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Al-Atari, Aref T. M. A. "Role perceptions and role performance of instructional supervisors as perceived by teachers and supervisors in the public schools of Qatar." Thesis, Durham University, 1989. http://etheses.dur.ac.uk/1016/.
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Moates, Kenneth Nathan Harris Stanley G. "The role of perspective taking in leader-member exchange." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/FALL/Management/Dissertation/MOATES_KENNETH_7.pdf.
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Bennett, Mia H. "An Exploration of the Changing Role of Principal Supervisors." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609155/.
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Existing literature provides newly identified responsibilities of the principal supervisor but lacks in information about how districts should strategically spearhead the process of initiating, implementing, and managing the changes to the role of the supervisor. In this study, I examined the behaviors and actions of one school district's executive-level leaders as they shifted the position of the principal supervisor. Findings could contribute to a new area of research in how district leaders may navigate and manage the complicated process of initiating and managing the changes to the principal supervisor's role.
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Butler, Rachel Ruth. "Retaining School Psychologists: The Role of District Level Administrative Supervisors." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8459.
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The school psychologist shortage has been a persistent problem in education, and there is a lack of research on what current administrative supervisors are doing to address shortages. This study examined the perceptions of district leaders regarding the recruitment and retention of school psychologists. Participants included 19 administrative supervisors in public school districts in Colorado (CO), Utah (UT), Nevada (NV), and Wyoming (WY). Data for this qualitative study were collected by conducting semi-structured interviews with administrative supervisors of school psychologists. Interviews were transcribed and analyzed for common themes. A total of 10 themes were identified, and the first theme reflected concerns about school psychology graduate programs not producing enough school psychologists. Additionally, being farther away from a graduate program creates recruiting difficulties. Another related theme revealed that close relationships with graduate programs contributes to successful recruiting. Administrative supervisors noted the role that the surrounding community plays in retaining current school psychologists. They also expressed the importance of creating appealing workloads that matched salaries, being responsive, matching school psychologists’ preferences, and offering job flexibility. Other key themes included the challenges of finding school psychologists to hire and competing with neighboring local education administration (LEAs). Finally, administrative supervisors believe that they are in a worker’s market that favors the school psychologist. Overall, there appeared to be a theme of administrative supervisors feeling a lack of control over their current situation. Limitations for the study include collecting data across several months that may have influenced participants responses due to the demands of hiring during certain times of year. The sample included participants from states in the western United States, which may reflect limited perspectives based on geographic needs and trends. Directions for future research may include a larger sample size that reflects national demographic characteristics. Further research could also investigate the effectiveness of current efforts to address shortages on a systemic level. This could include researching how state and national associations advocate for school psychologists and how graduate programs grow and adapt to match current needs.
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Simelane, Smangele Nomkhosi. "Perceptions of supervisors regarding their referral role within the Employee Assistance Programme." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11122008-171210.
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Mansfield, Layla Rhiannon. "Organizational Calling and Safety: the Role of Workload and Supervisor Support." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4234.
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Research suggests that individuals who perceive their work as a calling (a deep passion and meaningfulness associated with a certain domain) experience a variety of positive outcomes such as occupational identification, career decidedness, and job satisfaction. Utilizing the tenets of Social Exchange Theory and the Job Demands Resources Model, I proposed that individuals with greater calling toward their occupation will report higher safety motivation and safety compliance. However, under conditions of high workload this relationship would be attenuated. Further, by the same rationale, individuals with lower calling will report lower safety outcomes, yet I proposed that this relationship is mitigated under conditions of high supervisor support. The study was conducted with a sample of 183 participants collected across three forests within the United States Forest Service. Although the hypotheses in the study were not supported, this study provides theoretical groundwork elucidating the link between calling and the examined outcome - safety. This, in turn, will aid in the development of a number of potential research avenues for safety scholars, with many practical implications. Further, an examination of calling with other collected variables within this industry provides avenues for future research in the calling domain. The investigation of moderators may help to explain the conflicting results found in the calling literature. Finally, this study furthers our understanding of safety, workload, and supervisor support within a "helping field."
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Berner, Isabella, and Johanna Nilsson. "ARBETSLEDARROLLEN - UR ARBETSLEDARNAS PERSPEKTIV." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Byggnadsteknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18546.
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This bachelor thesis is intended to point out differences within the supervisors’ role and contribute in making the role more attractive. At present the information about how the supervisors’ perspective varies on the supervisors’ role and the introduction to it depending on work experience and education is unknown. Further it was investigated why the supervisors’ role is seen as an entrance to the building industry and how to develop the role to encourage the supervisors to stay longer within it. In the collection of data we have been interviewing supervisors and studying literature. In total we have interviewed 14 supervisors in the region of Jönköping and the result of the literature study has subsequently been used to substantiate the outcome of the interviews. The selection of interviewees was partly based on the supervisors’ work experience and educational level but consideration regarding sex and age was also taken. The result showed that the supervisors experience their role as a diverse, social and coordinating role and the main work involves staking, preparation for upcoming activities, answering questions and solving problems that occur. Furthermore it appeared that the supervisors’ role varies in work tasks as well as what is considered positive, negative and difficult. Moreover varies the role in the vision of the leadership and the experience of response from co-workers. Although it also appeared that the variations may not always depend on work experience and education level but also on the supervisors’ personality. The supervisors, who have experience from being craftsmen, were considered to have several advantages, for example concerning practical understanding, detecting inaccuracies and delays and that they more easily get accepted by the co-workers. The result indicated that the supervisors are experiencing their first months in the role differently depending on work experience and educational level. Most of them also believe that there are opportunities for improvement concerning the introduction period. The supervisors who have experience from being craftsmen felt prepared for the role to a greater extent than those supervisors who have an engineering degree. It were primarily those with an engineering degree who feel the need of a mentor but the majority of the supervisors reckons that if mentorship is to be used the mentor should be working at the same place as the supervisor. In addition, it was shown that the supervisors enjoy their role but the supervisors who have an engineering degree see the role as more attractive than those with a background as craftsmen. Possible enhancements mentioned were improved wage development, increasingly greater responsibility, better economic planning and more variation in the types of projects and tasks. The conclusions drawn were that the supervisors’ role varies in the aspect of the role itself and of the experience from the introduction period as well as that there are certain requests for mentorship and that there are opportunities to introduce changes which may make sure that the supervisors remain longer in their role.
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Wienekus, Barend Willem. "The characteristics and role of informal leaders in work groups : a South African perspective." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002782.
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It has been twenty years since F W De Klerk unbanned the African National Congress. This momentous occasion changed overnight the business landscape in South Africa and the way business were done for many decades. Before and after this crucial moment in South African history, leaders played a significant role in bringing change about as well as managing it. Whether hierarchical or non-hierarchical, leadership manifests itself through all spheres of civilisation. Within any collective, formal as well as informal leadership are always at work and within the environment there always seems to be an individual that appears to hold equal or more influence and sway over the collective. This research investigates the characteristics and role of this individual, the informal leader. In addition, against the melting pot of the diversity of culture, social structures, economics, and demographics in South Africa, the influence of culture on how leadership is being perceived and experienced is also researched. The research is grounded in a post-positivists approach and conducted within a constructivist-interpretative paradigm. A qualitative approach is followed with personal interviews as the method to collect the data from respondents. The interview protocol consists of a combination of questions containing questions of both a quantitative and qualitative nature. Questions of a qualitative nature were open-ended and of an in-depth nature. The research is two pronged. The focus of the research is an Original Equipment Manufacturer (OEM) in the South African Motor Industry and for the primary goal of the research data was collected from employees within work groups of the OEM. The primary research goal investigates the role and characteristics of informal leaders in work groups as seen and experienced by their fellow employees and if there is any congruence with that of the role and characteristics of formal leaders. The study found no fundamental differences between the characteristics and role of formal and informal leaders. The characteristics and role of leaders between different cultures also appear to be the same. For the secondary research goal – determining whether the role and characteristics of informal leaders in work groups could be underpinned in the principles of Ubuntu and if consideration should be given to any cultural differences between leaders and followers by organisational hierarchies – the literature was reviewed in order to reach a conclusion with regards this goal. The literature indicates that culture does affect leadership, especially on how the leadership is executed and experienced in a multicultural society and if ignored, will have a detrimental effect on effective leadership. In order to strive towards achieving maximum productivity, it is imperative that management in South African organisations be aware of the changed dynamic within their organisations as well as on the global stage. The research therefore ends with the practical implications of informal leaders for organisations in South Africa. It is recommended that the importance and contribution of informal leaders within work groups in a multi-culture organisation needs not only to be considered as an element of group leadership, but should be accommodated by the organisation. It is also recommended that organisations recognise the cultural differences between leaders and followers in organisations and the possible consequences if ignored. If the competitive pressures and requirements of globalisation are ignored against the background of Afrocentric expectations and motivational imperatives of the South African workforce, it will result in an ineffective workforce, which will in due course render these organisations uncompetitive and non-sustainable locally and globally.
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Vance, Alex. "Supervising Role-Related Self-Compassion: A Qualitative Study of the Experiences of Clinical Supervisors." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41215.
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This project addresses the promotion of role-related self-compassion (SC) in
psychotherapists as part of their professional development and maintenance. There is evidence that therapists who are more self-compassionate are better-protected from emotional burnout (Beaumont et al., 2016), suggesting that self-compassion become part of therapist education(Nelson et al., 2018), but there is a lack of research regarding how this role-related selfcompassion is addressed by supervisors. Semi-structured interviews were conducted with 6 clinical supervisors in Ontario and Quebec, Canada. Thematic analysis (TA) derived 5 main themes, including Participants’ Definitions of SC, Supervisee struggles leading participants to
address SC in supervision Participants’ approaches to addressing SC with supervisees, Institutional structures addressing self-care, self-compassion, and Challenges associated with addressing SC in supervision. Results suggest that participants viewed self-compassion as an important component of therapist self-care, and employed a number of direct and indirect methods to address and encourage it with supervisees. Implications for practice and training are included.
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Richardson, Sandra C. "Actual and Ideal Role Perceptions of Instructional Supervisors in the Public Schools of Virginia." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2971.
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The problem of this study was to determine if differences existed in the perceptions of selected public school instructional supervisors regarding the amount of actual and ideal time allocated for identified supervisory roles. The study was conducted during the 1986-87 school year in Virginia. A questionnaire, developed by the researcher, was field tested through a six-week pilot study with 100 instructional supervisors in Virginia. Upon validation of the instrument, it was mailed to a randomly selected sample of 363 instructional supervisors in Virginia. A total of 220 respondents (60.6%) returned the questionnaire. Significant differences were found in perceived allocation of actual and ideal time for curriculum development, staff development, program evaluation, providing resources, disseminating information, instructional leadership, and performing administrative duties. Significant differences were also found between supervisory titles and allocation of actual and ideal time for program evaluation and performing administrative duties. In addition, significant differences were found between the perceptions of males and females regarding the amount of actual and ideal time they allocated for program evaluation. Conclusions were based on the findings in this study. It was concluded that instructional supervisors in Virginia are not spending as much time on the selected supervisory roles as they would like. They are spending too much time performing administrative duties. It was also concluded that younger supervisors (30-39) spend more time for staff development, providing resources, and providing instructional leadership than older supervisors. In addition, instructional supervisors with doctorates spend more time for curriculum development, staff development, disseminating information, and instructional leadership than supervisors with other degrees. Furthermore, female supervisors spend more time for curriculum development, staff development, program evaluation, and instructional leadership than male supervisors. Yet, a graduate degree in supervision and a supervisor's gender did not have much influence on the allocation of actual and ideal time for some supervisory roles. Other conclusions relating to the demographic data variables and the allocation of actual and ideal time for the seven identified supervisory roles were drawn.
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Lundblad, Frans. "Handledning : Handledarnas upplevelse av handledning under VFU för specialistsjuksköterskor i psykiatri." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap, HV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-18292.
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Det saknas studier hur handledarna upplever handledning på avancerad nivå inom psykiatrisk omvårdnad. Rollen handledarna har är komplex, de ska både fungera som en mentor och som den som bedömer studenternas prestationer samt ge god vård åt patienten. Syftet med denna studie är att belysa hur handledning upplevs av den handledande sjuksköterskan under Verksamhetsförlagd utbildning (VFU) för specialistsjuksköterskor i psykiatri. Att få kunskapen studien genererar skapar förutsättningar för organisationen och universitetet att anpassa utbildning och återkoppling som gynnar handledarna och studenternas utveckling samt höjer vårdkvaliteten för patienterna. En explorativ kvalitativ ansats enligt fokusgruppsintervjuer har ansetts lämplig för studien då målet är att fånga vidden och komplexiteten i handledning. När deltagarna dras med i diskussionen skapas ett reflekterade klimat som på ett omfattande sätt belyser individens upplevelser, tankar och känslor. Studien kommer att utföras inom psykiatriska kliniken på Länssjukhuset Ryhov efter tillstånd från etisk kommitté.
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Tabart, Michael J., and n/a. "Role expectations for college supervisors in a field experience programme : a study of the perceptions of the participants at a catholic college of education." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.120104.
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The main purpose of this study was to examine the roles that college
supervisors perform in the Field Experience programme with particular
reference to the Field Experience programme in a Catholic College of
Education. Through clarification of the roles it was expected that
the effectiveness of college supervisors would be improved resulting
in a more efficient and productive Field Experience programme at the
institution concerned.
The overall aims of the study were:
(1) to clarify the roles of college supervisors
(2) to improve the quality of the Field Experience programme
(3) to give the programme more meaning in the teacher education
course at the College concerned and
(4) to make it clear to participants in such a programme that
there is an important role for college supervisors to play.
The study involved the co-operation of 62 student teachers, 45
classroom teachers (country and city) and 10 college lecturers
(totalling 117). A questionnaire was designed on the basis of
discussions with Field Experience participants, on a survey conducted
the previous year, and on an open-ended survey conducted immediately
after the mid-year Block Practicum. The final questionnaire was then
distributed to 82 student teachers (75.5% return), 76 classroom
teachers (58.5% return) and 11 college lecturers (90% return).
The study made use of earlier work by Waters (1973) and also by Duck
and Cunningham (1985). In the study, student teachers, classroom
teachers and college lecturers were surveyed by means of a
questionnaire to rate the frequency with which specific supervisory
tasks (already identified in a pilot study) were performed.
This involved rating each of the supervisory tasks twice; firstly
rating , the 'actual' occurrence of the task and secondly by rating
the 'ideal' occurrence of the task.
Results of the study showed that there are differences of
perception surrounding role expectations for college supervisors and
that these roles require clarification. What were perceived to be
the roles for and the behaviour of college supervisors contrasted
with what was actually exhibited. Students and teachers (country and
city) perceived college supervisors to be actually performing an
Evaluator role; while lecturers perceived a Manager role. The 'ideal'
role for college supervisors was perceived by all respondent groups
to involve the functions and tasks of Manager. The degree of role
conflict present indicates that follow-up measures deserve
consideration and clarification and that orientation and learning
programmes need to be conducted for all Field Experience participants
in order to give the Field Experience programme more significance and
to improve its overall effectiveness.
A result of the study and one which could be emphasised in
order to improve the quality of the programme was the indication
of 'desirable' and 'undesirable' characteristics of college
supervisors who were involved in the Field Experience programme at
the College concerned. These results were similar to the earlier
work of Beer et al. (1983) and were indicated by' the use of openended
comments being included at the conclusion of the
questionnaire. These comments concerned the personal and
professional characteristics of college supervisors and together
with this author's work could form the basis of further study as a
step towards increasing the efficiency of Field Experience programmes.
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Lehtinen, Jean Marie. "Toward an understanding of the role functions of the supervisory conference in theological field education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26865.
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Throughout the history of theological education there have been many articles written about field education and the need for effective supervision, but few works describe research on the role functions of the supervisory conference. Studies have suggested that examining the supervisory process is complex and not easily researched. For accreditation, the Association of Theological Schools requires field education and supervision as an integral part of the Master of Divinity degree. The purpose of this study was to further the understanding of supervision from the perspectives of supervisors and students engaged in the process of theological field education.
An exploratory field research methodology was used. Previous research in theological field education supervision proved inadequate for hypotheses testing. The specific purpose of the study was to search for answers to two questions. First, how do supervisors and students describe the role functions of the supervisory conference? And second, what are the relationships between the role functions of the supervisory conference and conceptual level, constructive openness, orientation to supervision, personality type, age, gender, educational level, and experience?
Interviews of supervisors and students were the source of data for the study. The interviews included asking demographic information, asking the role functions of the supervisory conference, and administering four instruments: the Paragraph Completion Test, the Preactive Behavior Instrument, the Supervisory Beliefs Inventory, and the Myers-Briggs Type Indicator. The role functions were content analyzed and correlated with age, gender, experience, educational level, conceptual level, constructive openness, orientation to supervision, and personality types. Analyses were performed on the aggregated groups of supervisors and students, and on nine individual supervisor/student pairs.
The results of the study indicated general agreement between the field education supervisors and their students in understanding the role functions of the supervisory conference. The mean scores on conceptual level for supervisors and students were not significantly different. Supervisors rated themselves higher in constructive openness than their students. Students estimated their supervisors to be more directive than the supervisors believed themselves to be. The personality types of supervisors and students were similar on the perceiving and judging preferences.
When the data were examined by supervisor/student pairs, a more precise description of the supervisory interaction became apparent. For example, the effects of different conceptual levels and personality types became evident in the supervisory relationship. This finding suggests that future research in supervision should use individual pairs instead of aggregated groups.
Two important role function themes mentioned least often by students were "relating of religious traditions and values to the human and social needs which have been identified in the ministry placement" and the "linking of theology with the practice of ministry." These two themes represent key strategies for those preparing for future ministry, and should play an integral part in field education. This study has raised several questions for future research: Is the supervisor the key element in the learning of the student? Or is the context of field education the key to learning? What does the student learn from the supervisory conference and the field placement? And finally, is the articulation of the supervisor's own theology and experience an essential component in the supervisory process, and therefore, a component in supervisor training programs?<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Roberts, Jared L. "The Role of Counseling Theory in the Implementation of Counselor Supervision| A Qualitative Examination of Supervisors' Perspectives." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262778.
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<p> Qualitative research methods will be used to explore the role that counseling theory plays in the overall philosophical perspective and implementation of supervision from the perspective of counselor supervisors. Of interest is how counselor supervisors perceive counseling theory to impact the implementation of supervision, how counselor supervisors perceive counseling theory to impact the development of the supervisee, and how counseling theory is integrated into other theoretical models of supervision. Implications and recommendations for current practice and subsequent research will be provided. </p>
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Roberts, Joanne. "Lean management pilosophy and its impact on employee attitudes and perfomance : the critical role of first line supervisors." Mémoire, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5409.
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Abstract : Using a quantitative research design and survey data from 83 supervisor - employee dyads working in North American facilities of a large multinational healthcare organization, this study explores the critical role of first line supervisors in a lean environment. Many organizations have adopted the Toyota Production System (TPS, also known as lean management or the Toyota Way) in an effort to improve organizational effectiveness. Implementation success has been surprisingly limited. The predominantly negative effects documented in the scientific literature are attributable to the introduction of lean as a series of tools and techniques for cost cutting. In environments that truly manage according to the TPS, all share the belief that the development and participation of all employees is essential to maintain competitiveness. Increased emphasis on teamwork and worker involvement in a lean environment places rising demands on the first - line supervisor. The supervisor role in a lean environment is considered critical and becomes one of encouraging more participation, and creating an environment of continuous improvement. Given that leadership is a complex construct, the current paper uses a multi - domain approach proposed by Graen and Uhl - Bien (1995) to study the effect of empowering leadership behaviours (leader domain), leader - member exchange (relational domain) and psychological empowerment (follower domain) on individual performance (measured as in - role performance and organizational citizenship behaviours) through the mediating variable of job involvement in the work setting. Findings indicate that the role of the first line supervisor in a lean environment is critical. The follower (psychological empowerment) and relational (leader - member exchange) domains of leadership are significant in predicting variations of job involvement in the work setting, and job involvement mediates the relationship between the relation domain variable of leader - member exchange and individual performance (organizational citizenship behaviours targeted at the individual). Empowering leadership behaviours are significantly related and directly related to in - role performance. Development of first line supervisors should emphasize building high quality relationships, facilitating employee psychological empowerment, and demonstrating empowering leadership behaviours in order to enhance involvement in a team setting and individual performance. // Résumé : En utilisant une méthode de recherche quantitative ainsi que les résultats de sondages auprès de 83 dyades superviseur-employé travaillant dans des établissements nord-américains d’une grande organisation multinationale du domaine de la santé, cette étude explore le rôle clé des superviseurs de premier niveau dans un environnement de production « lean ». Plusieurs organisations ont adopté le Système de production Toyota (SPT, aussi connu sous les vocables de « lean management » ou de « méthode Toyota ») dans le but d’améliorer l’efficacité organisationnelle. De façon surprenante, le succès de l’implantation de cette méthode de production s’est montré limité. L’effet négatif prédominant documenté dans la littérature scientifique est attribuable à l’introduction du « lean » comme une série d’outils et de techniques pour réduire les coûts. Dans les environnements véritablement gérés selon le SPT, on partage la croyance que le développement et la participation de tous les employés est essentielle pour maintenir la compétitivité. L’accent sur le travail d’équipe et sur l’implication des travailleurs dans un environnement « lean » place des attentes élevées sur les superviseurs de premier niveau. Le rôle du superviseur dans ce type d’environnement est considéré comme critique et consiste à encourager la participation et la création d’un environnement d’amélioration continue. Étant donné que le leadership est un construit complexe, la présente étude utilise une approche multi-domaines proposée par Graen and Uhl-Bien (1995) pour étudier l’effet des comportements de leadership habilitant (empowering leadership; domaine du leader), de l’échange leader-membre (leader-member exchange; domaine de la relation) et de l’habilitation psychologique (psychological empowerment; domaine de l’employé) sur la performance individuelle (performance dans le rôle et comportements de citoyenneté organisationnelle) via la variable médiatrice de l’implication au travail, et plus spécifiquement dans l’environnement de travail (job involvement in the work setting). Les résultats indiquent que le rôle du superviseur est crucial. Les domaines de leadership de l’employé (c.-à-d. l’habilitation psychologique) et de la relation (c.-à-d. l’échange leader-membre) sont significatifs lorsqu’il s’agit de prévoir les variations de l’implication au travail, et l’implication au travail agit comme médiateur entre les variables des domaines de leadership et la performance individuelle (comportements de citoyenneté organisationnelle). Le développement des superviseurs de premier niveau devrait mettre l’accent sur la formation de relations superviseur-supervisés de grande qualité et faciliter l’habilitation psychologique des employés afin d’encourager l’implication dans le travail d’équipe, et par le fait même, la performance individuelle.
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Alexander, Katherine N. "Praise for Proactivity: The Role of Leadership and Supervisor Personality in Rewarding Employee Proactivity." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1252440049.
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Doepker, Gina Marie. "A study to determine the status of the roles, responsibilities, and practices of university supervisors who serve middle childhood preservice teacher candidates in the state of Ohio." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173125185.
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Armitage, Andrew Mark Dyson. "The roles, expectations and experiences of masters degree dissertation supervisors." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288126.
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Ridgeway, Becky L. "State supervisors roles in agricultural education curriculum a national study /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10178.
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Thesis (M.S.)--West Virginia University, 2009.<br>Title from document title page. Document formatted into pages; contains viii, 89 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 61-62).
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Rissler, Grant Edward. "Advocate or Traditional Bureaucrat| Understanding the Role of ESL Supervisors in Shaping Local Education Policy toward Immigrant Communities." Thesis, Virginia Commonwealth University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601528.
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<p> As recent immigrants seek a productive and dignified life in “new immigrant destinations” that have little historical experience with immigration, public education systems serve a key function in immigrant integration efforts. In a federal system increasingly focused on accountability, a crucial sub-set of education policy and local responsiveness to immigration is English language instruction and services for Limited English Proficient (LEP) students and parents.</p><p> In such contexts, the role that local bureaucrats play, and whether they actively represent the interests of the newfound diversity of community members, are crucial questions if strongly held American ideals of social equity and equal opportunity are to be upheld. This research asks broad questions at the intersection of bureaucratic power, representative bureaucracy and educational policy toward English language learners at the local level. Variations in how school systems in the political bellwether of Virginia responded to a recent policy shock - federal guidance released in January 2015 that reiterated local school system responsibility for providing equal educational access to LEP students and parents – form a unique window into local policy-making. Using a concurrent triangulation mixed methodology that consists of a state-wide survey and interviews with a sub-set of the Title III coordinators who supervise programs for English Language Learners, this research shows Title III coordinators to be unrepresentative in passive terms of the foreign born population but nevertheless to have a strong sense of advocating for English Language Learners. Findings suggest that public service motivation is the key explanatory factor in driving a sense of role advocacy and this in turn drives a greater range of action taking by the coordinator to benefit ELLs. Despite this link between role advocacy and coordinator action, role advocacy is not found to be significant in driving the likelihood or range of system level responsiveness to the letter. Instead, political and demographic factors increase the likelihood of system action but, counter to existing literature, more conservative localities are found to be more likely to have responded to the Dear Colleague Letter. This suggests that a previous reluctance to act in these places may have been dislodged by the letter and points to the importance of change over time in conceptualizing local responsiveness to immigrants.</p><p>
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Al-Sadah, Anwar Khalifa Ibrahim. "Corporate governance of Islamic banks : its characteristics and effects on stakeholders and the role of Islamic banks' supervisors." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/655/.
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Rissler, Grant E. "Advocate or Traditional Bureaucrat: Understanding the Role of ESL Supervisors in Shaping Local Education Policy toward Immigrant Communities." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4970.
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As recent immigrants seek a productive and dignified life in “new immigrant destinations” that have little historical experience with immigration, public education systems serve a key function in immigrant integration efforts. In a federal system increasingly focused on accountability, a crucial sub-set of education policy and local responsiveness to immigration is English language instruction and services for Limited English Proficient (LEP) students and parents.
In such contexts, the role that local bureaucrats play, and whether they actively represent the interests of the newfound diversity of community members, are crucial questions if strongly held American ideals of social equity and equal opportunity are to be upheld. This research asks broad questions at the intersection of bureaucratic power, representative bureaucracy and educational policy toward English language learners at the local level. Variations in how school systems in the political bellwether of Virginia responded to a recent policy shock - federal guidance released in January 2015 that reiterated local school system responsibility for providing equal educational access to LEP students and parents – form a unique window into local policy-making. Using a concurrent triangulation mixed methodology that consists of a state-wide survey and interviews with a sub-set of the Title III coordinators who supervise programs for English Language Learners, this research shows Title III coordinators to be unrepresentative in passive terms of the foreign born population but nevertheless to have a strong sense of advocating for English Language Learners. Findings suggest that public service motivation is the key explanatory factor in driving a sense of role advocacy and this in turn drives a greater range of action taking by the coordinator to benefit ELLs. Despite this link between role advocacy and coordinator action, role advocacy is not found to be significant in driving the likelihood or range of system level responsiveness to the letter. Instead, political and demographic factors increase the likelihood of system action but, counter to existing literature, more conservative localities are found to be more likely to have responded to the Dear Colleague Letter. This suggests that a previous reluctance to act in these places may have been dislodged by the letter and points to the importance of change over time in conceptualizing local responsiveness to immigrants.
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Adams, Gregory Kevin. "Redefining the role of the supervisor /." Title page, table of contents and introduction only, 1990. http://web4.library.adelaide.edu.au/theses/09ENB/09enba2111.pdf.
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Tuah, Adi Badiozaman. "A study of perceptions of the role of primary school supervisors in Sarawak with particular reference to the implementation of KBSR." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296365.
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Oostendorf, Jean Jacques. "The influence of supervisors on role stress, performance and job satisfaction in the retail food industry in the Cape Metropolitan area." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2702.
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Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2018.<br>This study examines and identifies evidence of employees’ perception of their supervisors’ influence on role stress, performance and job satisfaction. This study provides an opportunity to understand how the extent of influence is impacted by the elements of role stress: ambiguity and conflict, performance and job satisfaction. Evidence of employees’ perception was elicited using a quantitative survey instrument and administered to 300 respondents from participating stores. The responses were analysed using the Statistical package SPSS (version 19). The study found evidence of influence on elements of role stress (significant – ambiguity, but not-significant – conflict): with both job satisfaction and performance (significant). These findings contribute to the understanding of the perceived supervisor’s influence over role stress, job satisfaction and performance. The study concludes that although there is evidence of supervisor’s influence on role stress, performance and job satisfaction, the influence on role stress is balanced significantly between ambiguity and conflict compared to job satisfaction and performance. The role of employees is depending on the employees social and economic context and could determine ambiguity and conflict level without a supervisor. It would be incumbent on the supervisors to moderate their supervisory function according to the employee’s role and responsibility for an improved performance and satisfaction outcome.
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Yusof, Hapsah Md. "Malaysian Counselor Supervisor Development: The Effect of Counselor Supervisor Training, Self-Efficacy, and Role Conflict and Role Ambiguity." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/888.
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This study examined factors that influence counselor supervisor development in Malaysia. The factors include counselor supervisor training, self-efficacy, and role conflict and role ambiguity. Data were collected from 290 participants who were providing clinical supervision in various settings. Participants completed either an online survey or a paper-and-pencil format on three Malay-translated version questionnaires. Structural Equation Modeling procedure was utilized to test seven hypotheses and path analysis was used to estimate model parameters. Four fit indices were utilized to assess the goodness-of-fit measurement model and the structural models. Examination of path analysis revealed five out of the seven hypotheses were supported. The results support the idea that counselor supervisor training had collective effect on counselor supervisor development, and counselor supervisor self-efficacy, but did not significantly direct effect on counselor supervisor role. In addition, the counselor supervisor self-efficacy factors reliably predicted counselor supervisor development and counselor supervisor role. Further, counselor supervisor role reliably predicted counselor supervisor development. Finally, the results showed that counselor supervisor training was not completely mediated through counselor supervisor self-efficacy; and direct effect of counselor supervisor training was found on counselor supervisor development. Implications for theory, training, and future research are discussed.
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Meier, David Duane. "Perceived Dangerousness of the Job and Well-Being Among Correctional Officers: the Role of Perceived Stress and Family Supportive Supervisor Behaviors (FSSB)." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1032.
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Occupational stress has become a world-wide epidemic exacting severe tolls on both businesses and employees alike. Of all the workplace stressors, the perceived dangerousness of one's job is ever present within the occupation of corrections. The current study examined the mediating process of perceived stress on the relationship between perceived dangerousness of the job and the negative employee well-being outcomes of work-family conflict and symptoms of psychological distress, as well as the moderating effects of family supportive supervisor behaviors on this process. As part of a larger study, survey data were collected from 1,370 state correctional officers. It was hypothesized that perceived stress would fully mediate the relationship between perceived dangerousness of job and the negative well-being outcomes and that family supportive supervisor behaviors would moderate this mediation such that increased levels of family supportive supervisor behaviors would mitigate the negative well-being outcomes. The mediation hypotheses were not found to be supported. However, family supportive supervisor behaviors were found to moderate the relationship between perceived dangerousness of the job and work-to-family conflict. Additionally, family supportive supervisor behaviors were found to moderate the relationship between perceived stress and physical symptoms of psychological distress.
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LoFrisco, Barbara. "Counselor Discomfort with Sexual Issues and Supervisory Role." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4823.
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ABSTRACT
Sexual issues are common among the general population; therefore it is likely that clients suffer with them whether or not they are presenting issues. Because unresolved sexual issues may contribute to harm, counselors have an ethical obligation to ensure these issues are addressed during therapy. Yet, many fail to do so for a variety of reasons. Because clinical supervisors are in a unique position to nurture and mentor novice counselors, their influence is salient to this issue.
Although some research has been done to address this issue, results are inconclusive and somewhat contradictory. This study attempts to fill in the missing data and to address some of the discrepancies by exploring how counselors perceive addressing sexual issues, identifying some of the influencing factors that allow this issue to persist, and exploring how clinical supervisors can be supportive.
Sixty-three mental health professionals from the state of Florida participated in a survey where they were asked about both their experiences as clinicians and as interns under supervision. Both quantitative and qualitative data were collected, and descriptive statistics, as well as chi-square test of independence were calculated. The degree to which counselors reported being very comfortable with addressing clients' sexual issues did not align with the reported frequency of initiation of the topic nor the reported levels of discomfort on specific sexual topics. Comfort levels related to discussing sexual issues were found to be positively associated with frequency of
initiation, and in couples cases, female counselors raised the topic significantly more often than male counselors. Other findings are analyzed and discussed, conclusions are drawn, and recommendations for future study and implications for the field are included.
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Lee, Tung Tony. "A comprehensive study on the impact of abusive supervision on employees' OCBs : testing the mediating role of group identification and the moderating roles of power distance and conflict with supervisors." HKBU Institutional Repository, 2020. https://repository.hkbu.edu.hk/etd_oa/894.
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In the field of leadership research, the constructive aspects of leadership, such as transformational, authentic, and ethical leadership, have been the predominant areas of focus. Nonetheless, the destructive aspects are gaining attention, with the subject of abusive supervision (AS) receiving more emphasis than toxic, aversive, and tyrannical types of leadership. AS is still in its infancy in terms of its theoretical development and efforts to understand the consequences AS has for working behaviors and how individual cultural dimensions might influence a leader-follower relationship within a work group. Furthermore, most relevant studies have been conducted in the Western context. In this study, conducted in a Chinese cultural context, I investigate the effects of AS on group identity (GI), defined by the group members' value congruency and sense of belonging. I explore their associated organizational citizenship behaviors (OCBs), defined by discretionary behaviors beyond the scope of any work contract. OCBs, in the aggregate, reinforce an organization's effectiveness. I further test the moderating effect of the power distance (PD) between AS and GI and approach conflict with supervisors (CWS) in terms of the roles and goals during rounds of conflict, testing the hypothesis that CWS exerts an influence on GI and OCBs. The results from 337 direct reports and 61 of their respective supervisors confirm that AS and GI have a negative causal relationship, and low PD strengthens that relationship. The findings also suggest that GI plays no role in mitigating the relationship between AS and OCBs, and high PD does not facilitate adapting to the hostile behavior of supervisors. This study's theoretical and practical implications are discussed, and future research areas are outlined.
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Siegel, Elena Ohanian. "An ethnographic approach to understanding the nurse's role as supervisor of nursing assistants in nursing homes /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7203.
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Wong, She-lai Shirley. "An analysis of the role of vice-principals in aided secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38625970.
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Naranjo, Fanny Valencia de. "Educational supervision in Colombia : the role of the supervisor." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61057.
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The expanding Colombian education system has seen the emergence of new state managerial styles. The system was designed originally for a country with one-half of the present population, one-third of the human resources and less than one-fifth of the required financial resources.<br>For this reason, it was necessary to extend and diversify services to include preschool, postgraduate education, nonformal education and services. Cultural activities, recreational activities of all types, and the development of scientific and technological research have also been included. At present this process is coming to an end and there is a tendency toward decentralization at the Ministry of National Education.<br>The general recommendation is to define the role of the state at each administrative level. The ministry should be director, planner, coordinator and evaluator of all education. The regions should be administrators and executors in their specific level in relation to the personnel and the relocation of the personnel. (Abstract shortened by UMI.)
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Warner, Paige. "The role of perceived gender-related personality traits in initial supervisory relationships /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924939.
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Shahidi, Hooman. "Organizational culture and performance: Moderated mediation role of engagement and supervisor humor." Doctoral thesis, Università degli Studi di Palermo, 2019. http://hdl.handle.net/10447/338069.
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Although all public and private organizations, business owners and leaders around the globe constantly try to improve their organization’s performance, still many organizations and industries face a decline in their performance. Achieving target performance is not an easy task and organizations still struggle with this goal, as there are many factors involved. Human capital is one of the most important factors in the productivity of organizations. Employee performance is essentially the financial or nonfinancial outcome of employees, and it is directly associated with the performance and achievements of an organization. These are the people who spin the wheels of industries. But what makes employees to be more engaged and perform better? Keeping the employees motivated in this challenging environment is a big burden on department leaders and the organization as a whole.
Pervious scholars have identified the deficiencies in healthcare services. Although improving performance in the healthcare system is a universal attempt, none of the tools currently in use for improving performance in public health services is flawless.
Strategy, structure, leadership and organizational culture are known to be antecedents of performance. However, there is a lack of research that examines a comprehensive model encompassing all these variables and their influence on employee performance. As such, the current study proposes to investigate several options for improving employee performance. This study intends to use the competing value framework (CVF) of corporate culture . It is a complete framework that considers strategy, structure, and leadership. It also relates culture to performance.
One essential approach to developing performance management practices is to focus on promoting employee engagement as a driver of performance enhancement. Engaged employees typically perform better than others in the workplace. In general, affective and motivational constructs (job engagement, job involvement, job satisfaction, intrinsic motivation, and affective commitment) are shown to have an influence on employee performance and citizenship behavior.
II
A key element of organizational life is relationships. The interaction with the supervisors is vital for the employees in order to gain access to personal and social resources. It is likely that employees who have better interactions with their managers, show a higher level of commitment to the organization, which leads to improved performance and productivity. Therefore, this study intends to propose humor as a managerial tool that may improve relationships and communication between employees and managers. This in turn, would motivate employees to be more engaged and perform better.
Thus, the purpose of this study is to investigate the relationship between organizational culture and in-role and extra-role performance of employees through the mediating role of engagement. It also aims to show how supervisor humor might impact this relationship as a moderator.
The major findings of this study indicate that 1) All types of organizational culture (clan, adhocracy, market, and hierarchy) have correlation with employee engagement 2) Clan and adhocracy cultures have stronger relationships with employee engagement than the other two culture types 3) The different types of organizational culture have correlation with some components of in-role and extra-role performance 4) Employee engagement strongly mediates the relationship between organizational culture and in-role and extra-role performance 5) Supervisor humor moderates the relationship between organizational culture and engagement and also between organizational culture and in-role and extra-role performance.
The purpose of this study is to find out what kind of culture is dominant in public organizations, and how we can improve the engagement and performance of employees in different kinds of culture. Motivational drivers like fun and humor in the workplace have been taken for granted, despite the fact that humor is known as a managerial tool (Axtell Ray 1986), which can smooth communications, especially between leaders (supervisors) and employees. The quality of communication has strong correlation with team performance (Marlow et al. 2017). Therefore, we hypothesized that humor can act as a moderator between corporate culture and engagement and also between corporate culture and in-role and extra-role performance of employees. A comprehensive literature review was conducted as a background to form the hypotheses in this thesis.
III
We have expanded our hypotheses to the related literature in order to examine the relationships between our variables. After gathering N=316 usable questionnaires from public hospitals in Palermo, Italy, we managed to answer the research questions of the thesis. The results of our thesis confirmed the role of humor as a moderator for the engagement and performance of employees in different corporate cultures. The data analysis revealed that the association between corporate culture and engagement will increase if more of humorous communication exists between the supervisor and the supervisee, which proved the role of positive humor in the engagement and productivity of employees. Besides, it confirms that engagement mediates the association between the different elements of corporate culture and in-role and extra-role performance of employees.
These types of studies will help strategic managers to predict the trade-offs involved in selecting a dominant type of culture and its influence on employee engagement and performance.
By investigating the relationship between corporate culture and performance and the moderated mediation role of supervisor humor and engagement, this study illustrates how a managerial tool like humor can be used to improve the supervisor-supervisee relationship and thus create an environment that encourages higher engagement and consequently improved performance and organizational citizenship behavior of employees.
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Minnen, Molly E. "The Association of Subordinate Perceptions of Supervisor Recovery with Subordinate Recovery Outcomes." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/96430.
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Recent literature surrounding the process of recovery from work and work-related demands has included the supervisor as a key variable influencing how and if employees recover from work. Recovery represents the return of personal resources to their pre-work levels and is typically conceptualized as taking place during non-work time (e.g., at night after work, weekends, holidays). It is theorized to take place through four main recovery experiences: psychological detachment from work, relaxation, mastery experiences, and control over leisure time. This study extends the literature surrounding recovery experiences to include subordinate perceptions of supervisor recovery as a potential predictor of subordinate recovery and well-being. Participants (N=252) completed three time-lagged surveys and reported their perceptions of their supervisor’s recovery (Time 1), their own recovery (Time 2), and their feelings of vigor and fatigue (Time 3). Perceived supervisor recovery was empirically distinguishable from supervisor support for recovery and provided incremental validity in predicting subordinate recovery beyond this support perception. These results bolster the conclusion that supervisor recovery can spillover to directly influence subordinate recovery.<br>M.S.<br>Recent research has focused on how the supervisor may influence how and if subordinates are able to rest and recover from the demands they face at work. The process of recovery from work is usually thought to take place during time away from work (e.g., at night after work, weekends, holidays) and is thought to occur through four experiences: psychological detachment from work (cutting mental and physical ties with work), relaxation (positive mood and low effort), mastery experiences (building skills or hobbies), and control over leisure time (being able to decide how to spend one’s time). This thesis extends previous work to include subordinate perceptions of how his / her supervisor is recovering from work as a potential predictor of subordinate recovery and recovery related outcomes. Participants (N=252) completed three surveys over the course of four weeks and reported their perceptions of their supervisor’s recovery (Survey 1), their own recovery (Survey 2), and their feelings of vigor and fatigue (Survey 4). Subordinate perceptions of the mastery and control of their supervisor was related to subordinate mastery and control above and beyond existing measures of how the supervisor may influence subordinate recovery. These results suggest that the supervisor may be an important role model in how subordinates recover.
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Janovitz, Jennifer Beth. "Monkeying in the Middle| The Role of the Principal Supervisor." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840747.
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<p> In large school districts, principal supervisors oversee groups of principals. Principal supervisors commonly have titles such as Area or Regional Superintendents, Leadership Directors or Network Leaders. They are situated in the organizational hierarchy between top district leaders (Chief-level positions) and principals, and serve as the link between these two groups. To reflect recent changes in the responsibilities of principals from a focus on school management to a focus on instruction, many school districts have re-conceptualized the role of principal supervisors based on the premise that having principal supervisors provide support to principals about issues that directly relate to teaching and learning is necessary in order to raise school performance. Using qualitative methods, this research study analyzed the role of principal supervisors as middle managers who are expected to develop the instructional capacity of the principals they supervise by examining how the organizational conditions of school districts and the practices of top district leaders and principals influence principal supervisors’ work. Since there is minimal scholarship in the field of education, the conceptual framework of the study draws on theoretical perspectives about middle managers and strategy implementation from the fields of business and organizational behavior—Argyris & Schon’s (1974) theories of action and Guth & MacMillan’s (1986) middle management expectancy theory. </p><p> Through written questionnaires and interviews with top district leaders, principal supervisors and principals in a large, urban school district, this research found that principal supervisors do not spend the majority of their time focusing on developing the instructional capacity of the principals they supervise. Rather, as a result of principal supervisors’ positioning in the district’s organizational hierarchy, the organizational conditions and practices of top district leaders and principals, and principal supervisors’ views about their intended job functions, principal supervisors often serve as “brokers”—intermediaries between central office staff members and principals. Honig & Copland (2008) set forth the conceptualization of principal supervisors as “brokers,” and the findings from this study confirm their findings. However, the results of this study extend their research by offering numerous additional ways in which principal supervisors’ brokering serves central office staff members and principals. As a contribution to the existing scholarship about principal supervisors, I further distill Honig & Copland’s (2008) denotation of principal supervisors as brokers by dividing principal supervisors’ broader brokering functions into three more refined categories of buffering, bolstering and bridging, and providing evidence to support these distinctions. I contend that most of these brokering activities are consistent with the district goal of having principal supervisors support principals’ instructional leadership. </p><p> The findings from this study have a variety of implications for school districts, including the need for districts to either further refine the role of principal supervisors based on the realities of principal supervisors’ daily work, or to address district organizational conditions and practices in a way that allows principal supervisors to serve their intended instructional role.</p><p>
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Bahrick, Audrey Susan. "Role induction for counselor trainees : effects on the supervisory working alliance." Connect to resource, 1989. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217871239.
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Hayward, Barbara Anne. "The role of the EFL department supervisor in an international college." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275900.
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Vaughan-Albert, Megan Kate. "The missing watchdog: corruption, governance,and supervisory role for Chinese civil society?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48183465.
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This study sought to examine whether pressure from China’s dynamic, yet repressed,
civil society had any impact on the Chinese state’s anti-corruption strategies. It was discovered
that online activism in China has been on the rise in recent years, and this activism has been
working in tandem with the government to monitor public and private corruption, exposing
numerous cases online. Increasing trends of online activism seem to be leading to an augmented
government anti-corruption strategy that is sensitive to issues exposed on the Internet and to
public opinion. As the government sought to shore up its credibility, it was able to harness this
wave of public participation to work towards its own ends.
Recent reforms in China have attempted to institute public surveillance and monitoring as
a central part of the government’s anti-corruption efforts. By illuminating the changing
institutional design of the anti-corruption agencies within the Party and the government since the
1990s, this study found that the most recent campaign to rally pubic participation was sincere as
the goal of clean government and limited corruption benefit both the government and Chinese
society. However, the current anti-corruption regime still has engrained problems and conflicts
of interest. Until public surveillance is fully developed and there are more democratic checks
and balances, this study does not predict that corruption will be eliminated in China in the near
future.<br>published_or_final_version<br>China Development Studies<br>Master<br>Master of Arts in China Development Studies
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Child, Gregory Scott. "The role of the university supervisor in esl student teaching: a case study." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6715.
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Student teaching has been identified as an instrumental element in teacher development (Gaudelli & Ousley, 2009; Hamman, Gosselin, Romano, & Bunuan, 2010; Helgevold, Næsheim-Bjørkvik, & Østrem, 2015). During this portion of a teacher’s education, student teachers are paired with a cooperating teacher and university supervisor who guide them as the student teachers assume the role of teacher in a real-world classroom. However, assuming the role of teacher is not as simple as completing a university program and being granted a teaching license. To become a teacher one must reconcile their preconceived notions of teaching with university coursework, local standards, legal requirements, and community expectations (Alsup, 2006; Borko & Mayfield, 1995; Britzman, 1991; Brown & Crumpler, 2013). Because of the difficulty in navigating these demands, student teachers are provided with two individuals tasked with supporting them. These two people are the university supervisor and cooperating teacher. Commonly referred to as the student teaching triad, the student teacher, university supervisor and cooperating teacher have all been identified as integral to the successful completion of the student teaching experience (Borko & Mayfield, 1995). However, despite the claim that each person is essential to student teaching, their individual contributions to the entire process are not well understood. The purpose of this dissertation is to contribute to the growing body of researcher examining the role each member of the student teaching triad plays in a student teacher’s growth and development. Specifically, this study is focused on the university supervisor, an individual who has not received much attention in the research literature.
Approached from a sociocultural perspective, the aim of this work is to investigate the role of the university supervisor from the perspective of the university supervisor. In this case study, data were gathered through a series of semi-structured interviews with university supervisors of English as a Second Language (ESL) student teachers. Three participants were interviewed twice regarding their work with student teachers. Once completed, the interviews were transcribed and qualitatively coded.
Results from this study indicate that the university supervisor is indeed essential, but not in a uniform way for each student teacher. The university supervisor supports the student teacher with whatever they need to be successful, however, the needs of student teachers vary. Therefore, in accordance to the needs of the student teacher, the role of the university supervisor varies. Even with the variances in practice, there were several consistencies in practice which emerged from the data. In conclusion the author argues that while the university supervisor may not have the same impact on the development of each student teacher, the impact they do have is instrumental for student teacher success.
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Sanderson, Kathleen D. "A study identifying some of the generic assumptions required to underpin the development of future training models for supervisors in hotels, motels and resorts in south east Queensland to meet the challenges of their changing role." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36616/1/36616_Digitised%20Thesis.pdf.
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This study identified some of the generic assumptions required to underpin the development of future training models for supervisors in hotels, motels and resorts in south east Queensland. Hotels, motels and resorts were chosen as the focus for this research due to the rapid changes and growth in the industry, specifically the growth in international visitation. This growth has particularly impacted on the role of supervisors. Supervisors in hotels, motels and resorts in south east Queensland must now be able to function effectively to compete in the international market.
The researcher examined the literature to determine both external and internal changes to organisational environments which have contributed to the changing role of hotel, motel and resort supervisors. Changes in the training and education principles which occurred at the same time, were also discussed. Nadler and Nadler's critical events model was adopted as a starting point for the research (Nadler & Nadler, 1994, p.15). Some generic assumptions underpinning training models for hotel, motel and resort supervisors, at the time of this research, were identified. Possible changes in assumptions required to underpin future training models for hotel, motel and resort supervisors were discussed. A conceptual framework for this research was developed. Prentice and Rabey's model showing the 'current structure in some organisations' was adapted as a possible future superisory training model (Prentice & Rabey, 1994, p.94). This model, together with the conceptual framework, was used to research some of the changing assumptions required to underpin future training models for hotel, motel and resort supervisors.
Research in this study followed ethnographic methodology. Continuous cycles of data collection, analysis and interpretation occurred with feedback at each stage (Spradley, 1980, p.26; Fetterman, 1989, p.47). The three main cycles in this ethnographic research design were the exploratory phase, the descriptive phase and the explanatory phase.
During the exploratory phase, the researcher used various participant observation research techniques to elicit information from a broad range of relevant hospitality personnel. Data analysis at the exploratory phase led to refining the research problem, the research questions and posing ethnographic hypotheses as well as identifying categories relevant for research and identifying and refining tentative assumptions required to underpin possible future training models for hotel, motel and resort supervisors.
The descriptive phase of the research involved structured interviews conducted with managers and questionnaires administered to supervisors across fifteen job areas in hotels, motels and resorts in Brisbane, the Gold Coast and the Sunshine Coast. Analysis of data collected at the interview and questionnaire phases resulted in a richer description of the training environment of hotel, motel and resort supervisors.
The explanatory phase of the research involved interpretation of data analysed from the exploratory and descriptive phases of the research. Comparative analysis was used to triangulate data and validate the reliability and trustworthiness of the research findings.
This interpretation led to further refinement of the tentative assumptions underpinning the possible training model developed in the exploratory phase of this research. The research findings were a list of some of the assumptions required to underpin future training models for hotel, motel and resort supervisors in south east Queensland.
These assumptions were that training models for hotel, motel and resort supervisors should:
- train to an industry standard capable of meeting customer expectations;
- assume horizontal career paths including multiskilling in various practical skill areas before progressing to supervisory level where multiple supervisory skills/knowledge are required along with practical skills specialisation;
- view hotel, motel and resort supervisors as team leaders fostering a culture of team values;
- assume various employable attitudes necessary for a hotel, motel or resort supervisory career;
- be based on flexible delivery/training methods capable of training and retraining hotel, motel and resort supervisors in the workforce as well as pre-employment training; and
- assume generic supervisory skills requirements.
This list of assumptions were used to clarify a theoretical framework for the development of future training models for hotel, motel and resort supervisors in south east Queensland. Additionally, the ethnographic process followed by this research was viewed as having significant implications in the design of future training models for hotel, motel and resort supervisors, supervisors from other industries and for other workers.
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Cummins, Damion R. "The Role of Practicum and Intern Supervisees in Professional Identity Development." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/917.
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A strong professional counselor identity is vital for supervisees in training (Hansen, 2003). Supervision has been linked to enhancing the development of a professional identity in supervisees (Bernard & Goodyear, 2004). In a study of counselor interns, Weaks (2002) found supervisees require three core conditions in supervision necessary for developing a professional identity: equality, safety, and challenge. In a similar study, Howard, Inman, and Altman (2006) found beginning practicum supervisees experienced five critical incidents in their professional growth: professional identity, personal reactions, competence, supervision, and philosophy of counseling. The purpose of this study was to explore how practicum and internship supervisees across the two varying educational levels (practicum and internship) experience the development of a professional counselor identity in supervision. This study examined (a) whether internship supervisees experience the same five critical incidents in their development of a professional identity as practicum supervisees (Howard, Inman, & Altman; 2006), and (b) whether practicum supervisees require the same three core conditions (Weaks, 2002) necessary for developing a professional identity that internship supervisees experienced. My study found that internship supervisees experienced the same five critical incidents with fluctuation in their development of a professional identity as practicum supervisees in Howard et al.'s (2006) research. Conversely, practicum supervisees in my research did not require all three core conditions necessary for developing a professional identity that internship supervisees experienced in Weaks’ (2002) qualitative study. This study was significant in that it provided empirical research to assist supervisors and counselor educators in understanding the experiences of practicum and internship supervisees.
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Koper, Marcel, and thekopers@gmail com. "Clinical supervision in the Alcohol and Other Drugs sector as conducted by external supervisors under a social work framework: Is it effective?" RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091106.113121.
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In this thesis, I explore the impact and effectiveness of clinical supervision provided by external clinical supervisors, on workers from a variety of practice backgrounds in a residential rehabilitation centre, in the AOD sector. This thesis uses the framework of social work supervision, as defined by Kadushin (1985; 2002), with the administrative, educative and supportive elements. The research focuses closely on the latter two elements. For this purpose, I employ qualitative research methods, via a triangulation of methods, being guided by Participatory Action Research (PAR) and then conducting semi-structured interviews and focus groups as well as acting as a participant observer, to gather the data. The data was analysed using grounded theory. This research was based upon a clinical supervision project that was fully funded and provided free clinical supervision by external supervisors, providing both individual and group supervision, for a period of 10 months. There were a total of 16 respondents with varied roles and training backgrounds as well as an additional six supervisors, interviewed throughout different stages of the project. The various roles undertaken by me throughout the research process provided essential viewpoints on supervision, as well as the place of boundaries and need for support. The power of such a large scale intervention is discussed and ultimately highlights and identifies the particular benefits of supervision in this research arena. This thesis places clinical supervision in the context of workforce development in the Alcohol and Other Drug (AOD) sector. Thus, while this research elucidates a number of benefits and the factors involved with this experience, the clear separation of other modalities such as training, mentoring and Critical Incident debriefing are seen as integral additional avenues of support and professional development. This research concludes also with what the difficulties and hindrances were for people to continue with regular ongoing clinical supervision, and warrants the argument for interminable supervision in this setting. This research points to an overall paucity of literature on efficacy studies, especially in the AOD context in Australia. This research significantly adds to this dearth and examines the factors unique to the AOD sector in Australia, as well as what factors make for effective supervision. The particular impact of external supervisors and group supervision are explored, which underwrites the forwarded concept of a customised supervision for this setting. By making explicit in this research what the efficacy is on those new to supervision, it provides greater clarity for future studies. A number of recommendations are proposed as result of this research. New definitions of the supportive function of supervision and of clinical supervision are forwarded, as is a new look at the evolving history of social work supervision. This thesis highlights the impact of external supervisors and the unique contribution they offer.
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Lund, Sofia, and Felicia Selle. "Arbetsledarrollen : påverkan av bristande praktisk erfarenhet hos nyexaminerad byggnadsingenjör." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Byggnadsteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29632.
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Purpose: The construction industry is facing changes as academic education is becoming more common. Practical competence will be lost as newly graduated civil engineers often lack practical experience. As the industry is characterized by a clear identification and where a common view is that "you ought to have experience from construction work", this change is problematic. This study focuses on the supervisors role, where the aim of the report is to analyze how newly graduated civil engineers handle the lack of practical experience. Method: In order to achieve the objective of the study, the supervisor role has been studied at two large construction companies. To get a deep and fair view of the role, site managers and construction workers, together with supervisors with both practical experience and theoretical background have been studied. The nature of the study is qualitative where empirical data has been collected through interviews, observation, and analysis of internal company documents. Findings: The analysis is that the supervisors’ role is characterized by a certain number of tasks and operations. From these, connections can be made to how management should be handled, and the characteristics required in such operations. The last part includes collective identification within the industry and its pressure on the role. From these aspects the result is summarized. The affect is that newly graduated civil engineers require a more analytical and information seeking mindset when lacking practical experience. Implications: The conclusion of this study is that practical experience is an advantage in the role of supervisor, and that it is important to give the chance for supervisors to gain practical experience. In compensation for the lack of practical experience of newly graduated civil engineers, they instead have an analytical and information- seeking mindset. They also possess basic knowledge of the complete building process. The characteristics that are more important to focus on than experience are: having commitment, clarity in communication, clear structure and sense of initiative. The critical factors for leading the construction production is to disseminate information, take initiative, react to unexpected crises and allocate resources. Limitations: The study focuses on the role of supervisor at two major construction companies. If the study had also included smaller construction companies, a wider and more general conclusion of the role at large, could have been made. The study would be improved if more observations were possible to implement. To also observe the role from different occupational groups, other aspects and a wider analysis would have been possible to conduct. Keywords: Supervisor’s role in construction industry, Mintzberg's leadership roles, first-line manager, practical experience/academic education, collective identity.<br>Syfte: Byggbranschen står inför en del förändringar då akademisk utbildning blir allt vanligare. Praktisk kompetens går förlorad då nyexaminerade byggnadsingenjörer ofta saknar praktisk erfarenhet. Då branschen präglas av en tydlig identifiering och samhörighet där ”man ska ha varit ute i produktionen”, blir denna förändring problematisk. Denna studie fokuserar på arbetsledarrollen där målet med rapporten är att analysera hur nyexaminerade byggnadsingenjörer hanterar bristande praktisk erfarenhet. Metod: För att uppnå målet med studien har arbetsledarrollen studerats på två större byggföretag. Platschefer och yrkesarbetare samt arbetsledare med både praktisk erfarenhet och teoretisk bakgrund har studerats för att få en djup och rättvis bild av rollen. Studien är av kvalitativ karaktär där empirisk data har samlats in i form av intervjuer, observation och analys av företagens interna dokument. Resultat: Analysen är att arbetsledarrollen präglas av ett visst antal arbetsuppgifter och arbetsmoment. Utifrån dessa kan tydliga kopplingar dras till hur ledandet bör ske och vilka egenskaper som krävs i samband med dessa moment. Sista delen innefattar den kollektiva identifieringen inom branschen samt dess påtryckningar på rollen. Från dessa aspekter sammanfattas resultatet till att arbetsledarrollen påverkas genom att nyexaminerade byggnadsingenjörer kräver ett mer analytiskt och informationssökande tänk vid avsaknaden av praktisk erfarenhet. Konsekvenser: Slutsatsen är att praktisk erfarenhet är en fördel i rollen som arbetsledare, samt att det är av vikt att ge arbetsledare möjligheten till ökad praktisk erfarenhet. Som kompensation för den bristande praktiska erfarenheten hos nyexaminerade byggnadsingenjörer har de en helhetsbild över byggprocessen samt att de i större utsträckning söker upp och analyserar information. De egenskaper som är viktigare att fokusera på än erfarenhet är engagemang, tydlighet, struktur och initiativtagande. Samt de avgörande faktorerna för att leda byggproduktionen är att kunna sprida information, ta initiativ, agera vid oväntade kriser, samt fördela resurser. Begränsningar: Studien fokuserar på arbetsledare vid två större byggföretag. Om studien även hade omfattat mindre byggföretag hade bredare och mer generella slutsatser för rollen i stort kunnat göras. Studien hade förbättrats om fler deltagande observationer hade varit möjligt att genomföra. Att även observera rollen utifrån olika yrkesgrupper hade kunnat bidra till andra aspekter i analysen. Nyckelord: Arbetsledarrollen i byggbranschen, Mintzbergs ledarroller, första linjens chef, praktisk erfarenhet/akademisk utbildning, kollektiv identitet.
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Wong, She-lai Shirley, and 黃詩麗. "An analysis of the role of vice-principals in aided secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38625970.
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Jackson, Josephine Arnold. "The role of the physical education instructional supervisor in Georgia perceptions of practicing physical education supervisors/coordinators /." 2005. http://purl.galileo.usg.edu/uga%5Fetd/jackson%5Fjosephine%5Fa%5F200505%5Fphd.
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Crane, Joy. "The changing role of firstline supervisors in shopfloor relations." Thesis, 2014. http://hdl.handle.net/10210/12566.
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M.A. (Industrial Relations)<br>The objective of this study is to examine the way in which the traditional role of the supervisor in South African industry is changing in the context of the social, political and economic transformation of the country. Because the author is on an overseas posting for the duration of the study period, it is not possible to conduct empirical research of any depth. Therefore, the dissertation is mainly a literature study based on the historical and present development of labour relations and the changing role of the supervisor. Where possible, the literature study is supplemented by unstructured interviews with training, personnel and industrial relations managers, supervisors and trade union representatives and workers in Scotland, Kenya and South Africa. It will be found that the changes to the position and role of the first line supervisors in the USA, UK, and Germany are more extensive than in South Africa. However, there is clear evidence that the management of South African firms are realising the advantages of long term strategies of empowering their employees, sharing information, and of good training and development programmes. within this context the study will establish that the role and position of the South African supervisor is indeed changing. It will also be pointed out that a significant problem facing firms in the "new" south Africa is a shortage of managers who are not only trained within their own sphere of work, but who are capable of recognising the role they and their subordinates play in the labour relations climate of their firm. The supervisor, at the interface between management, workers and shop stewards, is a key actor responsible for shaping and maintaining the firm's labour and human relations...
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Chen, Tzu Fang, and 陳慈芳. "Exploring the relationships among supervisors of nurse practitioner, the supervisors’ leadership styles, and role functions of nurse practitioners." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/x5ft7g.
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Lee, Pei-Hsuan, and 李姵萱. "The Role of Supervisors and Audit Committee in Corporate Governance." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/65465441705434532926.
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碩士<br>國立臺灣大學<br>法律學研究所<br>101<br>Since the Asian Financial Crisis in 1997, complete corporate governance has been viewed as the recipe for efficiency improving of company economic, enhancement of company competitiveness, and confrontation of enterprise crisis. Although Taiwan was not extremely hit by the Asian Financial Crisis, it was crushed by scandals that frequently occurred at domestic listed companies. Therefore, our financial market became worse, and made investors lose their confidence. Since 2001, scandals have successively been found at large companies in U.S., such as Enron, Worldcom, etc. Consequently, corporate governance has become an important issue. In this global wave of emphasizing the corporate governance, our government established an administration called "Taskforce for Reforming Corporate Governance" as well. The Taskforce was settled to promote the policies related to corporate governance and propose a program entitled "policy agenda and action plan to strengthen corporate governance." However, there still occurred the Procomp Informatics scandal in 2004 and Rebar scandal in 2006. It not only damaged to the national economy, but also led to social upheaval. Nowadays, the corporate scandals still happen, which reveals the failure of the internal control mechanism in Taiwan.
Furthermore, the internal control mechanism of the Company Law in Taiwan is the two-tier board system, but the Supervisors system has been criticized for its invalid function in oversight. In 2006, to improve corporate governance the government introducing the independent directors and audit committee systems, and thus amended the Stock Exchange Act and dramatically reformed the corporate governance system in Taiwan. Since then, there became three internal control models in Taiwan. First, maintaining the traditional supervisors system and do not set up independent directors. Second, establishing both supervisors and independent directors. Third, setting up both independent directors and audit committee. However, such a dramatic change in the corporate governance model might generate some problems. Is it appropriate? Are there any doubt? These questions really need to be clarified. According to the above, the present thesis was conducted to examine the possible problems in internal control system and propose the corresponsive solutions. The following are the research scope and content of each chapter:
Chapter 1 entitled “Introduction”, which describes the research motivation, purpose, scope, methods and framework of the thesis. Chapter 2 entitled “Overview of Corporate Governance”, which gives a brief overview of the significance of the word “Corporate Governance”, and focuses on the discussion of internal control models. Chapter 3 entitled “a Comparative Study of the Legal Structure in Corporate Governance- Focus on the internal control system”, which introduces the legal systems of U.S. and Japan, and also reports the current corporate governance in Taiwan. Chapter 4 entitled “the Role of Supervisors in Corporate Governance”, which further discusses the relevant issues of the supervisors system. Chapter 5 entitled “the Role of Audit Committee in Corporate governance”, which examines the problems of audit committee system and proposes some suggestions for them. Chapter 6 entitled “Conclusion”, which combines all the results of the thesis and makes a clear conclusion.
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YUN, CHEN CHE, and 陳浙雲. "A Research on City and County Curriculum Supervisors’ Role-Perception and Role-Performance in Curriculum Leadership." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/95353755602491134933.
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碩士<br>國立台北師範學院<br>課程與教學研究所<br>92<br>This research aims to study the practices of city and county curriculum supervisors’ role-perception and role-performance, the difficulties they faced in as well as the negative factors to their role-performance practices. It is hoped to make suggestions on improving curriculum supervisors’ work in curriculum leadership for curriculum supervisors and the educational administration authorities.
This research reviews available literature to construct the subject matters of curriculum supervisors’ role in curriculum leadership. A questionnaire on curriculum supervisors’ role-perception and role-performance was designed according to this research and conducted among 44 in-service curriculum supervisors in Taiwan. The data collected by this survey is analyzed through percentage, mean, standard deviation, rank and other methods of descriptive statistics. The researcher interviewed 12 curriculum supervisors to collect the information about the difficulties they faced in their role-performance practices, and compare the information with the result of the survey to find the factors that will give negative impacts on the practices of their role-performance. Based on the survey and interviews of this research, the following conclusions are made.
1. The cognition of the importance to the curriculum supervisors’ role-perception in their curriculum leadership is really high. Different backgrounds of curriculum supervisors make no big difference on the cognition of the importance to the role-perception in curriculum leadership. However, they pay attention to different aspects in their role-perception in curriculum leadership due to their different backgrounds.
2. The level of the curriculum supervisors’ role-performance in curriculum leadership is in the middle of the rank, they did more on the roles in negotiation and assisting, but less on organizing, planning, management, researching and evaluating. Different backgrounds of curriculum supervisors make no big difference on their role-performance in curriculum leadership. However, they focus on different aspects in role-performance in curriculum leadership due to their different backgrounds.
3. There is a big gap between curriculum supervisors’ role-perception and role-performance in curriculum leadership. They have higher cognition of expectation for their roles in curriculum leadership than their real implementation in practice. With respect to the importance in every aspects of the role-perception in their curriculum leadership, different backgrounds of curriculum supervisors show the higher cognition then they did in their implementation in practice, and the real difference in every aspect depends on the case.
4. Curriculum supervisors emphasize on “communicating and negotiating members’ viewpoints,” and are involved more on this aspect. On the other hand, curriculum supervisors focus less on “establishing curriculum supporting system” and are not involved much in this aspect. Furthermore, curriculum supervisors strongly put emphasis on “having professional dialogues with Instructional Supervision Group and school staffs.”
5. In the respects of curriculum supervisors’ roles in “framing the development plans of curriculum” and in “reviewing the effects of the curriculum reform”, and their roles in the respects of “offering suggestions on school curriculum plans after curriculum evaluation” and in “planning to implement the evaluation of curriculum in city and county”, the gap between implementation in practice and cognition the importance is very huge and the gap needs to be filled.
6. The main difficulties of role-performance in curriculum leadership that curriculum supervisors faced includes “unclear roles of curriculum supervisors, unclear job responsibilities, the rights of their roles are not in proportion to the duties, having no status in law, having an obligation to enact the policies but unable to solve the problems resulting from the enforcement of the policies, and lacking of manpower supports’.
7. The negative factors to the curriculum supervisors’ role-performance in curriculum leadership include seven external factors and two internal factors. The seven external factors are “different cognition between the local and the central educational agencies, difficulties in controlling the implementation due to the autonomy of the city or county, overlapping organization in leadership, inappropriate appointing system of the curriculum supervisors, insufficient supporting administrative system, misusing people or not respecting professionals, and inadequate habitual behavior of the organization”.
This research makes the following suggestions on curriculum supervisors and administration. Curriculum supervisor should embrace more knowledge in curriculum and leadership to fill the gap between role-perception and role-performance, use different leadership strategies to improve their role-performance, show their profession and play the role in curriculum leadership and strengthen the curriculum leadership to solve the problems during policy enforcing. For the educational administrations, the suggestion will be that it should revise educational laws to give curriculum supervisors legal status; all curriculum supervisors should be appointed and trained by Ministry of Education and specify their roles and duties; in order to enhance the social status of curriculum supervisors, the appointing qualifications should be raised and regulated by the license system; providing the pre-service and on-service training for curriculum supervisors to improve their professional knowledge; reinforcing the abilities of curriculum supervisors in “plan framing, researching methods, curriculum developing, curriculum evaluation and techniques of encouragement in communication” to enhance their abilities of role-performance in curriculum leadership; constructing the assessing system for curriculum supervisors to inspire them for enhancing their role-performance; providing the fundamental protection of interests for curriculum supervisors to maintain their dignity; and provide diversified incentive measures for curriculum supervisors to improve their morale.
This research focuses only on curriculum supervisors. Many people are involved in the curriculum leadership in different cities or countries, so the future research can focus on them. Another area for future research can aim on factors that will have influences on roles of curriculum leaders in order to have further understanding on role-perception and role-performance of curriculum supervisors.