To see the other types of publications on this topic, follow the link: Ethics for School Leaders.
Dissertations / Theses on the topic 'Ethics for School Leaders'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Ethics for School Leaders.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Guy, Timothy M. "Phenomenology of School Leaders' Experiences of Ethical Dilemmas." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81254.
Full textAbstract:
This research study explores the intersection of school leadership and ethics. This study used the hermeneutic phenomenological approach described by Max Van Manen (1990, 2014) to explore the question: How do school leaders experience ethical dilemmas in their role as school leaders? Hermeneutic phenomenology seeks to find the meaning of a phenomenon, which in this case is the experience of an ethical dilemma. Hermeneutic refers to the interpretive-reflective-analytical component and phenomenological refers to the descriptive concrete life-experience phenomenon component (Creswell, 2007; Van Manen, 1990, 2014; Vagle, 2014). This study looked at experiences recounted by four practicing school leaders and found that the experience of an ethical dilemma involves contemplating (cognition) the uncertainty (chance) about the moral merit (values conflict) of a situation and ones capacity (power) and opportunity (options) to act in response. The lived experience themes of time and being watched were also found to be of particular relevance. These hermeneutic themes were drawn from experiences that the school leaders who participated in the study shared during rounds of conversational and analytical interviews. 'Lived experience is the starting point and the end point of phenomenological research....[which] is to transform lived experience into a textual expression of its essence' (Van Manen 1990, p 36). The experiences include experiences of ethical dilemmas regarding student behavior, teacher supervision, program changes, decisions that other school leaders make, parents, and complex systems with multiple actors.<br>Ph. D.
2
Guy, Timothy Michael. "Phenomenology of School Leaders' Experiences of Ethical Dilemmas." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/81254.
Full textAbstract:
This research study explores the intersection of school leadership and ethics. This study used the hermeneutic phenomenological approach described by Max Van Manen (1990, 2014) to explore the question: How do school leaders experience ethical dilemmas in their role as school leaders? Hermeneutic phenomenology seeks to find the meaning of a phenomenon, which in this case is the experience of an ethical dilemma. Hermeneutic refers to the interpretive-reflective-analytical component and phenomenological refers to the descriptive concrete life-experience phenomenon component (Creswell, 2007; Van Manen, 1990, 2014; Vagle, 2014). This study looked at experiences recounted by four practicing school leaders and found that the experience of an ethical dilemma involves contemplating (cognition) the uncertainty (chance) about the moral merit (values conflict) of a situation and ones capacity (power) and opportunity (options) to act in response. The lived experience themes of time and being watched were also found to be of particular relevance. These hermeneutic themes were drawn from experiences that the school leaders who participated in the study shared during rounds of conversational and analytical interviews. 'Lived experience is the starting point and the end point of phenomenological research....[which] is to transform lived experience into a textual expression of its essence' (Van Manen 1990, p 36). The experiences include experiences of ethical dilemmas regarding student behavior, teacher supervision, program changes, decisions that other school leaders make, parents, and complex systems with multiple actors.<br>Ph. D.
3
McGee, Jeffrey. "Negotiating the Double Mandate: Mapping Ethical Conflict Experienced by Practicing Educational Leaders." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3149.
Full textAbstract:
The qualitative approach used in this study captured and described ethical conflict experienced by a sample of practicing educational leaders. Narrative inquiry data were collected from 42 former and current doctoral students and additional data were captured through follow-up interviews with selected participants. The major findings of the study suggest that ethical conflict is inherent in the practice of educational leadership. Such conflict is most often experienced in relation to colleagues when the ethics of justice and care collide. Leaders’ ability to mitigate conflict that is often the result of institutional and external factors is promoted by varied background and contextual experiences. Educational leaders also felt that ethics and ethical competence is essential to the role of educational leader and that pre- and in-service preparation is important.
4
Willis, Malcom Richard. "The ethical dilemmas of school leaders." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444527.
Full text
5
Miller, Suzanne B. "The Revolving Door: How Leaders Push Teacher Turnover." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/eps_diss/68.
Full textAbstract:
THE REVOLVING DOOR: HOW LEADERS PUSH TEACHER TURNOVER
by
Suzanne Kay Bryant Miller
In today’s age of accountability leaders of schools cannot afford to lose quality teachers. The No Child Left Behind Act of 2001 requiring schools to staff all classrooms with “highly qualified teachers” creates a major challenge. Today, more than ever, school systems need to retain their experienced and effective teachers.
While many reasons have been attributed to the revolving-door phenomenon known as teacher turnover, this research suggests that school leaders’ behaviors play a major role in the issue. This qualitative inquiry focused on the perceptions of veteran teachers who have migrated from one school to another, having indicated that their primary reason for migrating was because of their leader’s behavior. The following research questions guided the study:
• What were the perceptions of migrating teachers, regarding their previous leader’s behaviors, qualities and attributes, at his/her former school?
• How did these perceptions influence the teacher’s desire to migrate to another school?
• Was there anything that the leader could have done differently that would have made the migrating teacher stay?
Data was gathered through individual interviews, emails, and focus group discussions. The data was then analyzed qualitatively using an interpretivist theory (LeCompte & Schensul, 1999) to address the research questions, and a constant comparative method to determine patterns and themes (Merriam, 2009). Trustworthiness was established through attention to credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985).
The results of my study identified three main areas of leadership behaviors which teachers indicated directly influenced their decisions to migrate. These three areas were the leaders: (1) Lack of Knowledge of the Business of School-the leader’s lack of skills needed (a) to be supportive, (b) to make connections and build relationship, and (c) to transform school into an effective community; (2) Lack of Professionalism- the leader’s lack of (a) respect, (b) trust, and (c) consistent behavior; and (3) Lack of Personal Morals. While other studies on teacher turnover showed a link between leadership and teacher turnover (Barnett & Berry, 2002; Eggen, 2002; Gonzalez et al., 2008; Hirsch & Emerick, 2007; Thornton et al., 2007), my study revealed specific leadership behaviors that pushed teachers to migrate.
6
Minnis, Joan Quinn. "Ethical and Moral Decision Making: Praxis and Hermeneutics for School Leaders." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3248.
Full textAbstract:
ABSTRACT
There has been a renewed interest in the inclusion of ethics as part of educators' training and interest in understanding the moral and ethical dimensions of educational practice. This research was designed to study the types of dilemmas school level leaders face, the characteristics of typical dilemmas, and the implications for leader preparation, professional development, and practice.
In documenting the lived experiences of former school level leaders, the grounded theory approach to qualitative inquiry and the critical incident technique (CIT) were employed. Data collected from interview sessions, dialogs, journals and reflections were used to analyze the types of dilemmas school level leaders faced, the characteristics of typical dilemmas, and the implications for leader preparation, professional development, and practice.
This study confirmed the prevalence of ethical dilemmas for school level leadership. The critical incidents shared by the participants revealed that school leaders were guided by district policies and experienced dissonance or tension between their guiding ethical beliefs and policies or expectations of the district. The data determined that school level leaders sought to act in the best interests of students. Participants acknowledged that the core of their ethical and moral fiber was developed early in their youth and was reinforced by pivotal life experiences. This acknowledgement suggested that pivotal life experiences could influence an individual's ethical and moral fiber. The findings also indicated that professional development in ethics could be effective for school level leaders. Additionally, the data revealed a dichotomy around whether ethics could be taught. The findings were inconclusive in determining how race and/or gender played a significant role in the dilemmas that school level leaders face or the resolution of the dilemmas. Further research and study of this issue may be warranted in light of the changing demographics of our schools, communities, and school level leaders. Critical reflection proved to be a process that could benefit practicing and aspiring school level leaders. Exploring how this process could be implemented in school leader preparation and professional development programs is a phenomenon worthy of further research.
7
Cross, Daniel Curtis. "An Analysis of School Superintendents' Responses to Ethical Dilemmas." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/669.
Full textAbstract:
The purpose of this study was to examine ethical responses to problematic school situations among public school superintendents nationwide. An additional goal was to compare responses of the proposed study with those of school superintendents in an earlier study (Fenstermaker, 1994) in order to determine whether there has been a significant change in the attitudes and ethical behavior of superintendents over the past 20 years. A pilot study was conducted in order to update and validate the current survey. Fenstermaker's survey, including his scenarios, were distributed to seven local school superintendents to determine if these scenarios are still valid and to suggest other possible scenarios that would address current educational issues that may or may not have existed 21 years ago. The response to the pilot study was that the scenarios are relevant to today's school superintendent. In the current survey. I used suggestions offered by current superintendents regarding dilemmas faced by today's superintendents. A survey instrument was randomly given to a sample of 419 superintendents who were members of the American Association of School Administrators.(AASA). A total of 297 surveys were returned, a response rate of 70.1%. The survey questions were updated from the survey questions originally used by Fenstermaker in his survey. The survey questions asked for answers to dilemmas that were of a borderline type. The 2007 AASA Code of Ethics were used to determine the correct responses. The current study examined whether superintendents' responses were an `actual' response (in other words, respondent is answering from the perspective of having been in this situation - or a similar one - prior) or a `hypothetical' response (respondent imagines being in the situation, but never actually experienced anything like it). In the current study, more of the ethical responses are indicated as hypothetical. Overall, non-ethical decisions appear to be made more by superintendents who had actually experienced the situation. The findings of research question one denote that there has not been much change since 1991. Fenstermaker recorded 1306 ethical responses out of a possible total of 2701, or an overall score of 47 percent. With equivalent criteria, the present study documented 1485 ethical replies out of a possible total of 2951, a total score of 49.8. The bulk of the responses to both surveys were unethical, with variation less than three percentage points from Fenstermaker's (1994) study to the present. The finding then would be that there has been no significant change since 1991. Overall, this study confirmed the results found in Fenstermaker's study. Fenstermaker did not examine race. Interestingly, this study found that Blacks scored consistently higher in correct ethical responses than Caucasians. In general, I conclude that ethics play a heavy role in the decision-making practice of superintendents. Preparation programs for superintendents should emphasize ethics training as well as legislative studies. Certainly, the consistent low scores indicate that there is a need for ethical training among superintendents and a need for more studies such as the one presented.
8
Hilliard, Donald P. (Donald Patrick) 1957. "Leadership and ethics : a comparative study of leader moral values and organizational culture." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17899.
Full textAbstract:
Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2004.<br>Includes bibliographical references (p. 203-206).<br>As corporate and government organizations move into the 21st Century, they face an environment of growing complexity. However, despite a number of recent and highly visible scandals, the moral and ethical culture associated with contemporary organizational life is not often discussed in either the academic literature or in the popular managerial writings. The intent of this thesis is to examine the challenge I believe moral relativism poses to older ethical tradition based on a belief in and commitment to absolute moral standards. This thesis discusses the moral values espoused and practiced by organizational leaders. My methods include reviewing several literatures, conducting interviews and building formal models. All serve the goal of examining the moral fabric (or lack thereof) that stands behind the actions of organizational leaders. In the end, recommendations are made for strengthening the ethics and moral competency of all organizational members.<br>by Donald P. Hilliard.<br>M.B.A.
9
Fowler, Denver Jade. "An Investigation of Ethical Leadership Perspectives among Ohio School District Superintendents." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395067372.
Full text
10
Egbufor, Dorothy Chukwudumebi. "A Grounded Theory Approach to Understanding Ethical Leadership with School Leaders in Southern Nigeria| A Perspective of Three Primary Schools." Thesis, Howard University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278434.
Full textAbstract:
<p> The chief aim of this study was to develop a grounded theory of ethical leadership with school leaders in Southern Nigeria, utilizing a qualitative constructivist paradigm and multiple case study design. There is growing interest in public service of ethics (Barberis, 2001). The study of ethics has been a part of the [school] leadership erudition and debate for centuries (Brown and Trevino, 2006; Tanner, Brugger, Van Schie and Lebherz, 2010), given that school leaders make many decisions daily, and at the heart of every one of them is the resolution of a moral dilemma because every decision carries with it the potential to restructure human life (Foster, 1986). Leaders in Nigeria have been engulfed in a crisis; which many indigenous Nigerian peoples believe is due to unethical practices and behaviors (Okechukwu, 2012). Yet, in the old African society, values and ethics education were the major instrument for evolving a peaceful society (Adekola, 2012). A constructivist approach to grounded theory reaffirms studying people in their natural settings and redirects qualitative research away from a positivist perspective (Charmaz, 2000). In this study, qualitative data was collected through in-person interviews, survey questionnaires, school observations, classroom visits and a focus group which occurred over an approximate period of two weeks in Delta State, Nigeria with nine school leaders, lead teachers, and classroom teachers working in three different publicly-funded primary schools. Theoretical sampling of artifacts and secondary data was achieved utilizing national education policies in Nigeria, archived research data, scholarly literature, and personal documents. Primary and secondary data sources were coded line-by-line and through focused coding techniques crucial to grounded theory methodology. Data trustworthiness was established through Creswell and Miller’s (2000) verification procedures, including prolonged engagement, persistent observations, member checks, and triangulation. Through a two-step comparative method, four grounded theories of ethical leadership emerged: (1) Ethical Beliefs + Ethical Decisions = Ethical Actions, (2) “No School or School leader is an Island,” (3) Embody the Change You Want to See, and (4) Form and Finances before Function. Underlying tensions are discussed and strategic imperatives for actualizing ethical leadership in Southern Nigerian primary schools are offered.</p><p>
11
Winter, Carol L. "Women Superintendents, the Feminist Ethic, and Organizational Leadership." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent147946489356245.
Full text
12
Waggoner, Jessica. "Ethics and Leadership: How Personal Ethics Produce Effective Leaders." Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cmc_theses/26.
Full textAbstract:
With over 200 definitions of leadership, the question has evolved from ‘what is leadership?’ to ‘what is good leadership?” This paper analyzes the importance of personal ethics in leadership and how ethics produce effective leaders. The importance of understanding ethics, motivation to act as a role model and developing a plan of action for an organization are discussed because of their importance regarding development of good leadership. These key aspects suggest personal ethics positively affect leadership and when made a priority for leaders will produce ethical and effective leadership.
13
Easter, Shirley. "Employees Expectation from Leaders' Ethics in Decision Making." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6553.
Full textAbstract:
The presence of unethical behavior continues to plague the global business community, however, and its impact in the finance industry is widely thought to be having an even more devastating impact than ever before. Scholarly literature provides little understanding of what drives ethical decision making, or the processes involved and a little evidence that ethical standards have been developed as part of leadership decision making training in finance. The purpose of this qualitative single case study was to explore the drivers and processes in the development of training that supports ethical choices that leaders make in their decision-making role within the finance industry, as well as to understand what effects those decisions have on followers and on organizational culture. The research question examined the processes and training involved in ethical decision making in the field of finance. Rawls' justice as fairness theory provided the theoretical framework. The data were collected interviewing purposefully selected 7 directors and managers in the financial industry. The data were analyzed using a constant comparative approach and the development of vignettes based on Stake. The results showed that leaders were not able to make sound ethical decisions and the need for ethical standards. When these standards and values are compromised, leadership behaviors can affect organizational culture, as they tend to decrease commitment, performance and motivation of employees, while increasing absenteeism and turnover, thus adversely affecting company operations and incurring costs. The study results can have implications for social change through developing higher standards in ethics and adequate morale training.
14
Neilson, Richard A. "Interstate school leaders licensure consortium standards for school leaders : a pilot study /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/neilsonr/richardneilson.pdf.
Full text
15
Cason, Roslyn M. "The Interstate School Leaders Licensure Consortium : redefining the role of school leaders /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1362531141&sid=16&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full textAbstract:
Thesis (Ph.D.)--Southern Illinois University Carbondale, 2007.<br>"Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 113-127). Also available online.
16
Olsen, Dorian Dawn. "Homegrown rural school leaders." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5587.
Full textAbstract:
Background: Research on rural educational leadership is often overlooked in educational research, specifically within the context of homegrown leaders, or leaders who have been lifelong residents in the districts where they were students, teachers, and now lead as principal. Rural districts face many challenges that differ from urban districts. Looking at how these homegrown leaders use transformational leadership to overcome these challenges can assist principal preparation programs in preparing administrators to lead in rural districts as well as policymakers as they look at policies and funding that impact rural districts.
Purpose: The purpose of this study is to address the following research questions:
1) How do these participants identify themselves as educational leaders?
2) How do these rural principals, identified as transformational leaders, use transformational leadership to contend with challenges unique to rural districts?
3) Do the principals’ prior experience and personal history within a school district influence transformational leadership practices, such as building trust, maintaining a positive school culture, and enacting change? If so, how?
Setting: Research for this study took place in two rural school districts in neighboring Midwestern states. The communities the participants in this study reside in are over 100 miles apart, yet both the school districts and towns share similar characteristics. These districts are housed in farming communities with a population between 1,500 and 1,800 residents. The demographics of both districts are very similar consisting of over 97% white students, with the town’s population matching that of the school. The similarities are also present in the physical description of the school sites and collaboration with neighboring districts. Both of these districts consist of one large building housing all students, and superintendent on the same campus, and share resources such as staff, transportation, and athletic and academic programs with neighboring districts.
Participants: The two school principals in this study were chosen due to similar characteristics of being homegrown leaders who both reside in similar rural districts and communities in neighboring states. In addition to having similar contexts, the participants in this study share many similarities as well. Both are male and have lived in the district where they were former students, teachers, and coaches prior to becoming the school principal. In addition, both of the principals in this study were chosen via convenience sampling due to prior experience of the researcher within both of these communities and their qualifications of being homegrown leaders.
Research Design: This is a qualitative case study analyzing two cases with two participants.
Data Collection and Analysis: Data collected for this qualitative case study include multiple interviews with both participants; observations in school and community events; observations at staff, parent, and student meetings; district handbooks and information collected from the district website and state reporting agencies, including demographics, free and reduced lunch status, number of staff, per pupil funding, assessment scores, and school improvement plans. Open and axial coding is used to analyze data. Member checks, triangulation of data, memos, and peer review are used to help ensure validity.
Findings: The findings of this study reveal that being a rural, homegrown, transformational leader is a strength to overcome rural challenges. These principals’ prior history and relationships within the district and community, as well as the deep understanding and background knowledge they have of the values and culture of the district and community, allow them an easier time building and maintaining trust and relationships, creating a positive school culture, and enacting change. Additionally, their understanding of the challenges of rural districts based on their prior knowledge as a student and teacher have given them foresight to help them better understand and manage the challenges they encounter specific to rural districts.
Conclusions: This study demonstrates how transformational leadership assists rural principals in managing challenges specific to rural districts. Additionally, it adds to the literature addressing the challenges rural districts encounter from first hand experiences of two principals who have lived in their respective districts their whole lives. This study provides insight to principal preparation programs, especially those training principals in states with a high percentage of rural districts, regarding how transformational leadership can assist rural principals in managing the challenges they will encounter in a rural district. This study is also beneficial to rural superintendents as they look to hire new principals.
17
Lucas, Nicholas. "Commercialism or Professionalism among Auditing Leaders." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/772.
Full textAbstract:
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<br>Bachelors<br>Business Administration<br>Accounting
18
Jones, Kevin B. "Ethical Insights of Early 21st-Century Corporate Leaders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/413.
Full textAbstract:
From 2001 to 2010, a lack of documented standards within ethics programs inhibited decision making, management practices, and corporate strategies for corporate leaders in the United States. Seminal theories in transformational, charismatic, servant, spiritual, and ethical leadership formed the conceptual framework for this phenomenological study, whose intent was to explore how senior leaders of Fortune 500 companies in Washington, DC integrated ethics into daily business decisions and the role in organizational performance. A convenience sample of 20 Fortune 500 leaders participated in face-to-face semistructured interviews to explore the assessment, definition, and documentation of various ethical standards in the company; the different mechanisms for ensuring ethical standards influenced decision making; and whether a senior leader's moral code influences the development of a code of ethics, ethical standards, or organizational culture. Using Saldana's coding process as an exemplar, 6 themes emerged from this investigation: ethical standards, organizational culture, ethics training, role modeling, values, and moral dilemmas. Findings revealed the need for scenario-based ethical training to guide senior leaders through dilemma-oriented problems. Implications for positive social change include benchmarks for ethical integration successes in business strategy that improve corporate social responsibility and change hiring practices to help build ethical corporate cultures.
19
Ryan, Sean Edward. "Environmental ethics, an interpretive analysis of outdoor leaders'/scholars' discourse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/MQ46993.pdf.
Full text
20
Strickland, Jessie S. "Leadership Perspectives of Tennessee School Leaders." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2978.
Full textAbstract:
The problem was to determine factors Tennessee school leaders consider important to effective leadership. Organizational frames by Bolman and Deal were used. The four organizational frames used in the study were structural, human resource, political, and symbolic approaches to leadership. The frames were examined with regard to their relationship to Tennessee superintendent's leadership and management styles with the perception of his/her style by their superordinates and subordinates. Leadership Orientations, a validated instrument designed by Bolman and Deal, was used to gain insight about school leader perceptions from superintendents and from individuals who work in school administration with the superintendents. Individual school systems, the director of the Tennessee Academy of School Leaders (TASL), the Tennessee Organization of School Superintendents (TOSS), and the Tennessee School Board Association (TSBA) received the data analysis results about leadership perspectives. The research provided school system personnel a method to understand individual, subordinate, and superordinate expectations as they relate to the four organizational frames. Additionally, the findings indicated predictors of management and leadership effectiveness as perceived by the respondents.
21
Gross, Mark A. "Preparing future leaders principals' perceptions of the Interstate School Leaders Licensure Consortium standards and knowledge indicators /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/92.
Full text
22
Taylor, R. John. "Urban school leaders' perceptions of transformational leadership /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848613.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Jeannette Fleischner. Includes bibliographical references (leaves 164-174).
23
Lusenga, Richard Mishack. "School leaders' moral understanding and moral reasoning." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25322.
Full textAbstract:
School leaders are faced with serious moral challenges on a daily basis at schools, which often result in them making poor moral choices. In a situation of moral decay in schools, reports in the news media create the impression that school leaders often fail to demonstrate the necessary values advocated by the Moral Regeneration Movement and the Manifesto of Values, Education and Democracy. The purpose of this qualitative study was to explore school leaders’ understanding and reasoning regarding values and morality. For the purposes of the study a number of possible lenses, such as cultural relativism, religious beliefs, ethical subjectivism, classical utilitarian theory, Domain theory, and the ethic of justice, ethic of care, ethic of critique and the ethic of community, were identified and used in analysing the way school leaders reason about moral dilemmas. A design located within hermeneutic phenomenology was used in the study with the aim to understand school leaders’ understanding and reasoning regarding values and morality. A combination of quantitative and qualitative data gathering techniques was used in a concurrent mixed method design using a single questionnaire. The sample for the study consisted of educators enrolled for a formal management training programme. This group was largely homogenous in terms of religion, language, culture and was mainly from rural areas of Mpumalanga. Seventy-three participants took part in the study. It emerged from the data that the espoused theories used by school leaders could be related to the lenses identified in the literature. The school leaders’ espoused theories were mainly based on the ethic of justice and the ethic of care and were aligned to their preferred value orientations. At the espoused theory level, school leaders revealed a strong moral orientation. Further research is indicated to study school leaders’ theory in action.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Education Management and Policy Studies<br>unrestricted
24
Britt, Faye. "School Leaders' Perceptions of Students' Antisocial Behaviors." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/253.
Full textAbstract:
There was a problem regarding students' antisocial behavior in a small rural school district in Washington State. Public data within the district indicated increasing incidents of students' antisocial behaviors. However, perceptions of school leaders regarding this problem were not known. As a result, there was a need to gain an understanding about school leaders' perceptions of students' antisocial behaviors in order to suggest potential solutions to reduce students' antisocial behaviors, as these perceptions are closely associated with their intent to address the problem. Bandura's theory of self-regulation provided the conceptual framework for collecting and analyzing data. Using an instrumental case study, the research questions explored school leaders' experiences in working with students who failed to manage their behavior and who exhibited antisocial behavior. Semi structured interviews were conducted with 13 school leaders in the district, and an iterative, inductive process of data collection, open coding, and thematic analysis was used. The themes that emerged from analysis of the data indicated a gap in the school leaders' practice regarding participation in ongoing, job-embedded professional development and an absence of a systematic school-wide positive behavior support approach to prevention and intervention. The findings indicated the need for professional development training to address these issues related to school leaders' practice. The suggested training could create positive social change by reducing students' antisocial behaviors, thus leading to an improvement in academic achievement. The recommended job-embedded professional development training resulting from exploring school leaders' perceptions can increase the capacity of the school leaders to manage students' antisocial behaviors.
25
Dombroski, Edward J. "Local School Districts Developing Their Future Leaders." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1496145682378773.
Full text
26
Eady-Mays, Artresa Y. "Leadership Styles and Ethics Positions of Nonprofit Leaders| A Quantitative Correlational Study." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284486.
Full textAbstract:
<p> Leadership is a widely explored topic. Leadership within the nonprofit sector of the United States has become of interest. The problem is that nonprofit leadership garnered attention with increased reports of unethical acts by nonprofit leaders. This quantitative correlation study investigated the relationship between the leadership styles (authoritarian, democratic, and laissez-faire) and ethics positions (idealism and relativism) of senior nonprofits leaders within the United States whose organizations were listed in the GuideStar database. The GuideStar database is a database of 1.8 million nonprofit organizations in the United States. Survey participants (n=111) responded to a 40-question web survey that consisted of questions from the Leadership Styles Questionnaire and the Ethics Position Questionnaire. Multiple regression analysis was used to analyze the data to investigate the hypothesized relationship between the research variables. The results of the study indicated a statistically significant relationship between the laissez-faire leadership style and both ethics positions. An implication of the findings suggested that a leader may hold a strong ethics position (rather it be relativism or idealism), but act as a neutral leader. Based on the findings a recommendation to nonprofit board of directors is to administer the Leadership Styles Questionnaire and the Ethics Position Questionnaire to assess if the leaders’ leadership style and ethics position are congruent with the need of the organization. The boards of directors may choose to engage laissez-faire leaders as they have strong ethics positions. This study is one of few that endorse the use of the laissez-faire leadership style.</p>
27
Smith, Jim. "School leaders : born to be made?; an exploration of personal and institutional influences on the practice of school leaders." Thesis, University of Lincoln, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312897.
Full text
28
Stamback, Jack A. "Character quest a strategy for the development of virtuous leaders at Crosspoints Church /." Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.
Full text
29
Chow, Wai-yee. "How do school leaders shape school culture? a multi-dimensional perspective /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35344222.
Full text
30
Chow, Wai-yee, and 鄒慧儀. "How do school leaders shape school culture?: a multi-dimensional perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35344222.
Full text
31
Suzzan, Sheri Lustig. "School Leaders' Use of Twitter to to Engage the School Community." Thesis, Hofstra University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600307.
Full textAbstract:
<p> Social media and the ways in which educational leaders choose to utilize it their schools is at the forefront of professional development throughout numerous districts across Long Island and nationwide. While many districts have incorporated various models of social media such as Facebook, Twitter, and Instagram into their standard communication practice, many more are hesitant to venture into this type of contact with the school community for a variety of reasons. Historically, school leaders relied on letters to parents sent home either by US mail or in their child’s backpacks to convey times and locations of meetings and to send important messages (including, but not limited to school practice and policies and dates for upcoming events). In the past ten years, school leaders have begun using websites and email to send important messages out to the school community. This study involved an in-depth examination of the literature surrounding the importance of the home-school connection and how school leaders are using the social media platform of Twitter in an effort to strengthen this relationship. Further discussion included how the ideals of branding a business are beginning to emerge in the school setting in order for the leader to have the ability to tell their own school’s story rather then having others tell it for them. Three school leaders currently engaged in the daily use of Twitter were interviewed, as well parents and teachers in the school community. Pertinent documents were reviewed, including school district policy on the use of social media and an analysis of the “tweets” sent out by the school leader. The findings of this study revealed how school leaders use Twitter to engage the school community and “brand” their school by having the ability to control the information that is shared with the public</p><p>
32
Babb, Katie A. "Cultural Competency of District Leaders: The Influence on Campus Leaders." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707256/.
Full textAbstract:
The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenced district policies, practices, and school climate. The analysis and interpretation of findings of this research study were based on a conceptual framework, informed by the six constructs of the cultural proficiency continuum as developed by R. Lindsey, Nuri-Robins, D. Lindsey and Terrell. Four district office leaders and three campus principals, from the same district, were selected as participants. The campus principals represented elementary, middle, and high schools. Data were gathered from semi-structured face-to-face interviews with each participant, three meeting observations, and document analysis. Findings revealed evidence of a strong relationship between district leaders' cultural competence, campus principals' cultural competence, and district policies and procedures. There was also a direct relationship between the district leaders' cultural competence levels and their direct reports' level of cultural competence. This study can afford school districts an opportunity to recognize the value and implications of culturally proficient leaders, as they serve all students.
33
Esplin, Nathan. "Utah Elementary School Principals’ Preparation as Technology Leaders." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5774.
Full textAbstract:
The rapidly expanding use of technology in education has brought about the need for principals to be prepared as technology leaders. Although, there is a need for principals to be prepared as technology leaders, many currently are not prepared for this role. It is crucial that principals are prepared in order ability to lead their school in successful technology integration. The primary purpose of this quantitative study was to determine the perceived level of technology leadership preparation of Utah elementary principals using the International Society for Technology in Education (ISTE) Standards for Administrators.
In addition to the study’s primary purpose, the study identified the types and quantity of professional development principals are receiving and how this professional development relates to the principals’ levels of technology leadership. In addition, this study concluded whether or not the perceived technology leadership preparedness level of Utah principals correlates with the number of hours spent in technology leadership training. Furthermore, the study compared differences in technology leadership preparation levels based on principal characteristics.
Literature shows that technology leadership research is scarce. The findings from this study will help fulfill some of the need for additional technology leadership research. In addition, the findings can help educators have a better understanding of how to prepare principals to be effective technology leaders.
The data for this study were collected from 129 Utah elementary school principals using the 2009 Principals Technology Leadership Assessment (PTLA). This survey used the 2009 ISTE Standards for Administrators as the framework. The results were analyzed using descriptive statistics, Pearson correlation, t test, ANOVA, and qualitative coding. The findings provide evidence that Utah elementary school principals are not adequately prepared to lead as technology leaders. Furthermore, a technology leadership professional development model has been designed to further assist educators.
34
Combs, Maryann L. (Maryann Lee) 1964. "Employee motivation : views of successful leaders." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8892.
Full textAbstract:
Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2001.<br>Includes bibliographical references (leaf 44).<br>Businesses have an ever-increasing need to improve productivity and reduce costs, while maintaining or improving their quality and customer satisfaction. At the same time, employees have become more mobile and less likely to remain with a company for an extended period. Therefore, an understanding and focus on employee motivation factors is essential for leaders to successfully inspire their organizations. This thesis is an investigation into the subject of employee motivation. Literature research was conducted to gain a broad overview of the published theories on this subject. The core of the thesis, though is focused on interviews with senior successful leaders from a variety of industries. A number of techniques exist to inspire and motivate employees depending on the situation and the leader themselves. This thesis presents various situations and motivational aspects cited by these leaders. Even though there is variation in motivational attributes across situations, an analysis of the interviews also reveals items that are consistently found to be critical success factors. These factors include top leadership involvement, full engagement of employees, frequent communication, consistency of actions and communications, and the opportunity to learn. All leaders interested in inspiring their employees to achieve successful results are encouraged to think about their performance in relation to these attributes.<br>by Maryann L. Combs.<br>M.B.A.
35
Oliveira, Anthony J. "Ethics and the principalship." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135736/.
Full text
36
Durocher, Elizabeth Antoinette. "Leadership orientations of school administrators : a survey of nationally recognized school leaders /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11895007.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Typescript; issued also on microfilm. Sponsor: Jonathan Hughes. Dissertation Committee: Thurston Atkins. Includes bibliographical references (leaves 124-134).
37
Nay, Bethany W. "Planning for quality after school programs a guide for after school leaders /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/nayb/bethanynay.pdf.
Full text
38
Chiasson, Mary Shannon C. "Site Visitation: School Leaders' Perceptions of a Diagnostic Tool for School Improvement." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1908.
Full textAbstract:
This case study explored the use of site-visitation as a diagnostic tool for school improvement. Nine charter schools in New Orleans were selected for the study. Based on qualitative research and systems theory, a within- and cross-case analysis of nine semi-structured interviews with school leaders were conducted. The school leaders’ experiences with the state-run site-visitation model and their use of the findings for school improvement was explored. The findings led to the development of a hybrid accountability model that encompasses the components school leaders believe will lead to school improvement. This study aims to assist educators, policy makers, and researchers to better understand site-visitation and its role in school improvement.
39
Brown, John J. Jr. "A Case Study of School-Based Leaders’ Perspectives of High School Dropouts." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1580.
Full textAbstract:
School districts are failing to educate all of America's children. Dropout statistics reveal that almost 7,000 students leave our nation's schools everyday. At this rate 1.2 million students will not graduate on time with their prospective classes. The majority of American male students of African descent are dropping out instead of completing high school. When compared to that of their white peers, the dropout rate of American male students of African descent is significantly higher and the graduation rate much lower.
This research examines high school dropouts from the perspectives of school-based leaders in a high school located in a city in a large southern school district. Structured interviews, transcribed with member-checks, were conducted with eight school-based leaders. The data in this qualitative study were used to examine their perspectives of American male students of African descent dropping out of their high school. The researcher maintained a reflective research journal to enhance the data analysis. The study found that the perspectives of the eight school-based leaders were influenced by their past histories with these students; their personal and acquired knowledge of these students, their families, and their communities. They were largely uniformed of the dropout rate and their previous history with these students had an impact on their present level of support to these students.
40
Strickler, Mark Rosen. "Educational Leaders' Decision-Making: Presence, Influence, and Strength of Personal Values, Morals, and Ethics." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26940.
Full textAbstract:
The study investigated the degree to which the personal values, morals, or ethics of educational leaders enter into their decision making processes. A review of the literature suggests that leadership preparation programs for educators do not adequately equip aspiring administrators for the ethical challenges in a global society. The scholarship of John Dewey and Donald Willower in the field of educational leadership laid the groundwork for the dual methodology pilot study conducted with high school administrators and retired superintendents. Retired division superintendents from Virginia were interviewed to yield a database of thematic strands for developing ethical construct statements. Demographic data was collected in the first portion of the survey. In the second portion of the instrument, respondents indicated strength of relevance for each of twenty valuation statements applied to each of the four ethical scenarios. The third section ended by respondents assigning one of four value labels to each of the ethical scenarios. Implications for further research include early administration to members of new leadership preparation cohorts for comparison at program completion.<br>Ed. D.
41
Ponce, Manuel N. Jr. "Changing Mindsets| A Case Study of a Community of Practice between Charter and Traditional Public School Leaders in the School Leaders Network." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560539.
Full textAbstract:
<p>The purpose of this study was to examine the essential elements of a community of practice intended to increase communication and collaboration between traditional public and charter school leaders. Members of the Los Angeles Cohort of the School Leaders Network participated in this study. </p><p> This case study triangulated observation, interview, and document review data to identify the factors that were most beneficial to this particular community of practice. Drawing on the research of communities of practice, constructivism, and leadership theory, these factors were articulated into five domains with the hope that, with further research, this framework could influence the creation of additional communities of practice between traditional public and charter school leaders. </p><p> This framework, including indicators and action steps to aid in creating a community of practice, identified five key factors: knowledge, relationships, authenticity, constructivism, and leadership. The convergence of these five domains pointed to two key take-aways: Communities of practice must create a risk-free environment in which sharing can occur so that participants can use storytelling as a vehicle for the exchange of ideas. Essential in creating this environment is the influence of a skilled facilitator who can drive these conversations. Ultimately, in sharing stories and building community, these communities of practice are meant to further the cause of a socially just education for all students regardless of the type of schools they attend. </p>
42
Ponce, Manuel Nicolas Jr. "Changing Mindsets: A Case Study of a Community of Practice between Charter and Traditional Public School Leaders in the School Leaders Network." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/230.
Full textAbstract:
The purpose of this study was to examine the essential elements of a community of practice intended to increase communication and collaboration between traditional public and charter school leaders. Members of the Los Angeles Cohort of the School Leaders Network participated in this study.
This case study triangulated observation, interview, and document review data to identify the factors that were most beneficial to this particular community of practice. Drawing on the research of communities of practice, constructivism, and leadership theory, these factors were articulated into five domains with the hope that, with further research, this framework could influence the creation of additional communities of practice between traditional public and charter school leaders.
This framework, including indicators and action steps to aid in creating a community of practice, identified five key factors: knowledge, relationships, authenticity, constructivism, and leadership. The convergence of these five domains pointed to two key take-aways: Communities of practice must create a risk-free environment in which sharing can occur so that participants can use storytelling as a vehicle for the exchange of ideas. Essential in creating this environment is the influence of a skilled facilitator who can drive these conversations. Ultimately, in sharing stories and building community, these communities of practice are meant to further the cause of a socially just education for all students regardless of the type of schools they attend.
43
Roetzel, Robert. "A syllabus for introducing army leaders to ethical decision-making." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.
Full text
44
Goodvin, Sharon Bever Gibson Ian. "School leaders' readiness for systemic change in Kansas schools." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.
Full text
45
Compton, Moore Gloria Lily Lucille. "School leaders in a learning organization, an internship report." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25833.pdf.
Full text
46
Zhang, Wei. "Investigating school leaders and professional learning in English schools." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493629.
Full textAbstract:
The study investigates the perceptions of school leaders who have undertaken the National College for School Leadership's (NCSL) programmes as part of their professional learning experience and considers the effect on themselves and their schools. It argues that the transformational and distributive models of leadership on which the NCSL has grounded its programmes do not adequately reflect or explain the current practice of effective leaders. Whilst the College's achievements are acknowledged, the NCSL's hierarchical and rational framework is found to inadequate to meet leaders' professional needs.
47
Rockette, Lolita Annette. "Principals as Instructional Leaders as Opposed to School Managers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3234.
Full textAbstract:
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.
48
Pike, Erica. "School Leaders' Perceptions of Caribbean Students' English Language Needs." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/94.
Full textAbstract:
Although British West Indian Caribbean (BWIC) immigrant students are considered to be English speaking students by U.S. public schools, many of them speak other languages. These students experience hardships and have unique remediation needs that many schools are not providing. The conceptual frameworks that guided this case study were sociocultural theory, acculturation theory, and leadership theory. These theories postulate that culture influences learning, second language acquisition is linked to adapting to a new culture, and leadership is important to implement system-wide changes. Qualitative data included interviews with 6 teachers and 3 administrators who work closely with BWIC students, New York City Department of Education English Language Test results of 512 students, and 26 BWIC student school enrollment forms. Data were analyzed through a coding process to determine emergent patterns and themes. Key findings indicated that participants identified the students' academic struggles with Standard English and that teachers experiment with various strategies to reach the students. Recommendations include development of identification and remediation programs for BWIC students and additional research on strategies to teach English to these students. Study findings may promote positive social change by encouraging school districts to work with the Caribbean-American community to help increase BWIC student retention rates.
49
Smith, Alivia Nicole. "Understanding the Administrative Role fo School Psychology District Leaders." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8458.
Full textAbstract:
Very few articles in the published research literature have considered the clinical supervision of school psychology and even fewer articles explore the administrative supervision of school psychologists. The purpose of this study is to describe the roles, and responsibilities, and challenges faced by district leaders who supervise school psychologists. Using a purposeful sample, participants met criteria for this study if they worked at the district level, supervised at least three school psychologists, and were responsible for hiring and firing school psychologists. Nineteen participants qualified for this study and completed a phone interview that included eight open-ended questions. Participants shared that they primarily had managerial and leadership roles during their busy and unpredictable work weeks. Participants also reported challenges directly and indirectly related to the national shortage of school psychologists, difficulties with large workloads, the need to advocate for the field of school psychology, and a lack of professional guidance and training in their role. Implications for practice include developing a professional organization or community of practice for administrative supervisors, establishing best practice guidelines, and providing a defined role for these leaders. By coming to know the roles and challenges that district administrators are facing, the field of school psychology can find ways to support administrative supervision endeavors.
50
Wilson, Phonecia. "Characteristics of Successful Elementary Principals as Instructional Leaders." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7775.
Full textAbstract:
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.