from four universities offer prospective and current academic leaders a forum to discuss skills and attributes needed to transition to leadership positions and become effectiveleaders.

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Latendresse, Frank J. III. "INDIVIDUAL AND ORGANIZATIONAL CHARACTERISTICS THAT FACILITATE AND RESTRICT BOUNDARY SPANNING OF TEAM LEADERS." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151007725.

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Coleman, Tracey. "Significance of a relationship between servant leaders and followers through leader characteristics." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731743.

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Leaders must be aware of the impact and influence demonstrated to followers through leader characteristics. The quantitative research study with a correlational design determined the impact of servant leader characteristics toward followers, and if there were any differences between the two roles pertaining to the leader characteristics of altruistic calling, persuasive mapping, emotional healing, organizational stewardship, and wisdom. A sample of 18 followers and four servant leaders completed the Servant Leadership Questionnaire (SLQ) instrument via survey monkey software link. Analyses were conducted utilizing the Spearman correlation testing to determine strength and direction of the correlation (p < .05), and Mann Whitney U for analyses of differences between the roles. The results provided positive correlations between servant leaders and followers pertaining to each of the leader characteristics. However, there was no difference in the levels of correlation in the identified five variables between the two roles as defined in the research questions. The coefficient results are primarily based on the low sample response. Implications for leadership include effective leadership practices through mentoring, while providing a level of trust consistent with follower tasks and performance. These outcomes are critical for increased success as demonstrated through servant leader characteristics.

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Gallagher-Polite, Mary M. Halinski Ronald S. Lynn Mary Ann. "Perceptions of the role of the professional association in the development of the principal as instructional leader." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918621.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 10, 2005. Dissertation Committee: Ronald Halinksi, Mary Ann Lynn (co-chairs), Ronald L. Laymon, John F. Moomey, Rodney P. Riegle. Includes bibliographical references (leaves 142-147) and abstract. Also available in print.

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Kent, Betty Atchinson. "The superintendent as instructional leader: A case study of mechanisms of control in an urban school district." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184618.

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This study examined the effects of a superintendent's use of mechanisms of control over principals in an urban school district. The study used the framework of Peterson's (1983) six mechanisms of control as a template to analyze the effects of a superintendent's use of these controls during an eight year period of time in one school district. A review of the literature discussed models of educational organizations, the evolution of the role of the superintendent, change theory, the superintendent as instructional leader and mechanisms of control. The research questions were: (a) Did this superintendent's mechanisms of control correspond with the theoretical framework proposed by Peterson; (b) how did the superintendent's use of controls mechanism impact the implementation of changes in the district; (c) how did the superintendent's use of mechanisms of control crystallize coalitions within the organization; (d) what were the perceived effects of the superintendent's mechanisms of control; and, (e) what changes have remained a part of the formal and informal structure of the organization during the year following the superintendent's departure? Verification of conclusions was reached through the process of triangulation. Based upon the findings of interview data, document analysis and participant observation, conclusions emerged which confirmed the correspondence between Peterson's (1983) mechanisms of control and this superintendent's use, with the superintendent in this study using tighter controls in three specific areas. The use of mechanisms of control provided the structure for successful organizational change to occur. The process used resulted in organizational and personal stress and led to coalitions which suspended one major change effort. The majority of the curriculum and instructional changes which this superintendent instituted have remained in place after his departure. Recommendations are suggested for continued study in the process and effects of the use of mechanisms of control; to conduct further study into the effects of controls on the use of principals' time and student achievement as Peterson has proposed; and the applicability of applying research findings to training of present and future superintendents.

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Ponder, Jacquelyn H. "The principal's role as instructional leader: an investigation of the impact on teacher-pupil interaction through inservice." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1985. http://digitalcommons.auctr.edu/dissertations/2704.

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The purpose of this study was to investigate whether principals as instructional leaders can influence the teachers' performance in the classroom by conducting inservice for the teachers. The four hypotheses and three research questions which directed the investigation into the problem of the principal's influence on the teachers' performance in the classroom were: There will be no statistically significant difference between the amount of teacher- pupil interactions in the classrooms of teachers who received inservice from the principal and those who received inservice from the district office resource person. There will be no statistically significant difference between the amount of teacher-pupil interaction in the classrooms of teachers who receive inservice from the principals and those who receive no inservice. There will be no statistically significant difference between the amount of teacher-pupil interaction in the classrooms of teachers who receive inservice from the district office resource person and those who receive no inservice. There will be no statistically significant difference in the engaged rate of time-on-task of students in the classrooms of teachers receiving inservice and in the classrooms of teachers receiving no inservice. Will the teachers receiving inservice from their principal have a better attitude toward the inservice than the teachers who receive inservice from the resource teacher? What are the attitudes of teachers receiving inservice on the importance of teacher-pupil interaction and student achievement? Will the students in the principal's inservice experimental classes have a higher rate of time-on-task than the district office person's inservice? The subjects of the study were three groups of teachers; one group inserviced by principals, one group inserviced by a resource person, and one controlled group. During the classroom observations both the teacher and students were rated. The Teacher Performance Assessment Instrument was used to rate the teacher and the Engagement Rate Form, the students. The teachers gave their opinion of the inservices on the Inservice Evaluation Opinion Survey. The main findings were as follows: The four null hypotheses were accepted. 2. The principals' group received the higher percentage of positive responses from the teachers about their attitude toward the principal and district office person conducting inservice. 3. The principals' group received the higher percentage of positive responses from the teachers about their attitude toward the importance of teacher-pupil interaction in the classroom.

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Chang, Alexander Joshua. "Effects of Perceived Group Level Norms on the Relationship between Leader Characteristics and Motivation to Develop Leadership." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1184.

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Leader self-development, as an approach to leader development, is defined as autonomous, self-regulated behaviors focused on developing one’s leadership capacities. Leader development, as a function, is purposeful engagement in the development of human capital, often in the form of formal training programs or on-the-job assignments. It has been theorized that leaders can only learn from such structured investments if they are motivated to self-develop as leaders. For this reason, self-development is a foundational element of leadership development in general. Previous research has found that certain leader characteristics such as feedback seeking, achievement seeking and mastery orientation predict an individual’s motivation for self-development. The current study examines whether matched perceived group-norms interact with leader characteristics to impact motivation to self-develop. 134 male and 33 female leaders who manage people within structured organizations completed an online self-report survey to assess participants’ leader characteristics, perceived group norms and motivation to self-develop. Results replicated previous research using a new sample, thus establishing the importance of leader characteristics of feedback seeking, achievement seeking, and mastery orientation in predicting motivation to self-development. Although results failed to support the predicted interactions between leader characteristics and matched group level norms, for the first time, group level norms of goal-setting and learning were found to have a direct effect on motivation to self-develop. Implications of increased leader self-development under specific, advantageous group norms are discussed.

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Sylte, Kelly A. "A Predictive Study of Leader-Demonstrated Humility Characteristics and Employee Giving and Volunteering." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730312.

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There was need for additional research on humility leadership characteristics to provide clarity on employee charitable giving and volunteering at work in support of corporate social responsibility (CSR) initiatives. The dissertation study attempted to relate a theoretical framework of humility to leaders demonstrating humility characteristics within a company that provides charitable giving and volunteering opportunities for employees. The problem addressed was the lack of full understanding of the correlation between leaders demonstrating humility characteristics and employee charitable giving and volunteering. A predictive research model was used for this quantitative study. The validated scale of humility was provided to employees of a northwestern Wisconsin company to rate leader-demonstrated humility characteristics on a 5-point Likert-type scale. Participants agreed or strongly agreed supervisors demonstrated each of the humility characteristics. Multiple regression analysis was performed to test the null hypotheses. Pearson correlations were performed to test correlations between the independent and dependent variables. Findings showed significant correlations between each of the characteristics and employee charitable giving; however, a combination of the six dimensions showed a weak correlation to employee giving. Correlations between two of the six characteristics and employee charitable volunteering were significant; the other four characteristics were not significant in correlation. Multiple regression was conducted to examine to what extent the humility characteristic variables predicted employee giving and volunteering. In combination, the six dimensions provided a very weak statistical correlation and did not significantly predict employee volunteering, r² = .04, F(6, 226) = 1.35, p > .05. The combination of the six dimensions of the leadership humility characteristics did statistically significantly predict employee giving and it explained 9% of the variance of employee giving, r² = .09, F(6, 226) = 3.60, p = .002. However, no single predictor was statistically significant, so the model is limited in terms of practical significance. Recommendations for future research include surveying employees of companies of varying size, geographical location, and culture. Focused analyses on gender or age might show different correlations and predictive outcomes. Likewise, a qualitative study might allow for additional information to be discovered. For practitioners, the rationale for this study was to analyze data that might benefit leaders of companies with CSR missions or of social welfare agencies. For researchers, the rationale for this study was to build on existing theory since the review of available literature revealed inconclusive data as to what consistently motivates employees to participate in charitable giving and volunteering at work.

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Weigandt, Christine Marie. "The influence of reviewers' characteristics on their evaluations of instructional technology integration." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4216.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains xi, 139 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 91-96).

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Nag, Amitabh, and Kenneth L. Cummins. "Negative first stroke leader characteristics in cloud-to-ground lightning over land and ocean." AMER GEOPHYSICAL UNION, 2017. http://hdl.handle.net/10150/623001.

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We examine downward leader characteristics for negative first return strokes, along with estimated first stroke peak currents, for lightning occurring over land and ocean reported by the U. S. National Lightning Detection Network (NLDN). For the first time, to the best of our knowledge, we report independent evidence that supports the observations by lightning locating systems of higher first stroke peak currents for lightning occurring over ocean than land. We analyzed lightning occurring in five circular regions, each with 50 km diameter. In western Florida, the median stepped-leader duration was 17% shorter over ocean than over land and in eastern Florida the median durations were 21% and 39% shorter over two oceanic regions than over land. We infer that the shorter durations over ocean simply reflect the higher (25% in western Florida and 11%-16% in eastern Florida) oceanic return stroke peak currents reported by the NLDN. These findings indicate that the cloud charge structure for (at least some) oceanic storms are different than those for storms over land. The percentage of flashes that had at least one NLDN-reported negative cloud pulse prior to the first negative cloud-to-ground stroke was found to be about the same over land and ocean. Using regression analysis, we found no evidence that the relationship between leader duration and first return stroke peak current is different over land and ocean.

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Porzio, Lindsay Crump. "Perceptions of the Role of the Principal in the Development, Implementation, and Continuation of a Series Reading Program." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103176.

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Elementary students continue to read below proficiency levels. Principals play a key role in the reading programs at their school. The purpose of this study was to identify perceptions of selected elementary principals and teachers regarding the principal's role in the development, implementation, and continuation of an effective series reading program. Through this study, factors contributing to the success or failure of the principal's role in a series reading program were suggested. A qualitative research design was used with semi-structured interviews to determine the perceptions of principals and teachers regarding the role of the principal in the development, implementation, and continuation of a series reading program. Principals and teachers were interviewed from elementary schools in Alabama and Nevada. The findings from the research provide principals and division leaders a compendium of strategies and themes to be used to implement and continue a successful series reading program. The findings suggest that principals empower and motivate teachers and staff to implement new and continue existing reading programs by modeling it themselves, that principals allocate funding for series reading books to add to the collection of books at the school, and that a principal's literacy background and personal experiences influence the effectiveness of a series reading program. Principals and teachers that indicated reading books in a series was beneficial to struggling readers and students new to learning English (L2), and that the series reading program promoted adult-student relationships supportive of increased reading volume. Implications for school leaders and principals are shared as well as suggestions for future research.
Doctor of Education
The purpose of the study was to identify perceptions of selected elementary principals and teachers regarding the role of the principal in the development, implementation, and continuation of an effective series reading program. Through this study, factors contributing to the success or failure of the principal's role in a series reading program were suggested. Principals and teachers were interviewed from elementary schools in Alabama and Nevada. The findings suggest that principals empower and motivate teachers and staff to implement new and continue existing reading programs by modeling it themselves, that principals allocate funding for series reading books to add to the collection of books at the school, and that a principal's literacy background and personal experiences influence a series reading program. Principals and teachers indicated that reading books in a series was beneficial to struggling readers and students new to learning English (L2), and that the series reading program promoted adult-student relationships supportive of increased reading volume. Implications for school leaders and principals are shared as well as suggestions for future research.

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Morton, Beth A. "The Effect of a Data-Based Instructional Program on Teacher Practices: The Roles of Instructional Leadership, School Culture, and Teacher Characteristics." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107100.

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Thesis advisor: Henry I. Braun
Data-based instructional programs, including interim assessments, are a common tool for improving teaching and learning. However, few studies have rigorously examined whether they achieve those ends and contributors to their effectiveness. This study conducts a secondary analysis of data from a matched-pair school-randomized evaluation of the Achievement Network (ANet). Year-two teacher surveys (n=616) and interviews from a subset of ANet school leaders and teachers (n=40) are used to examine the impact of ANet on teachers’ data-based instructional practices and the mediating roles of instructional leadership, professional and achievement cultures, and teacher attitudes and confidence. Survey results showed an impact of ANet on the frequency with which teachers’ reviewed and used data, but not their instructional planning or differentiation. Consistent with the program model, ANet had a modest impact on school-mean teacher ratings of their leaders’ instructional leadership abilities and school culture, but no impact on individual teachers’ attitudes toward assessment or confidence with data-based instructional practices. Therefore, it was not surprising that these school and teacher characteristics only partially accounted for ANet’s impact on teachers’ data practices. Interview findings were consistent. Teachers described numerous opportunities to review students’ ANet assessment results and examples of how they used these data (e.g., to pinpoint skills on which their students struggled). However, there were fewer examples of strategies such as differentiated instruction. Interview findings also suggested some ways leadership, culture, and teacher characteristics influenced ANet teachers’ practices. Leaders’ roles seemed as much about holding teachers accountable for implementation as offering instructional support and, while teachers had opportunities to collaborate, a few schools’ implementation efforts were likely hampered by poor collegial trust. Teacher confidence and attitudes varied, but improved over the two years; the latter following from a perceived connection between ANet practices and better student performance. However, some teachers were concerned with the assessments being too difficult for their students or poorly aligned with the curriculum, resulting in data that were not always instructionally useful
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation

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De, Leon Steve A. "Exploring the Effect of Corporate Instructional Designers' Generational Characteristics on Wiki-Based Collaboration." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10830080.

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The purpose of this basic qualitative study was to explore how wiki-based collaboration is affected by the generational characteristics of Baby Boomer (1943–1960) and Millennial (1982–2000) instructional designers in midsized corporations. Collaboration theory was applied to strengthen the depth and accuracy of the data analysis and justify the study findings. A basic qualitative methodology was applied to explore the research problem. The target population consisted of Baby Boomer and Millennial instructional designers who worked in midsized corporations within the continental United States and had collaborated on a wiki-based work project within a team. The sample consisted of three instructional designers between the ages of 52–65 years old (Baby Boomers) and three instructional designers between the ages of 21–35 years old (Millennials) who possessed master’s degrees in instructional design or a related field, were employed in midsized corporations within the continental United States for at least 1 year, and collaborated on a wiki-based project within a team during the past 12 months prior to participation in the study. Data analysis included evaluation and synthesis of participant interview transcripts to identify patterns that emerged from constant comparative analysis while identifying changes to the patterns when combined. Wiki-based collaboration was not affected by the generational characteristics of Baby Boomer and Millennial instructional designers in a midsized corporate context.

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O'Rourke, Nancy C. "Orchestrated Synergism: The Nurse-Leader as Facilitator in Collaborative Caring." UNF Digital Commons, 2000. http://digitalcommons.unf.edu/etd/292.

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Little is known of the way that nurses' roles have evolved within a hospital setting in which efficient and affective interventions include caring for sicker patients. The emergence of the Patient Care Coordinator (PCC) is one role that nursing developed to participate in an interdisciplinary collaborative team approach to caring for sicker patients. This qualitative study examined the exemplary role of eleven PCCs who practice in a regional nonprofit medical center. Research methodologies included interview, non-participant observation, and analysis of historical data. Interview questions were developed from the literature review on collaboration, caring, expertise, communication, and knowing the patient. Cognitive mapping comprised the initial organization of data. Grounded theory (Strauss, 1987), connoisseurship, and educational criticism (Eisner, 1991) comprised the design for further analysis. The results comprised the attributes of caring from a team perspective. This study helps demonstrate how caring for patients with complex acute and chronic health needs involves many attributes that are included in five themes: agility, confidence, leadership, quality, and stewardship. Further development of these themes may affect the ways that educational leaders explore the learning needs of nurses within academic and professional development opportunities.

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Sorensen, Ann L. "Serving students from a distance: A content analysis of persistent characteristics in distance learners." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618707.

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Distance learning has experienced a noteworthy increase in both the number of institutions offering alternatives to traditional classroom instruction, and the number of students participating in the various distant modalities. Accompanying the increase of students utilizing distance learning is the subsequent increase in students leaving their studies before completion. These two opposing increases have elevated the need to address retention in distance learning and specifically, online distance learning. This study utilizes the results of a Transfer Student Survey administered to criminal justice and nursing online students between 2006 and 2008. Survey results were used to determine if specific traits of persisters and non-persisters could be identified, in an effort to shine light on potential services that could be utilized to reverse attrition.;This quasi-qualitative study of online distance learners revealed some characteristic differences between persisters and non-persisters as well as between the majors of study. Outcomes of the survey were subdivided by nursing persisters and non-persisters, criminal justice persisters and non-persisters, and aggregate persisters and non-persisters. This data was further scrutinized by frequency of response as well as by mean and median scores. From that point, differences that might not have been evident through quantitative review were able to be brought to the forefront. Consequential conclusions were then utilized to provide recommendations to the institution regarding services that could be beneficial to overcome areas of deficiency with the ultimate goal of improving retention among distance learners. Additionally, suggestions were made pertaining to the challenges experienced by the limitations of the Transfer Student Survey.;Further study of distance learners, particularly in varying majors, is needed to ascertain whether there is a connection between field of study and attrition. Furthermore, results of this study alluded to time constraints and lack of priority being placed on studies as potential causes of departure. Additional research of distance learners should be done that supports or disputes these findings.

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Perry, Kimberly A. "The use of technology in relation to community college faculty characteristics and instructional environments." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2417.

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The purpose of this study was to analyze the use of a course management system in relation to faculty characteristics and instructional environments at a rural community college in California. The use of the course management system, Blackboard, was the technology studied. This study used a nonexperimental quantitative ex post facto research design to analyze the use of Blackboard at all classes in fall semester 2008. This study used 10 faculty characteristics and five instructional environment conditions as the independent variables and the basis for analyses. The 10 faculty characteristics were age, gender, highest degree earned, discipline, number of faculty teaching in the discipline, number of courses teaching by an individual faculty member, average class size, number of years teaching, employment status, and hourly pay rate. The five instructional environmental conditions were teaching location, course delivery method, course type, career technical education status and course duration. The dependent variable was the use of a course management system. Elements of the course management system were placed into four general categories—activated, static, interactive and multimedia. Pearson's correlation analyses were calculated to identify any significant relationships between faculty characteristics and use of a course management system and between instructional environmental conditions and the use of a course management system. Cramer's V was used to determine the strength of those relationships. Faculty who were female, had more formal education, were tenured, earned more money, taught on campus, taught online or taught for the fill semester were more likely to use a course management system. There were moderate to strong relationships for faculty who were female, had more formal education, were tenured, earned more money, taught on campus, or taught online. Institutions of higher education are investing fiscal, human and technological resources in the purchase and deployment of course management systems. This study can be replicated by any college that has the ability to gather information about faculty and their use of a technology. Once the method by which the data is collected is determined, it can be repeated at regular intervals in order to track the progress of the adoption of the technology. This data can then be used by college leaders as an evaluative tool within the college's planning processes.

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Sherman, Sallie Joyce. "Instructional characteristics critical for promoting achievement in computer courseware designed for grades 9-12 /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859496847.

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Slater, Michelle McHugh. "National Inquiry of Clinical Nurse Leadership in the Operating Room." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1476639876263273.

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Bucher, Jeffrey W. "The Relationship between Principal Characteristics and Curriculum Leadership Self-Efficacy." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1282249993.

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Tucker, Darla. "Characteristics of Successful Early Childhood Educational Leaders." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7204.

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The problem that precipitated this study was the marked differences among early childhood education leaders in the quality of leadership for private early childhood entities as indicated by a voluntary quality rating improvement system in a Midwestern state. The scholarly literature lacks studies on characteristics of high-quality leadership in early childhood education. The purpose of this qualitative descriptive case study was to explore characteristics of quality early childhood leadership based on examination of successful early childhood programs using leadership trait theory as a conceptual framework. Research questions were designed to examine characteristics of successful early childhood leaders based on the components of trait theory as reported by leaders themselves and as perceived by teachers working with them and parents whose children attend their programs. Data were collected from interviews and questionnaires. The sample included 12 high-quality leaders who participated in the state quality rating system and had at least 5 years of leadership experience. From each school represented by the leaders, 5 teachers with 2 years of teaching experience and 3 parents with a child enrolled in the early childhood program for a minimum of 6 months participated in the study. Data were thematically coded, looking for themes, differences, and similarities. Common traits across all groups and data collection method were trustworthiness, self-confidence, and dependability. Positive social change could come about through the encouragement of early childhood leaders who may be confident in awareness of the needs of children and families and dependable and trustworthy in providing an early learning program that may positively develop the emotional, physical, social, and academic needs of children.

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VanHorn, Gregory Ray. "Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523014710710291.

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Gallon, Steve III. "A study of teachers' perceptions of the principal as an instructional leader: A comparative analysis of elementary, middle, and senior high school principals." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/3442.

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Research and practice have consistently shown that instructional leadership is a rnajor determinant of successful schools. In school districts across the country, calls regarding the need for and importance of instructional leadership and its relationship to student achievement are being heard. Many building principals and superintendents have articulated a vision for instructional leadership. Many practicing administrators have defined themselves not as principals or administrators, but as "instructional leaders." The purpose of this study was to examine teachers' perceptions of their principals as instructional leaders in elementary, middle, and senior high schools. A survey was conducted utilizing the Principal Instructional Management Rating Scale (PIMRS) which provides a profile of principal performance on ten (10) instructional leadership job functions associated with effective schools. Selected senior, middle, and elementary schools from a large urban school district in the United States participated in the study. The sample population of teachers surveyed was 514. Variables examined in the study included the principals' school level (elementary, middle, and senior high) and gender. One way multivariate analysis of variance was performed on the ten leadership behaviors identified in the PIMRS by school level and principal gender. To explore further, univariate ANOVAs were carried out on each leadership behavior separately by school level. The results of this study revealed that, overall, there is a difference in teachers' perceptions of principals. These differences appear to be a result of both the school level and gender of the principal. There was a significant difference of teachers' perceptions regarding the instructional leadership of principals at the elementary, middle, and senior high school levels. With respect to school levels, the results of this study present a compelling argument for enhancing the instructional leadership role of the principal at the middle school level. It further provides and promotes an equitable appreciation and opportunity for instructional leadership by principals.

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Mirmehdi, Ali. "The Diffusion of Iowa Communications Network Two Decades Latter: Opinion Leaders and Innovation." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/101.

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This study originally pursues determining how widely diffused Iowa Communications Network (ICN) is as a technology of distance education. To be clear, the question to be answered is: How do representative adopters of the ICN feel about using this technology? Theoretically, positive opinions of these adopters regarding the ICN as a technology of distance learning are viewed as indicating that the technology is fairly diffused. The representative adopters in this study are selected from among experts and educational leaders. Further in the study, it is also sought to explore how distance education might progress in the future. A major point of departure for the study is that favorable opinions toward an innovation help influence its diffusion. Extensive information is thus provided regarding theories of opinion leadership from late 19th century to present. Three different lines of thought are identified among these theories: imitation and modeling, influence from mass media, and influence from the Internet. The study has used these theories to develop three research tools. Two of these tools are used to measure the diffusion of the ICN. The last one is used to make predictions about the future of distance education. The story of the ICN is closely related to what distance education might be like in the coming times. Distance-learning tools would of course grow increasingly advanced. But virtual education that became refined through using the ICN seems to hardly go through drastic change in the foreseeable future.

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Tolymbek, Almaz Karim. "Political Leadership Style in Kazakhstan." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1185826303.

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Zayim, Nese. "Instructional Technology Adoption Of Medical School Faculty In Teaching And Learning: Faculty Characteristics And Differentiating Factors In Adopter Categories." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/1210368/index.pdf.

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Despite large investment by higher education institutions in technology for faculty and student use, instructional technology is not being integrated into instructions in the higher education institutions including medical education institutions. While diffusion of instructional technologies has been reached a saturation pint with early adopters of technology, it has remained limited among mainstream faculty. This investigation explored instructional technology patterns and characteristics of medical school faculty as well as contributing factors to IT adoption. The primary focus was to explore differences between early adopting faculty and mainstream faculty based on Rogers&
#8217
diffusion of innovations and adopter categories theories. A mix-method research design, a quantitative methodology(survey) in conjunction with qualitative methodology(in-dept interviews) was employed for the purpose of gathering data about characteristics and adoption patterns of medical school faculty who are early adopting and mainstream. A hundred and fifty-five teaching faculty from basic science and clinical science disciplines at a Faculty of Medicine in a state university completed the survey. In-dept interviews were conducted with faculty who are early adopting and mainstream. The findings provided an evidence for similarities between adoption patterns of medical school faculty and other higher education faculty
relatively new tools associated with instruction were not adopted by majority of the faculty. As expected, some differences were found between early adopters and mainstream faculty in terms of individual characteristics, adoption patterns, perceived barriers and incentives to adoption and preferred methods of learning about technology and support. Implications of the findings for instructional technology policy and plans were reported.

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Thompkins, John H. Jr. "An analysis of the perceptions of elementary school principals and students of educational administration toward the principal's role as instructional leader in selected Atlanta schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/1105.

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The purpose of this study was to analyze principals and students of educational administration regarding the role of the principal as an instructional leader utilizing a 53 task item questionnaire. The sample was composed of one hundred fifty nine Metro Atlanta principals and ninty eight students of educational administration. A total of one hundred two (102) principals and sixty-seven (67) participated in this study during the 1986-87 school year. It was felt that this population provided a viable sample through which to analyze principals' and students' of educational administration perceptions of the principal as an instructional leader. The fifty-three (53) task items on the questionnaire were grouped under eight general headings, i.e.: 1. Program leadership 2. Goals and standards of performance 3. Characteristics of school leaders 4. Technical tasks of administration 5. School climate and expectations 6. Acquisition and allocation of funds and resources 7. Staff and personnel development 8. School-community relation The items were obtained from researchers, commentators, and policy-makers who study principals in effective schools. The findings indicated that: 1. There was no significant difference between principals on perceived role importance and actual role implementation 2. There was no significant difference between students on perceived role importance and actual role implementation 3. There was no significant difference between principals and students on perceived role implementation 4. There was no significant difference between principals and students on actual role implementation

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Boardman, Lindsey Ross. "The effects of school district socioeconomic characteristics and minority enrollment on teacher uses of instructional technology in Ohio /." Click for Online version, 2006. http://www.geocities.com/lrboardman/lindseypage.html?1145388262278.

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Sheppard, L. Bruce. "A study of the relationship among instructional leadership behaviors of the school principal and selected school-level characteristics." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6487.

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This study examined the relationship among instructional leadership behaviors of the school principal and selected school-level characteristics. Instructional leadership was considered from a "broad" perspective to include behaviors that have been identified through research primarily based on a goal attainment model of effectiveness. In such a model school effectiveness is measured by student achievement on standardized tests. The selected school-level characteristics were Teacher Commitment, Professional Involvement, and Innovativeness. These have been identified as characteristics of an effective school by those adhering to a systems resource perspective. The study was conducted in the Province of Newfoundland and Labrador. Data were collected from a random sample of teachers in elementary and high schools in that province. Usable data were received from 624 teachers. The instrument employed to measure instructional leadership was the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1992). The school-level characteristics were measured by selected scales of the School Organizational Climate Questionnaire (Giddings & Dellar, 1990). The hypotheses were as follows: Hypothesis 1. There is a positive relationship among instructional leadership behaviors exhibited by principals and the level of teacher commitment to and support of the school. Hypothesis 2. There is a positive relationship among instructional leadership behaviors exhibited by principals and the level of teacher professional involvement. Hypothesis 3. There is a positive relationship among instructional leadership behaviors exhibited by principals and the level of innovativeness in the school. Hypothesis 4 (A). School type (elementary or high) does not affect the relationship among instructional leadership behaviors exhibited by principals and teacher commitment. Hypothesis 4 (B). School type (elementary or high) does not affect the relationship among instructional leadership behaviors exhibited by principals and teacher professional involvement. Hypothesis 4 (C). School type (elementary or high) does not affect the relationship among instructional leadership behaviors exhibited by principals and teacher innovativeness. These hypotheses were tested using Multiple Regression Analysis. Only two of these hypotheses were not supported. These were hypothesis 4(B) and hypothesis 4(C). The relationship among instructional leadership behaviors of principals and the school-level characteristics of innovativeness and professional involvement were found to be statistically different for each school type. In addition to hypothesis testing, a process of modelling was employed. This process resulted in the development of five separate models. One model for Teacher Commitment for both elementary and high schools, and separate models for Innovativeness and Professional Involvement for each school type. While the instructional leadership behaviors for each model differ, all 10 behaviors of the Hallinger-Murphy conceptualization are included in at least one model. The results of this study reinforce the validity of the "broad" conceptualization of instructional leadership in the development of effective schools. It suggests that such a conceptualization is compatible with both the goal attainment and systems resource perspectives of organizational effectiveness. The findings bring into question arguments that instructional leadership is negatively related to Teacher Commitment, Professional Involvement, and Innovativeness. Finally, the developed models should be of value to practitioners and researchers as they attempt to determine leadership practices that will lead to new levels of school effectiveness.

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Vick, Robert C. "Use of the SREB Leadership Development Framework in Preservice Principal Preparation Programs: A Qualitative Investigation." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0809104-151312/unrestricted/VickR081904f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0809104-151312 Includes bibliographical references. Also available via Internet at the UMI web site.

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Dissertations / Theses on the topic 'Characteristics of the instructional leader'

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