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Williams, Tracy. „Teacher leaders in formal roles a qualitative study /“. Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/T_Williams_043009.pdf.
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Jones, Tanya L. „Leaders' roles in creating and sustaining collective genius“. Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142127.
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This study examined leaders’ roles in fostering collective genius innovation within one private elementary school, including managing the paradoxes of innovation. Based on content analysis of eleven participants, this study found that teamwork, clear student learning outcomes emphasizing individualized learning, design thinking, and a growth mindset, all impacted willingness to innovate. To develop conditions for collective genius, leaders again focus on teamwork as well as being relational. In terms of their management of the six innovative paradoxes, the school leaders tend to balance their affirmation of the individual and the group, support staff and parents, focus on experimentation and learning, improvisation, patience, and bottom-up initiatives.
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Reinhardt, Keith Brian. „PERCEPTIONS OF FACULTY ASSOCIATION LEADERS: ROLES AND ESSENTIAL SKILLS“. OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/404.
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AN ABSTRACT OF THE DISSERTATION OF KEITH B. REINHARDT, for the Doctor of Philosophy degree in EDUCATIONAL ADMINISTRATION, presented on May 26, 2011, at Southern Illinois University Carbondale. TITLE: PERCEPTIONS OF FACULTY ASSOCIATION LEADERS: ROLES AND ESSENTIAL SKILL MAJOR PROFESSOR: Dr. Patrick Dilley A specific perspective of how faculty association leaders function at a tangible level has yet to be presented. Past studies describe faculty leadership as a collective abstract idea or theme, disregarding the concept and importance of individual faculty leader's roles at an operational level. The purpose of the study was to identify the roles and skills of present-day faculty association leaders (FALs) within Illinois' public four-year universities with a collective bargaining unit and distinguish tangible actions of these individuals as they exercised their everyday roles in this professional capacity. A qualitative research design was used to gather data and explore perceptions and life experiences of twelve FALs at six Illinois public four-year universities with collective bargaining. A personal interview was conducted with each participant with the assistance of a researcher designed interview guide. FALs view their role as that of a contract manager: one who interprets, negotiates, and defends the contract in conjunction with informing their constituents to contractual matters of concern. The ability to communicate effectively was identified as the primary professional skill required of FALs. The ability to be an empathetic listener with the capacity to be open-minded and flexible to circumstances on-hand was identified as the foremost personal skill best suited for FALs. This research advances the contextual understanding of FALs as they go about fulfilling their daily roles and their need for preparatory training.
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Babel-Smith, Ruth Joy. „Female law enforcement leaders: Adapting, improvising and overcoming socialized gender roles“. Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1605286961485906.
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Kauaria, Vejanda. „An investigation of female leaders' perceptions of themselves and their roles as leaders in a Catholic School“. Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003508.
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The question of gender in leadership continues to be a contentious and poorly understood phenomenon. There seems general agreement that women do lead differently from men, and this study begins from that premise, focusing on a case in which leadership has traditionally been the domain of females. The case was chosen for its uniqueness, the assumption being that in these circumstances leadership may have developed particular characteristics. Following a qualitative approach (drawing on phenomenology), the study seeks to investigate how women leaders experience their roles as leaders. In-depth interviews made it possible for me to capture the perceptions and experiences of the three women leaders I interviewed. The study reveals that women are more inclined to use interactive styles of leadership. Women use leadership that is more participative, negotiative, cooperative, shared and collaborative. These characteristics are in line with the features of transformational leadership which differs from the more traditional transactional leadership that is more controlled and directive. The study has also shown that leadership develops from within the person of the leader as the leader is the one who spearheads the organization through vision, ideas, beliefs andassumptions. The findings of this study suggest thus that unless women are given chances to prove how they can lead, this new approach of leadership within them and that is required by modern organizations would be lost and leadership would remain relatively unchanged and undesirable. In the context of Namibia, this study should be of potential significance because of the rapid change that is taking place in the inclusion of women in leadership and management positions in education.
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King, Donnalyn Patricia. „THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS“. Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/435077.
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Educational LeadershipEd.D.
This is a qualitative study designed to investigate how principals and selected staff members perceive the principal as an instructional leader. Specifically, it attempted to ascertain whether there was any divergence between the perceptions of the teachers and the principals. The focal group comprising the sample of thirty-five constituted five principals, five vice-principals and twenty-five classroom teachers. The demographic composition of the sample has been summarized in table 3.1 according to variables relating to gender, teaching experience, qualifications and professional status. The study was guided by the following four research questions: 1. To what extent do principals in selected primary schools engage in tasks that constitute instructional leadership? 2. What is the nature of the tasks relating to instructional leadership in which the principals engage? 3. What are some of the activities mitigating the effectiveness of the principal in executing his/her role as an instructional leader? 4. In what ways does the school benefit from the role of the principal as an instructional leader? The main data collecting instruments involved questionnaires, interviews and observation schedule. A table of alignment illustrated the relationship between the four major research questions and the items in the interview and questionnaires. The results indicated divergence between the view of the principals and those of the teachers relative to the role of the principals as instructional leaders. The findings carry important educational implications for the administration of schools and the delivery of instruction.
Temple University--Theses
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Lyons, Bridget Elizabeth. „Motivations, Roles, Characteristics, and Power: Women Volunteer Leaders on Nonprofit Boards of Directors“. VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/1440.
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The purpose of this study was to describe and analyze the leadership experiences of woman presidents of nonprofit agencies who are perceived as successful. Recognizing that participants' descriptions of their leadership experience are both similar and different, those similarities and differences are explored and analyzed. Commitment to the organization's mission, communicating a vision into action, fostering collaboration, and an adaptable leadership approach all contributed to the success of these female board presidents. A case study design was used to obtain an in-depth understanding of the phenomenon of women leaders on nonprofit boards of directors. In-depth interviewing, observations with field notes, member checking, and written materials were utilized as data collection techniques. The selection of eight current and former board presidents for this study involved purposeful, criterion-based sampling. The researcher selected subjects based on their knowledge and experience with the phenomenon under investigation. An interesting finding from the study was that participants shared the same motivation and commitment to nonprofit work, as well as similar leadership qualities despite their differences in socioeconomic background, ethnicity, race, and age. The data also revealed these women place a high value on the social element of nonprofit work. Research supports that women overall are more likely to attach importance to helping others then men who place more significance on status and prestige. This finding based on the literature review and data analysis, suggests further research should include a comparative study of leadership qualities of men and women nonprofit board presidents to determine if there is a consistent leadership model.Nonprofits need to recognize that future leaders are out there waiting to be trained and among them are women who have transferable skills along with a passion and commitment to an organization. Those nonprofit agencies who understand the value of training and board development will be cultivating the leaders of tomorrow.
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Kremer, Michael Joseph Cohen Signe. „Is the Guru a feminist? charismatic female leaders and gender roles in India /“. Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6587.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on November 18, 2009). Thesis advisor: Dr. Signe Cohen. Includes bibliographical references.
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Shaw, Peter Alan. „How leaders step up successfully into demanding leadership roles and sustain that success“. Thesis, University of Chester, 2011. http://hdl.handle.net/10034/216911.
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This is the supporting documentation submitted for the degree of Doctor of Philosophy by publication. The research issues addressed were the extent to which the four Vs of vision, values, value-added and vitality are pre-requisites for an individual to be able to step up successfully into demanding leadership roles, and at times of major change, what are the key requirements that enable an individual to continue to step up into demanding, leadership roles successfully and sustain that success? The proposition which has been tested in a wide range of contexts is that leaders step up successfully if they apply a balance of the four Vs of vision, values, value-added and vitality. The research concluded that continuing to step up successfully and sustaining that success involves a clear focus on coherence, context, courage and co-creation. It is the active interplay between these two sets of requirements which determine whether a leader is able to cope successfully with demanding leadership challenges in a sustained way. This relationship is illustrated in the diagram below. The research was based on an exploratory approach which was inductive whereby the perspectives of a wide range of senior leaders were sought both in terms of their experiences and what was observed. The research also included an element of auto-ethnography. The approach of the four Vs was published in the book, “The Four Vs of Leadership: vision, values, value-added and vitality”. This framework was tested with a wide range of senior level leaders in different sectors. The rigorous use of this framework was then applied to develop clarity of thinking in areas such as career choices, decision-making, business coaching and the taking on of new opportunities which were set out in a sequence of subsequent books. The interplay of the four Vs and four Cs has contributed to the leadership impact of a range of senior leaders at times when they have been handling rapid change. The work furthers understanding about sustaining leadership effectively through times of turbulence.
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Kratzer, Jan, und Christopher Lettl. „Distinctive Roles of Lead Users and Opinion Leaders in the Social Networks of Schoolchildren“. University of Chicago Press, 2009. http://dx.doi.org/10.1086/599324.
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Prior research has shown that both lead users and opinion leaders may propel the diffusion of innovation. This raises the question of whether lead users and opinion leaders are positioned similarly in social networks, which we address using a sample of 23 school classes consisting of 537 children. Research among children is very scarce in this particular domain. Our statistical analyses based on hierarchical linear modeling reveal two general results: first, lead users among children appear to possess a variety of links between clusters; second, opinion leaders are locally positioned within clusters of children and have many direct links. (authors' abstract)
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El, Assi Nahida. „The roles of subject leaders in enhancing the implementation of the Lebanese National Curriculum“. Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30998.
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The focus of this study was the roles of subject leaders in enhancing the implementation of the Lebanese New Curriculum, the implementation that started before the public schools were equipped to reflect its spirit and without the proper recognition of subject leadership as a role model. The study identifies and assesses problems of public schools, and attempts to present a conceptual framework for a possible solution where subject leaders become more involved in the implementation process and better solution providers. The research was conducted by utilizing a blend of research tools (FGI, individual interviews, observations, diary analysis, and a survey questionnaire). The focus group interview was the main research tool used to collect the data, while the others were used mainly for triangulation purposes. The whole sample was three principals, 82 teachers (29 from outside the researcher's school and 23 from her school), 13 SLs (5 vs. 8), 377 parents (17 vs. 365 -350 of whom receiv ed the survey questionnaire), and 34 students (25 in Grade 9, and 9 in Grade 12) selected from 13 schools. The initial findings were presented thus outlining general information about how subject leadership has been perceived and how subject leaders were expected to behave for a better implementation of the Lebanese national Curriculum. In Lebanese public schools ,the sustained conditions of assigning and allocating SLs to schools, and lack of proper training made the existing SLs perform their tasks in a traditional manner. To be good catalysts for proper implementation of the LNC, SLs claimed that a full-time job and the authority to impose sanctions were two major factors for their empowerment. Empowerment, to them, was essential and should come from (an) external agent(s) (the ministry, the inspectorate or the GCD) or else, it would be difficult to implement change. In general, all the participants (teachers, students and parents) selected from the public schools proved to lack a complete notion about what subject leadership entails. They perceived the existing role model for subject leadership as an outdated model that would not fit in the period of implementing change, and consequently were dissatisfied with the situation unless SLs performed some additional tasks. Whereas, the sample selected from the PCSS proved to have a clearer notion about subject leadership the thing that can be referred to their own var\ing experiences with SLs. Consequently, their demands were related to how private schools can raise their achievement standards. The importance of promoting the role of subject leaders was clear if all the participants? demands were to be satisfied for the sake of meeting the needs of all students enrolled in public schools. The specific responsibilities of the role were described, the implications of the research were summarized and reflected upon, and recommendations for policy and practice were stated.
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Bemiller, Quinton. „FIGURED WORLDS: A PHENOMENOLOGICAL STUDY OF COMMUNITY COLLEGE FACULTY LEADERS“. CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/834.
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Despite the importance of community colleges in higher education, community college faculty are understudied. Although the community college has been defined as a teaching institution, its faculty also serve in non-teaching leadership roles. The purpose of this research study is to know (1) what the experiences of community college faculty in leadership roles are, (2) how their roles have changed over time, (3) what factors motivated faculty to accept non-teaching roles, and (4) how faculty have navigated the transition. Data were obtained from open-ended, semi-structured interviews using an Interpretive Phenomenological approach. Qualitative data were transcribed, coded, categorized, and then organized into five prominent thematic findings: a) Loyalty to the Community College and Students, b) A Student-Centered Collegial Identity, c) Personal Fulfillment, d) Cycle of Roles and e) Tensions. This study informs community college stakeholders about how to strengthen and support faculty leadership at the community college with implications for policy, practice and future research.
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Penczarski, Jennifer Marie. „Lessons from Transformational Teacher Leaders within a Learning Organization“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1586861617039983.
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Naber-Fisher, Glenellyn Mercedes Kae. „The Roles of Mentoring and Family Support in the Development of Asian Pacific American Female Leaders“. Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257196971.
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Nkhata, Mwiza Jo. „The social trust and leadership roles : revitalising duty bearer accountability in the protection of social and economic rights in Malawi and Uganda“. Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/1153.
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"The relevance of social and economic rights to societal welfare and well-being need not be overemphasised. The quality of life enjoyed by the citizenry is directly related to the level of enjoyment of social and economic rights in any particular country. However, the enjoyment of social and economic rights is, in turn, largely predicated on the manner in which national resources are managed and directed towards obligations raised by social and economic rights. It is axiomatic, therefore, to devise a framework that ensures that managers of public resources operate within an environment where their actions in relation to the management of national resources are governed by transparency and accountability. In the light of the above, this study explores the relationship that exist between the social trust concept and leadership roles, particularly in as far as duty bearer accountability for social and economic rights is concerned. The study argues that social trust based devices can be used to enhance duty bearer accountability in relation to social and economic rights and that such increased duty bearer accountability will automatically serve to better the welfare of the citizenry. The viability of recognising and enforcing social trust based accountability mechanisms is highlighted by exploring its relevance to Malawi and Uganda. The crux of the study is that public functionaries must always be amenable to censure by the citizenry if diligence is to be infused in the performance of their duties and the social trust concept offers adept mechansisms for achieving this." -- Abstract.
This study consists of five chapters. Chapter one provides the context and foundation of the study. Chapter two is devoted to explaining the nature and scope of the social trust concept and how it can validly, if at all, be extended into the public law realm. Chapter two also expounds on some basic concepts employed in the study. Chapter three is aimed at providing and understanding of leadership roles and explaining their relevance to social economic rights. Briefly put, chapter three explores the interface between social economic rights and social trust based leadership roles. Chapter four discusses the benefits of revitalising a social trust based conception of leadership roles particularly by highlighting why Malawi and Uganda need social trust based leadership roles. The chapter also outlines how the benefits of a revitalised duty bearer accountability can be realised. Chapter five will present the study's conclusions and recommendations." -- Introduction.Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2005.
Prepared under the supervision of Dr. Ben Twinomugisha at the Faculty of Law, Makerere University, Uganda
http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html
Centre for Human Rights
LLM
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McMullen, Cameron. „Successful NCAA Division I Baseball Coaches' Understandings of their Roles and Responsibilities as Leaders in a Higher Education Context“. Thesis, University of Nevada, Reno, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10126134.
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Certain coaches seem to have a basic blueprint for success that consistently puts them at the forefront of their respective industries. Within this blueprint are various components of leadership. The purpose of this study was to identify how successful NCAA Division I baseball coaches understand their roles and responsibilities as leaders in a higher education context. Eight NCAA Division I college baseball coaches were interviewed. Each guided his respective program to at least three regional playoffs over an 11 year span (2005–2015). A qualitative analysis indicated two major themes, and one minor theme. The two major themes were Winning and Coach as CEO, and the minor theme was Need for Personal Life. First, the coaches recognized that their main responsibility was to win. Before the team can win collectively, each member of the program had to win individually. Second, as the CEO of the organization, coaches understood that it was their responsibility to create a culture of winning throughout their program. This was done by setting high expectations for assistant coaches, and focusing on the overall development of student-athletes. One of the main challenges in strengthening a culture of winning was the entitled beliefs and behaviors of student-athletes. Third, coaches realized that in order to truly be a successful leader, they had to balance their personal and professional responsibilities.
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Abohilal, Sami Abdullah. „Investigating the roles of leaders, managers and their mutual roles in aligning strategy and project management in public sector organisations : the case of the Kingdom of Saudi Arabia“. Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/16200.
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The focus of this thesis is to investigate the roles of leaders, managers, and mutual roles in aligning strategy and project management (ASPM) in public sector organisations (PSOs) in developing countries (DCs). ASPM as a phenomenon has emerged to support organisations to improve the performance of their projects and fulfil their strategic objectives. In reviewing the normative literature in this area, it is evident that a limited number of studies have been conducted on ASPM, particularly studies related to PSOs in DCs, where the statistics reflect a higher percentage of failed and/or delayed projects. To the best of this author's knowledge, and having conducted a thorough review of the literature, it is believed that none of the existing research studies conducted on ASPM have explored the roles of leaders, managers, and mutual roles in ASPM in PSOs. Thus, the author asserts that it is of high importance to investigate this area within ASPM and to prepare a study that contributes by shedding light on the roles of leaders, managers, and common roles between them in ASPM in PSOs in DCs. This thesis contributes to the body of knowledge related to strategic alignment and management, project management, the public sector and leadership/management as it investigates the roles of leaders, managers, and mutual roles in ASPM in PSOs in DCs. Furthermore, this thesis presents the factors that influence leaders and managers as they carry out their individual as well as mutual roles. The proposed conceptual framework is developed and presented in Chapter 3. From a practical perspective, this thesis contributes by providing the decision makers with a tool that has been tested through multiple units in KSA government case, which may support them in improving the performance of their projects and bring benefits to organisations. In addition to that, in Chapter 5 this thesis presents some lessons learned from the pilot unit study. The author assumes that such the conceptual framework and the factors influencing the roles of managers and leaders and the mutual roles in ASPM are significant and novel and may help to improve project performance, highlighting the importance of strategy management, and ultimately improving the performance in PSOs. The author uses qualitative, interpretive, multiple unit studies research strategy to validate the proposed conceptual framework. The author found from the pilot unit study and other four units study results, present that this kind of approach contributes to more strong decisions for ASPM implementation and highlight that it is acceptable by the unit studies. In spite of the fact that these results cannot be generalised, they can allow others researcher's to link their views with the ones reported in this thesis. This thesis proposes tests and presents a novel framework for ASPM and contributes to the body of knowledge by enriching the literature. The findings from the five units study organisations reveal that the proposed framework is acceptable and clearly indicate the significance of ASPM in PSOs.
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Arthur, Jamie Faser. „What is the Lived Experience of Laywomen Who Serve as Catholic Elementary School Principals in their Roles as Faith Leaders?“ Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/86.
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Catholic schools in the United States have experienced daunting challenges since Vatican II (1962-1965) with a 45% decrease in number attributed to decisions made by Church leaders. Traditionally led by religious, the National Catholic Education Association (2010) reported 97% of Catholic schools are now staffed by lay people. This research details the importance of Catholic schools to the evangelizing mission of the Church, defines the role of laity, and acknowledges a lack of programs that support lay Catholic principals. Past studies provide a snapshot of trends, list expected competencies, and compare their positions to public school counterparts. The literature review indicates little attention has focused on lived experiences of lay Catholic principals. This study presents the stories of six female Catholic principals in an effort to provide a greater understanding of the responsibilities associated with their roles.
Using narrative case study design, this research reveals aspects of their lives, careers, and families as it pertains to their experiences as Catholic principals. Six major themes emerged from the analysis of data: (1) the unwavering link between the Catholic Church and school; (2) the call for leadership that deepens the faith of their constituencies; (3) the importance of building community as a dimension of the principal’s role as faith leader; (4) the requisite for principals to model faith in action; (5) the need for spiritual and professional development to support principals as faith leaders; and, (6) the negotiation of tensions in their personal and professional lives.
Results provide a richer understanding of the complexity associated with lay leadership and informs the reader of areas in need of further research to assure the future of Catholic education in the United States. Specifically, findings suggest Church leadership structure programs that adequately prepare lay Catholic principals for their roles, perform studies focused on the multifaceted roles associated with Catholic school leadership, and create opportunities for spiritual and professional development for those who currently serve in these positions. The study confirms priests as the link between the Catholic Church and school, and suggests their preparation, as well as desire to oversee a Catholic school, as critical.
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Galvin, Thomas P. „A Phenomenological Study of Identity Construction among Military Officers Promoted from the Middle Ranks to the Roles of Senior Leaders“. Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685688.
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This phenomenological study investigated the lived experience of identity construction during a military officer's role change from the middle ranks to senior leader. This role change encompassed education, training, and work experiences over the course of several years between the initial selection for advancement and the first official duty assignment in a senior leader position. The inquiry focused on active duty U.S. Amy officers in the rank of colonel or lieutenant colonel (promotable) and the construction of their identities as senior leaders during this multi-year process. The officers' narratives provided insight into how the role change affected their self-concepts and how they coped with the challenges of ascending to a more complex environment with greater responsibilities to both the Army and the Nation.
The population for this phenomenological inquiry was purposefully sampled using a criterion-based selection. Interviews with the resulting twelve participants were conducted in accordance with Seidman's (2013) three-interview method. Through applying Moustakas' (1994) phenomenological method of data analysis, eleven themes emerged, resulting in a composite textural and structural description that presented the meanings and essences of the identity construction experience.
The following three conclusions resulted from the analysis. The first was that the identity transition expected by the Army is only partially occurring due to a combination of organizational and cultural barriers. The second conclusion was that assuming the mantle of senior leadership is an especially human endeavor, driven more by relationships, character, and mentoring than skills and competencies. The third conclusion was that the study of identity construction requires a more nuanced appreciation toward ambivalent reactions to the work situation and the various ways one may exit. Implications include potential enhancements to Kira & Balkin's (2014) model, recommendations for the Army's senior leader development process, and the potentially greater use of the Seidman's (2013) phenomenological interviewing method to capture data regarding the development of Army leaders through key role changes.
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Ramsammy, Roberta Josephine. „The roles, relationships and leadership styles of leaders and managers of nursing education in the middle to late 20th century“. Thesis, University of Greenwich, 1998. http://gala.gre.ac.uk/6277/.
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This thesis is concerned with the observable tensions within, and about, leadership of the nursing profession. Specifically the tensions between the leaders of nursing service and of nursing education is the focus of the investigation. Although both groups within the profession have a shared experience of socialisation; learning professional nursing values; professional control, and leaders careers regularly embrace both segments, never-the-less conflict between the two has been a consistent feature of the profession for most of this century. In order to explore these tensions qualitative data collected via in-depth interviews with 51 people who held leadership positions in nursing education between 1948 and 1995 are presented. This thesis analyses those factors which have contributed to the current situation. An exploration of the career pathways of those interviewed is undertaken and the influences of their individual attributes, knowledge, beliefs and values on the way in which they undertook their leadership roles are examined. Also explored are the ways in which other people were significant in affecting their careers and their approaches to professional life and work. In addition the environment in which they performed was a notable feature of consequence to them in developing the techniques of management used. From an analysis of these factors the ways in which they responded to and coped with changes in health care delivery in the period studied, through developing or adopting different leadership styles, is derived. This analysis suggests that in the period studied nurse managers used one of three main styles of leadership to achieve their goals. Some nurse leaders acquired positions of power in order to shape and develop nursing and nursing education; some pioneered innovations in nursing and nursing education, especially in the higher education environment; and others sought to motivate colleagues and peers through education, enabling and empowerment. The current tensions within nursing leadership are attributed to differences between their conceptions of nursing; their caring values; and the styles of leadership they developed in order to achieve their aspirations to provide the best possible quality of care for patients and of education for students. One of the chief sources of tension appears to be the juxtaposition of these two, sometimes competing, aims. Finally recommendations which refocus nursing as a caring occupation, whose practitioners act in partnership and cooperation, rather than autonomously and in competition with its various stakeholders, and the implications of this on the future recruitment, selection, education and preparation of nursing leaders are made.
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Lev, Leora. „The contribution of teacher training to special education teachers' performance in the roles of leaders and managers of interdisciplinary teams“. Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30847.
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This action research examines the special education teachers' role perception as manager/leader of an interdisciplinary team. The need to examine the "problem sensation", which was defined and verified in this study, resulted from the implementation of the special education law in Israel (1998). The study examines the effect a training process has over the development of the special education teacher's leadership skills, if it includes: a place where the teacher is heard, empowerment processes towards realizing a sense of personal capability, a reflective discourse, knowledge and skills acquisition, and developing beliefs and positions regarding the leadership of an interdisciplinary team.;The study's findings were documented using three case studies, each based on the conclusions of the previous one, all interlinked by a category layout formed in the Pre-Test phase. The category layout formed the basis for all the content analysis of the participants' discourse, and pointed to the existence of a "problem sensation" regarding the change process/style they experienced.;In all three-research cycles, the majority of the discourse regarded the role perception as influenced by coping with the need to lead a team and lead change in a team. A direct connection was found between the intensity of the sense of capability to lead a team, and the level of coping with conflicts while performing the role. There was a noticeable difference in the change process style the two groups underwent. The power of the team was accentuated and there was an awareness to the knowledge and skills acquired.;The study's conclusions show: (1) the direct connection between the special education teacher's sense of personal capability and her leadership behaviour, (2) a demand for reassessing the special education teachers' training program regarding management and leadership roles, (3) a need for a formal assistant training program, which would be a formal team for their employment.
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Fors, Hanna, und Axel Käll. „I Want to Show the Society That Females Also Can be Leaders : A Qualitative Study of Cambodian Women in Leadership Roles“. Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-174821.
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The research was a Minor Field Study conducted in Phnom Penh, Cambodia. The purpose of the study was to explore and analyze Cambodian women's experiences of leadership. A qualitative approach with semi-structured interviews was conducted with a targeted and snowball selection. Seven female leaders from different organizations and from both the private and public sector were the source of our empirical findings. We discovered in our research that the participants had both intrinsic and extrinsic sources of motivation. First, women that were unsure of what motivated them, second motivation grew out of hard work and third motivation was to demonstrate female capacity. The research found that success, challenges, and the benefit of being a female leader were essential components for positive experiences. Important factors for leadership were family background, education and self-confidence/belief in herself. These factors coincided with previous research from Cambodia. The research displayed three types of barriers for Cambodian women -traditional values, higher demands, and personal factors. Most commonly the female had either a democratic or transformational leadership style, but authoritarian and situational leadership styles were also used. The result displayed that one side saw a difference between the genders in their way of leading and the other suggested that leadership is based on personal attributes.
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Lewis, YoLanda S. „Dual Leadership: Perspectives of African American Women Leaders in Ministry and the Workplace“. Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1628006636888803.
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Choudhury, Wasim Subhan, und Dion Collins. „Leadership in Times of Uncertainty“. Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik, konst och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85763.
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The purpose of the study was to research leadership during uncertainty to identify managerial implications on organizational performance and enhance the limited body of academic literature available on the topic currently. The implications regarding leadership are not limited to the COVID-19 pandemic but instead widely applicable to leadership during uncertainty overall. The pandemic simply provided an example of uncertainty, which was the context. Additionally, as mining is a global industry with widespread follow-on effects on global economies - authors believe that the results from this research are not limited to the mining industry itself and instead widely applicable to senior-level managers in multinational organizations worldwide. The methodology implemented ensures that leaders at any level can extract practical guidance from this research to determine how they may act during times of uncertainty and potential flow-on effects of their chosen leadership style. Organizations can remain relevant, achieve long-term success and maintain the expected level of performance through uncertainty by adopting a transformational model of leadership that addresses the needs of a fluctuating environment. Uncertainty is the shortage of knowledge and information about probabilities of the future state of events. Organizational leaders need to provide the necessary guidance, inspiration, and motivation to the members because their approach influences the organizational performance. Essentially, people look up to their leaders during uncertain times. The research results showed that transformational managers could offer idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration to team members during uncertainty. These outcomes were achieved through encouraging two-way communication, providing necessary guidance and inspiration to bring out and encourage new idea generation and critical thinking. Results of the research further showed that transformational leadership has positive effects on organizational performance. Teams functioned properly without much supervision, members remained motivated, the workforce interacted more efficiently, and creative ideas came out when leaders and managers practiced a transformational leadership style. Organizational performance increased through meeting deadlines, maintaining the flow of work, KPIs, production, and non-financial metrics such as culture and safety considerations.
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Greenwood, Wanda Powe. „Teachers' perceptions of the roles of principals as instructional leaders in "distinguished" (high performing) and "needs improvement" (low performing) middle schools in urban metropolitan Atlanta, Georgia“. Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03272009-150234.
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Shah, Yashna Jitendra. „Perceptions of Leaders: The Role of Leader Prototypes and Intervention to Improve Judgments of Female Leaders“. Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86616.
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Leader prototypes are our expectations for attributes a leader should possess, and these prototypes guide our perceptions and judgments of others with regard to leadership. This dissertation uses a connectionist perspective of leadership to investigate differences in perceptions and judgments of male and female leaders, and provides the first empirical test of Hogue and Lord's (2007) model for gender bias in leadership. In Study 1, leader prototypes are investigated as the mediating process through which perceptions of male and female leaders differ. Furthermore, leader and perceiver gender as investigated as contextual and person factors which impact the accessibility of leader prototypes, thus consequently impacting perceptions and judgments of leaders. The use of leader prototypes in remembering a leader's past behaviors reflects the use of a semantic memory system, where the leader behaviors recalled are influenced by our expectations of the leader, rather than whether the leader actually demonstrated those behaviors. Thus, masculine leadership behaviors demonstrated by a female leader may be discounted, and the leader behaviors recalled may be influenced by gender roles. Study 2 investigates an episodic memory intervention to increase the memory accuracy of leader behaviors as a means to reduce biases in judgments of female leaders. Overall, Study 1 results suggest that activation of agentic attributes; specifically tyranny and masculinity are impacted by leader gender, such that the accessibility of those attributes was higher for male leaders. Contrary to predictions, female leaders did not result in greater accessibility of communal attributes in the leader prototype. No impact of perceiver gender was seen on this mediation process. Subsequently, accessibility of these attributes impacts participants' perceptions and judgments of leadership. Study 2 results indicate behavior recognition accuracy of communal behaviors drives participants' negative perceptions and judgments of the female leader. Limitations and directions for future research are discussed.Ph. D.
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Pelletier, Kathie Lynne. „The effects of leadership style and sex-role deviation of female leaders on perceptions of leader effectiveness, leader satisfaction, and task satisfaction“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1514.
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Brown, Calandra Leann. „A multiple case study analysis: the perception of female principals of the influence of social norms and gender roles on their effectiveness and secondary school instructional leaders“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/2079.
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The purpose of this study was to examine how female principals perceive the influence of social norms and gender roles on their effectiveness as secondary instructional leaders. This study sought to contextualize the experiences and perception of women as secondary instructional leaders to provide insight to leadership preparation programs, aspirants, and school systems. This study used a multiple case study analysis of two female principals by collecting data through interviews, observations, and document reviews. The researcher found that the female principals in this study do not perceive the influence of social norms nor gender roles on their effectiveness as secondary instructional leaders; however, both principals spoke about and were observed altering their behavior based on previous experiences.
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Gotvik, Denise, und Malin Öström. „"Man måste bädda för att inte bli ifrågasatt" : En kvalitativ studie om hur bakslagseffekten verkar i en kvinnodominerad organisation när kvinnor avancerar i hierarkin“. Thesis, Högskolan i Gävle, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26884.
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Syfte: Syftet är att skapa en djupare förståelse för hur bakslagseffekten verkar inom en kvinnodominerad organisation när kvinnor avancerar i hierarkin. Metod: Vår studie antar en kvalitativ forskningsansats. Semistrukturerade intervjuer har genomförts med nio kvinnliga chefer inom en kvinnodominerad organisation. Vi har en abduktiv ansats där vi låtit teorin ligga till grund för de teman vi har tagit upp och som är återkommande genom vår studie. Respondenternas åsikter har sedan tolkats genom en innehållsanalys. Vår teoretiska referensram bygger på tidigare forskning inom bakslagseffekten, könspräglade organisationer, könsroller och ledarskap. Resultat & slutsats: Vår studie visar att de kvinnliga cheferna antar ett transformativt ledarskap men att de trots det i vissa avseenden antar manliga karaktärsdrag. De möter vidare en bakslagseffekt som kan karaktäriseras av att de missgynnas i rekryteringsprocesser. När kvinnor blir chefer över tidigare kvinnliga kolleger möts de av en bakslagseffekt där de ogillas, deras kompetens ifrågasätts och i vissa fall blir de även utfrysta. Förslag på fortsatt forskning: Framtida forskning bör rikta in sig på att studera om det finns informella hierarkier som påverkar kvinnor när de avancerar i hierarkin. Organisationskulturer och generationsfrågan bör studeras närmare för att se deras inverkan på bakslagseffekten. En sista punkt är att definitionerna av könsroller och de karaktärsdrag som förskrivs till kvinnor respektive män förändras över tid därför kan det vara ett intressant område för att se vad det har för effekt på bakslagseffekten. Uppsatsens bidrag: Vårt teoretiska bidrag är att vi har visat att kvinnor som avancerar i hierarkin inom en kvinnodominerad organisation möter en bakslagseffekt till följd av att de blivit chefer över tidigare kvinnliga kollegor. De praktiska bidragen är att organisationer måste arbeta med att motverka informella hierarkier och att sträva efter att skapa mindre löneskillnader mellan könen.Aim: The purpose with our study is to create a deeper understanding of how the backlash against women works in a female-dominated organization when women advances in the hierarchy. Method: The study applies a qualitive research perspective. We have conducted semi structured interviews with nine female managers in one female-dominated organization. We have an abductive approach. Respondents' views have been interpreted through a content analysis. Our theoretical frame of reference is based on previous research on backlash, gendered organizations, gender roles and leadership. Result & conclusions: Our study shows that the female managers assume a transformative leadership, although they assume male characteristics in some respects. They face a backlash that can be characterized as being in disadvantage in recruitment processes and also by facing disapproval from colleagues. When women become managers of former female colleagues, they face a backlash in which thet are disliked, their skills are being questioned and, in some cases, they are also being exploited. Suggestions for future research: Organizational cultures, informal hierarchies and different generations should be studied more closely to see how they impact on the backlash. One last thing is that the definitions of gender roles and the characteristics attributed to women and men change over time, hence it would be an interesting area to study, in order to see what possible effect it may have on the backlash. Contribution of the thesis: Our theoretical contribution is that we have shown that women who advance in the hierarchy in a female-dominated organization face a backlash as a result of becoming managers of former female colleagues. The managerial contributions are that organizations must work to counter informal hierarchies and to strive to decrease the salary gap between the sexes.
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Al, Mutawe´h Ebrahim. „Community leadership in a new democracy“. Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7076.
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The concept of community leadership as a field of study has attracted the attention of researchers for many years across the globe. The role of municipality councils is of great importance as an aspect of democratic governance. Councils have a significant role to play as partners to the central government in providing community services. This research attempts to explore community leadership in a new democracy focusing on the relationship between community members, community leadership and government organisations compared to the same of established democracies. The specific focus of the research investigation is community leaders and community members in the Kingdom of Bahrain as a new democracy. This thesis is an investigation of the success factors and barriers that influence the performance of municipal councils' members as community leaders. It also investigates how community leaders have practiced their roles and duties and assesses their performance and characteristics in new democracy compared to those of established democracies as exemplified in the UK, Canada, Australia, and the Philippines. The research objectives are: (1) to identify success factors that influence community leadership performance in a new democracy as perceived by community leaders; (2) to identify barriers that hinder community leadership performance in a new democracy as perceived by community leaders; (3) to identify the roles and duties practiced by community leadership in new democracies as perceived by community leaders and community members; (4) to assess community leadership performance in new democracy as perceived by community members; and (5) to identify characteristics practiced by community leadership in a new democracy as perceived by community members. Three sequential pilot studies were undertaken to gain better feedback from respondents and to build a strong foundation for the main survey. Two sets of questionnaires were developed for this study; the first set of questionnaires dealt with community leaders in new democracies, where they evaluated the success factors, barriers and roles and duties practiced by community leadership in established democracies. The second set of questionnaires dealt with community members in a new democracy, where they evaluated their community leaders through roles and duties, performances and characteristics practiced by community leadership in established democracies. The findings showed that municipal councils‘ members agreed on the importance of success factors and barriers that influence communities in established democracies and they were very positive about their own perceptions of their roles and duties in municipality work. On the other hand community members were negative about their own perception of their municipal leaders‘ roles and duties, performance and characteristics. The results also revealed an absence of clear demarcations of roles between government agencies and councils, and disproportionate demarcation of the constituents. The respondents agreed that awareness programs could be an important undertaking to improve and enhance the effectiveness of council leaders. This study may contribute to the literature by filling the gap related to success factors and barriers that influence community leadership performance in new democracies, focusing on problems facing community leadership and the solutions to overcome these problems. Furthermore, the governments of new democracies can use the empirical evidence to create and adopt new laws, policies and regulations that will redound to community improvement services, leadership enhancement and goal achievement.
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Brown, Cathy. „Business leaders : career capital and role transitions“. Thesis, University of Derby, 2019. http://hdl.handle.net/10545/623531.
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Whilst it is recognised that the organisational career is still prevalent within today's career landscape, there is a lack of research exploring the career capital needed to ease intra-organisational transitions. This thesis reviews this gap and explores the career capital required by business leaders to facilitate their own voluntary, sideward or upward macro work role transitions. The research questions include: 1. What aspects of career capital facilitate such role transitions? 2. How and to what extent are these role moves supported by career capital? 3. What barriers inhibit such role transitions? 4. What are the implications for business leaders and organisations of these role transition experiences? Drawing upon an interpretivist research approach, with a social constructionist stance and using event-based narrative interviews, this study explores the experiences of 36 business leaders who have undertaken a role transition within a UK business within the previous three years. This case organisation operates within the construction sector and is part of an international establishment. This research study enhances our appreciation of career capital; it offers unique contributions to knowledge from theoretical, empirical and practice perspectives. By developing a new career capital theoretical framework, our understanding of the career capital aspects that ease organisational role transitions is deepened. Such findings reaffirm the relevance of context and emphasise the importance of the Bourdieusian notion of the field and symbolic capital. Moreover, the insights offered by this research study recognise the relevance of Bourdieu's capital convertibility within the context of career capital. Furthermore, this research study identifies new characteristics, including where career capital can: act as a barrier, overcome barriers, be eroded, be influenced by the role holder's levels of personal agency and organisational attachment, and connect together to increase impact. Conclusively, this research study confirms the relevance of career capital within transition management. Additionally, given the importance of transitions within career theories, career capital is an important concept for the career management field as a whole.
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Henderson, Christine Ann. „From teacher in charge of reading to literacy leader – what is the role of the literacy leader?An in-depth qualitative study of two literacy leaders“. Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2261.
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The purpose of this study has been to provide a rich description of the role of the literacy leader in two primary schools. Through this study I was seeking to identify what the role of the literacy leader is and how this role is enacted. The role has been described from the perspectives of the literacy leader, a principal and five members of two school’s teaching staff. The desire to better understand the role of the literacy leader is important to those in the role and those they interact with. This is particularly so for those in my position as a professional developer, working alongside both a school and its literacy leader as they undertake in-depth literacy professional development.
Literacy leaders have assumed greater responsibilities within schools since the 1999 Literacy Taskforce report which suggested a range of initiatives to better support literacy learners in New Zealand. Since this report there has been a governmental priority on literacy as a foundation learning area. Interest in literacy success for all stems from both international and national assessment knowledge. This information highlights the strength of New Zealand students in literacy but also identifies a group of students who do not perform well and continue to underachieve in literacy into adulthood. This underachievement limits the opportunities they have as adults for employment and participation in society.
There has been no formalised role description for literacy leaders or how they might enact this role. The purpose of this study therefore has been to identify the role and how it is enacted. The literacy leader role has been analysed from multiple perspectives. Participant observation and in-depth interviewing have provided a rich picture of the role and how it is enacted. It is from these insights that some clarity has been gained about the characteristics of the role, how it is interpreted by the participants and then enacted by the two leaders. The findings indicate the role identified by those participating in this study and the reality of how it is enacted, are closely matched.
The tasks of a literacy leader are complex and their dual role of classroom teacher and literacy leader adds to this complexity as they manage both positions simultaneously. This study identified that being a literacy leader requires a central focus on improved student achievement. It requires literacy leaders to provide strong leadership in literacy professional development/learning. This study also suggests that literacy leaders are seen as learning partners during the in-depth literacy professional development/learning focus where all involved are learners. The final role they play is in supporting the development of a collaborative professional learning community where all of the learning occurs.
It raises issues and questions for those who interact with the literacy leader both within the school and those outside the school in how they can support them in this role. It also surfaces the need for schools and professional developers to address how the structures they are operating within can be reorganised to afford the time needed to be effective in this role. Finally when schools, advisers and Ministry of Education enter into a partnership of learning openly demonstrating that each will learn from the other, then capacity is built across all levels of the education system in meeting the goals of improved student outcomes.
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Cason, Roslyn M. „The Interstate School Leaders Licensure Consortium : redefining the role of school leaders /“. Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1362531141&sid=16&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2007."Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 113-127). Also available online.
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Rossi, Michael. „An Investigation into High Quality Leader Member Exchange Relationships and their Relation to Followers' Motivation to Lead“. Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3300.
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This research further investigates the motivation to lead (MTL) construct and its antecedents. While existing research has investigated culture, personality, and direct experience as an antecedent to MTL, the indirect experience of observing an effective leader has not been studied. It was hypothesized that having an effective supervisor would be related to followers' leadership self efficacy and MTL. It was also hypothesized that this relationship would be moderated by the quality of the relationship between leader and follower. Little evidence was found supporting these hypotheses. In addition, the existing research into MTL has failed to establish the link between MTL and leader performance. Using leadership 360 ratings as a proxy for leader performance, no support was found linking MTL with leader performance. Academic and applied implications are discussed.
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Lawson, Catherine L. „The Role of District Leaders in Improving Achievement and Equity: How Leaders Generate Will“. Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106932.
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Thesis advisor: Vincent ChoDistrict leaders are under tremendous pressure to narrow persisting achievement disparities with a dearth of guidance from existing literature. Rorrer, Skrla, and Scheurich (2008) proposed a theory that district leaders enact four essential roles when engaging in systemic reform that improves achievement and equity: (1) providing instructional leadership which consists of building capacity and generating will, (2) reorienting the organization, (3) establishing policy coherence, and (4) maintaining an equity focus. However, these roles are not well understood. Therefore, this qualitative case study contributed to research and practice by exploring how leaders in a Massachusetts public school district that made gains in improving achievement and equity attempted to generate will, defined as intrinsic motivation, when enacting the role of instructional leadership. Drawing upon semi-structured interviews and a review of documents, this study concluded that leaders enacted the role to varying degrees in ways that were consistent with Rorrer, et al. (2008). Data revealed that leaders attempted to act as transformational leaders and distribute leadership in a manner that connected with individual’s values, beliefs, and desires. Furthermore, when enacting these leadership constructs, leaders attempted to use extrinsic motivators, including recognition, data, and resources such as time for collaboration and professional learning, to promote autonomy and self- determination. Recommendations include how district leaders can enact this role in a more informed, proactive and deliberate manner
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Taylor, James Howard. „The leader : an emergent, participative role“. Thesis, University of Hertfordshire, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269438.
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McLaughlin, Zachary J. „The Role of District Leaders in Improving Achievement and Equity: How Leaders Reshape District Culture“. Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106934.
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Thesis advisor: Vincent ChoRorrer, Skrla, and Scheurich (2008) proposed a theory that district leaders enact several essential roles when engaging in systemic reform that both improves achievement and equity. Their theory identified reshaping district culture as one of these essential functions in systemic reform. This case study explored how leaders in one Massachusetts public school district, which has demonstrated signs of improving achievement and equity, attempted to reshape district culture. Drawing primarily upon semi-structured interviews, this study found that while these leaders reported using a variety of methods to assess the culture, the district has limited systems-level thinking about their culture. Similarly, these leaders each made their own choices amongst shaping strategies ranging from focusing on subgroup dynamics to empowering early followers. Recommendations include the development of additional training for leaders in the small group facilitation necessary to uncover shared underlying assumptions and the creation of a district-level common language concerning culture
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Trodd, Lyn. „Professional learning for Children's Centre leaders“. Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10430.
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This thesis investigates the experiences of Children’s Centre leaders of the National Professional Qualification in Integrated Centre Leadership (NPQICL) who find themselves in a newly developed role and lacking a professional identity. Its aim is to explore the developing professional identities of NPQICL participants from their own perspectives, focusing on ways in which their professional identities are developing and how, correspondingly, these might be better supported on the NPQICL. Clarification of core ideas embedded in these aims theoretically and conceptually reveals that professions are publicly shaped in line with established traditions, and therefore often prescribed. Processes of professional development are correspondingly seen as largely publicly organised processes of professional learning and/or acculturation. However, a key area for research is the interface between publicly shaped expectations of those learning to be professionals and the particular needs and expectations of course participants themselves especially with regard to how they see themselves as Children’s Centre leaders. Because this area is fluid, uncertain and shaped partly by professionals themselves it is hard to investigate. A flexible Adaptive Theory research design is selected along with an array of conceptual tools (orienting concepts and a conceptual cluster) which can be modified, discarded or replaced according to the demands of data collected. Using a relatively open-ended data collection device also allows a wide range of potentially revealing data to be ‘storied’ for analysis in order to preserve their individualised nature. Although a process of subjective self-conceptualisation in role can be used to explain how NPQICL participants adapt to expectations from the wider professional community and social context, there is a need to explain how public influences and individual co-constructions of professional identity shaped by professionals themselves are synthesised in individual responses to fluid, uncertain professional identities. The research aims are met by modelling the process of developing a professional identity on the NPQICL as an ‘autobiography’. This conceptual device brings together public and individual influences into a synthesis and allows insight into the experiences of individuals. It explains some of the success of the NPQICL course and some of its dynamics including how the development of Children’s Centre leaders’ identities can be supported in a professional learning programme.
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Ågren, Martina, und Anne Jonsson. „Skriftlig kommunikation från ledare : Effekter av deltagarkön, chefskön och chefsyrke utifrån rollkongruensteorin“. Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44900.
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Rollkongruensteorin innebär att kvinnor har svårare än män att nå ledarroller och kvinnliga ledares beteende bedöms mindre fördelaktigt än manliga ledares på grund av att ledarroller anses passa stereotypiskt manliga egenskaper bättre än stereotypiskt kvinnliga egenskaper. Studien undersökte om män och kvinnor uppskattade en chef och dennes meddelande med hård ton bättre eller sämre beroende på chefens kön och yrke som militär- eller förskolechef. Fyrtionio män och fyrtiofem kvinnor besvarade en av fyra versioner av enkäter innehållande frågor och påståenden med svarsalternativ. Variansanalyser visade att kvinnor tyckte att militärchefer hade bättre yrkeslämplighet och bättre ledaregenskaper än förskolechefer. Både kvinnor och män ansåg att ledaregenskaperna hos en manlig chef var bättre än hos en kvinnlig chef. Chefen ansågs ha mer relationsinriktade egenskaper om denne var militär eller man. Vidare ansåg kvinnor att kvinnliga chefer var yrkeslämpliga i större utsträckning än vad män ansåg. Resultatet både stöder och motsätter sig rollkongruensteorin.
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Matys, Lukáš. „Leadership - analýza činnosti vrcholového manažera“. Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2009. http://www.nusl.cz/ntk/nusl-222389.
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The diploma thesis “The Analysis of the Performance of a Top Manager” is concerned with the analysis of the actual work of people in leader positions of the company structure. The analysis is based on a questionnaire survey and follow-up interviews with a selected group of managers, which made it possible to gain data on the actual work of these people. The analysis and comparison of theoretical approaches and practice lead to conclusions and recommendations related to the training and education of people in management positions.
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Lebese, Potane Silas. „The role of traditional leaders in local government“. Thesis, University of Limpopo, 2001. http://hdl.handle.net/10386/2564.
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Bodenbender, Stanislava. „The Role of Religious Leaders in Conflict Transformation“. Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-197398.
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Religion has often been viewed as a source of conflict and violence in international relations. Yet history provides that religion has also been a source and inspiration for peace building and non-violent resistance. The role of religious leaders in conflict transformation has been treated as a marginal phenomenon. Appleby (2000) points out that identifying and documenting the roles of religious actors in resolving protracted conflicts remains an unfinished task. This thesis is an attempt to meet such challenge by focusing on religious leaders and their role in search of solutions in deeply rooted conflicts. Working from the premise that religious leaders can make a substantial contribution in conflict transformation, the overarching goal of this thesis is to examine what roles religious actors play and how equipped they are to serve their communities in their capacity as peacemakers.
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Botelho, Peter J. „The Role of District Leaders in Improving Achievement and Equity: How District Leaders Craft Policy Coherence“. Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106933.
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Thesis advisor: Vincent ChoDistrict leaders are attempting to navigate unprecedented federal and state policy pressures to create a coherent plan for improvement with limited guidance from research. Rorrer, Skrla, and Scheurich (2008) identified establishing policy coherence as one of four essential roles in systemic reform performed by district leaders. This qualitative case study explored how leaders in one Massachusetts public school district that had demonstrated signs of improving achievement and equity attempted to establish policy coherence. Drawing primarily upon semi-structured interviews, this study found that district leaders enacted the role to varying degrees in ways that were consistent with Rorrer et al. (2008). In particular, building leaders were much less apt to respond to external policies in a proactive and deliberate manner. Furthermore, district leaders worked to mediate policies in service to local goals and needs in a variety of ways. Recommendations include how district leaders can enact the role in a more proactive and deliberate manner while setting clear goals and developing collaborative partnerships with schools, all which allow them to craft coherence more effectively
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Cushing, Peter J. „The Role of District Leaders in Improving Achievement and Advancing Equity: How District Leaders Build Capacity“. Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106935.
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Thesis advisor: Vincent ChoFierce political and social pressure has intensified the demands for district leaders to narrow achievement disparities but research provides limited guidance for practice. Rorrer, Skrla, and Scheurich (2008) described a theory: district leaders should enact certain essential roles for school reform. Capacity-Building efforts of district leaders are essential to the role of Instructional Leadership. Building capacity comprises the specific actions of district leaders to improve the district’s ability to achieve complex goals. This qualitative case study explored the actions district leaders took and how they prioritized those actions to build capacity to improve student achievement. Data was collected from a single Massachusetts school district using semi-structured interviews and document reviews. This study found that leaders: established concrete learning practices (i.e. job-embedded professional development, instructional coaching model); created a supportive learning environment (i.e. establishing trust and providing time); and reinforced teacher learning (i.e. feedback and support). This study also found that leaders’ actions were driven by data. Recommendations include shifting to a data-informed decision-making process, coordination of leadership team efforts across the district and limiting initiatives to core priorities
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Wigfield, David John. „Perceptions of leader effectiveness in the police service“. Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366074.
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Smith, Alivia Nicole. „Understanding the Administrative Role fo School Psychology District Leaders“. BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8458.
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Very few articles in the published research literature have considered the clinical supervision of school psychology and even fewer articles explore the administrative supervision of school psychologists. The purpose of this study is to describe the roles, and responsibilities, and challenges faced by district leaders who supervise school psychologists. Using a purposeful sample, participants met criteria for this study if they worked at the district level, supervised at least three school psychologists, and were responsible for hiring and firing school psychologists. Nineteen participants qualified for this study and completed a phone interview that included eight open-ended questions. Participants shared that they primarily had managerial and leadership roles during their busy and unpredictable work weeks. Participants also reported challenges directly and indirectly related to the national shortage of school psychologists, difficulties with large workloads, the need to advocate for the field of school psychology, and a lack of professional guidance and training in their role. Implications for practice include developing a professional organization or community of practice for administrative supervisors, establishing best practice guidelines, and providing a defined role for these leaders. By coming to know the roles and challenges that district administrators are facing, the field of school psychology can find ways to support administrative supervision endeavors.
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Čižikaitė, Aleksandra. „Lyderio elgsenos įtaka projektų efektyvumui“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140603_111100-44077.
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Magistro baigiamajame darbe išanalizuota lyderio elgsena projekto įgyvendinimo metu ir jos daroma įtaka projekto rezultatams ir efektyvumui. Pirmojoje darbo dalyje aptariama lyderio elgsenos teorijų raida, pritaikymo aplinkybės, efektyvi projekto vadyba ir kiti veiksniai, lemiantys projekto efektyvumą. Antrojoje dalyje pristatoma lyderių elgsenos įtakos 2007-2013 m. Latvijos - Lietuvos - Baltarusijos bendradarbiavimo per sieną programos (ENPI) projektų efektyvumui tyrimo metodologija, aptariami trys tyrimo etapai, kuriuose dalyvauja dvi ekspertų grupės - 3 ENPI programos koordinatoriai ir 10 ENPI projektų lyderių bei ENPI programos puslapio socialiniame tinkle Facebook pasekėjai. Trečia darbo dalis pristato tyrimo rezultatus ir efektyvaus ENPI programos projektų lyderio elgsenos modelį, kuriame aprašoma, koks projekto lyderis ir kokia jo elgsena įtakoja tam tikrus projekto efektyvumo rodiklius.In this Master‘s work leader‘s behaviour while implementing a project was analysed, as well as its influence to project results and efficiency. In the first part of this work evolution of leader’s behaviour theories was discussed together with their performing circumstances, effective project management and other factors, which influence project efficiency. In the second part of the Master‘s work empirical research methodology of leader‘s behaviour influence to efficiency of 2007-2013 Latvia-Lithuania-Belarus cooperation program (ENPI) projects was presented and three parts of research were discussed, where two groups of experts - 3 ENPI program coordinators and 10 ENPI project leaders, as well as ENPI Facebook profile followers took part in. In the third part of this work research results are presented together with model of effective ENPI program‘s project leaders behaviour. It shows what project leader should be and which behaviour cause implementation of project efficiency indicators.
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McIntyre, Lindsa C. „The Role of District Leaders in Improving Achievement and Equity: How District Leaders Maintain a Focus on Equity“. Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106936.
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Thesis advisor: Vincent ChoDistrict leaders are under tremendous pressure to narrow disparities in achievement in an effort to close the achievement gap without tremendous guidance from policy makers, researchers or literature. Rorrer, Skrla, and Scheurich (2008) proposed a theory that district leaders enact four essential roles when engaging in systemic reform that improves achievement and equity: (1) providing instructional leadership which consists of building capacity and generating will, (2) reorienting the organization, (3) establishing policy coherence, and (4) maintaining an equity focus. This research examined the essential role of maintaining a focus on equity as a complex multiple construct. This qualitative case study explored how leaders in a Massachusetts public school district that made gains in improving achievement, attempted to maintain a focus on equity when enacting the role of instructional leadership. Drawing upon semi-structured interviews and a review of documents, this study concluded that leaders enacted the role to varying degrees in some ways that were consistent with Rorrer, et al. (2008). Data revealed that leaders attempted to address inequities through responsive leadership practices that connected with their notion of equity as it related to language, special needs, emotional wellness and poverty. Recommendations include how leaders can enact the role in a more informed, intentional, and deliberate manner through the development of Culturally Responsive Instructional Leadership
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Mpungose, Muzi Sylvester Cyril. „Assessing the role of traditional leaders and ward councilors in promoting community development in Umlalazi municipality“. Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1842.
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A dissertation submitted to the Faculty of Commerce, Administration and Law in fulfillment of the requirements for the Degree of Master of Public Administration in the Department Public Administration at the University of Zululand, 2018.The South Africa government and various interested parties have extensively debated the relevance and place of traditional leadership in our democracy. The core of the debate is the notion of incompatibility of this institution with democracy and human rights. The 1996 Constitution of the Republic of South Africa set the tone for the recognition of traditional leaders in a democratic dispensation. The study assessed the role of traditional leaders and ward councillors in promoting community development in uMlalazi Municipality. The aim was to identify the limitations in community development programmes and how much does traditional leaders observe government regulations in service delivery and the impact that it has created. Questionnaires were administered to a sample of 82 participants, but only 72 questionnaires were returned. The research participants were businesses, churches, ward committee members, ward councilors, traditional leaders, and community members. Both quantitative and qualitative research methods were used to analyse the data. The study revealed the challenges facing communities regarding development. It also became apparent that the South African Constitution does not clearly define the roles and responsibilities traditional leaders should play in society. Possible solutions were identified in a form of recommendations, that in the implementation of the Integrated Development Planning programmes they should consider Batho Pele principles.
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Steele, Flippin Candace. „The Role of Mentorship in Developing Leadership Ready Gen X and Gen Y Female Leaders“. Case Western Reserve University Doctor of Management / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1556803713716911.
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