Dissertations / Theses on the topic 'Administrators'
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Taylor, Demetria M. "A study of administrator cognitive style and administrator teaching style preference as perceievd by administrators and teachers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/912.
Full textGonzalez-Cauley, Wendy L. "Data Use| Administrators' Perspectives." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689772.
Full textAdministrators are under the intense pressures of accountability to meet expectations in both student achievement and school improvement. To survive the intensity, administrators must exercise data informed leadership of which the epicenter is effective data use. This descriptive study was designed to examine the perceptions of administrators’ data use through the framework of the theory of planned behavior (Ajzen, 1991). Specifically, the study examined their beliefs regarding the importance of data use, the data tasks and skills they perform in their current positons, and the extent of their preparation to use data from their administrative preparation program, as well as elicit their perceptions as to what data skills should be taught in preparation programs.
Prior literature indicated that administrative programs were not adequately preparing administrators to effectively use data and it lacked the specificity as which data skills were most effective in the exercise of data informed leadership. Only a few studies offered a restricted examination of data use incorporated in an overall study but no study exclusively examined administrators’ data use through the three aspects of this framework. A slightly modified version of Sheboy’s (2006) administrators’ data use survey (ADUS) with a 5-point Likert scale was used in this study.
The data indicate administrators’ have positive attitudes towards data use and regularly perform particular data tasks in their role as administrators. The data did not indicate agreement one way or the other regarding their preparation to use data though further analyses indicated a significant difference between the groups of administrators’ based on time periods since completing an administrative leadership program. The data indicate a strong agreement regarding the mandatory inclusion of certain data skills into preparation programs; the participants also provided very specific suggestions as to what other skills should be included in the preparation. Overall, though the findings indicate some improvement in the preparation of administrators in data use skills, there is still disconnect between what skills they perform, what they suggest should be required in preparation programs, and their actual preparation to use data.
Jeffords, Charles W. "Personal and Institutional Factors Affecting School Administrators' Career Advancement Decisions." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1220625880.
Full textSwift, Candice E. Lugg Elizabeth T. "Impact of the Illinois Principals Association Administrator Mentoring Program on the professional practice of new administrators." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196675.
Full textTitle from title page screen, viewed May 23, 2006. Dissertation Committee: Elizabeth Lugg (chair), Al Azinger, Paul Vogt, Fred Singleton. Includes bibliographical references (leaves 83-87) and abstract. Also available in print.
Rosen, Jane Ehrenberg. "The ways women lead school districts in New York, New Jersey, and Connecticut /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11353910.
Full textTypescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Francis A. J. Ianni. Includes tables. Includes bibliographical references (leaves 171-189).
Moffitt, Jill. "Programmatic considerations for camp administrators." Virtual Press, 2003. http://www.oregonpdf.org.
Full textCohn, Arthur M. "Effectiveness of nursing home administrators /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596307358779.
Full textKirves, Joanne Mary. "Administrators as artists : the affect of an artistic background on the roles of arts administrators." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1209737931.
Full textHoward, Baldwin Tonia Toinette Kraska Marie F. "Administrator job satisfaction in higher education." Auburn, Ala., 2009. http://hdl.handle.net/10415/1992.
Full textKelly, Joseph Pierre. "Route to administrative licensure perceptions of preparation regarding traditional and examination route assistant principals /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1971755291&sid=11&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textKonditi, Jane A. O. (Jane Akinyi Osamba). "Competency Needs of Administrators in Teacher Training Colleges in Kenya As Perceived By Administrators and Faculty." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331337/.
Full textMorris, Robert Francis. "Nursing education program administrators, moving on." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23102.pdf.
Full textHoffman, Starr. "The Preparation of Academic Library Administrators." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177213/.
Full textShipper-Cordaro, Paula (Paula C. ). "Characteristics of College Level ESL Administrators." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278215/.
Full textHenderson-Black, Keisha. "Special Education Compliance Manual for Administrators." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196031.
Full textHarrison, Donald Lee 1956. "Strategic planning by institutional pharmacy administrators." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/277297.
Full textSamples, Jessica Rose. "Understanding Administrators' Perceptions on Transition Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5037.
Full textAkidi, Valentine E. (Valentine Emeka). "Characteristics of Administrative Leadership Behavior : A Comparative Study of Municipal and University Administrators." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279317/.
Full textHart, Jacquelyn D. "Differences in attitudes and educational philosophy of selected and nonselected applicants for public school administrative positions." Gainesville, FL, 1985. http://www.archive.org/details/differencesinatt00hart.
Full textCook, Jennifer L. "The interrelationship among job satisfaction/dissatisfaction of student affairs professionals and selected demographic variables." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Spring2006/j%5Fcook%5F042606.pdf.
Full textPenny, Andra Jones. "The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278813/.
Full textPorter, Katherine L. "The role of the special education administrator as perceived by principals, superintendents, and special education administrators in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=436.
Full textTitle from document title page. Document formatted into pages; contains x, 166 p. Includes abstract. Includes bibliographical references (p. 139-147).
Brock, John H. "College administrators' understanding of care and connectedness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/NQ41112.pdf.
Full textWoosnam, Margaret D. "Journey to leadership women administrators in architecture /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181666395/.
Full textCheng, Kwong-woon, and 鄭廣桓. "Job satisfaction of Hong Kong hospital administrators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31264025.
Full textNoguchi, Sara F. "District -based professional development for secondary administrators." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2516.
Full textMcQuestion, Rebecca J. "How School Administrators Respond to Teacher Affect." Thesis, University of California, San Diego, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133828.
Full textThe teacher-student relationship is a vital component to the social, emotional, and academic growth of students. Nationwide the one constant in teachers’ classrooms are the observations by administrators. Administrators play a supporting role for students and teachers in our modern educational system.
The present case study examined four middle schools in a school district in Southern California. Four principals, four assistant principals, six teachers, and one superintendent of human resources were interviewed. Classroom observations with administrators were also conducted. Previous terms used to describe negative teacher affect have been teacher bullying, student maltreatment, and student victimization. Teacher affect was chosen to delineate the behaviors rather than the intentionality.
The findings suggest administrators look to the students and their interaction with the teacher to help recognize positive or negative affect. Although no formal training takes place, much informal collaboration among administrators happens behind the scenes to decide on how best to support a teacher demonstrating negative affect. All participants agreed the best way for administration to encourage positive affect was by modeling it themselves with staff and students. Creating a positive school environment for staff and students was important and most participants noted the belief of positivity coming from the top, at a district level, and flowing down into the classrooms. The suggestions for the educational community are concepts that can be implemented simply and economically to support a positive learning environment.
Dewey, Patricia Marie. "Training arts administrators to manage systemic change." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1085002604.
Full textFriess, Derek Christman. "Do Teachers Feel Trusted by Their Administrators?" University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595329207545009.
Full textSemel, Ellen. "Storytelling, Blogging, and Empathy in School Administrators." Thesis, Hofstra University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256300.
Full textThis study examines whether or not empathy can be increased in school administrators through blogging. Five school administrators blogged for three months, shared posts with each other, and used narrative writing techniques. A mixed methods analysis was completed. The Davis Interpersonal Reactivity Index was administered as a pre and posttest. Results were calculated using a dependent t test. No statistical significance was found. The quantitative analysis was completed using a computer assisted qualitative data analysis program called MAXQDA. The analysis revealed that the majority of posts included reflection, an essential element of empathy. Currently, school administrators have been tasked with the dual roles of leadership and management. Their interpersonal skills, especially empathy, must be honed to ensure their efficacy. The study was modeled on research completed in the medical field using physicians in training. Results from the medical field showed that blogging did increase the physicians’ capacity to change perspectives and to reflect. The difference between blogging for physicians and school administrators, though, is that blogging also served as an easy way for administrators to establish a communication and professional network. Perhaps, through blogging, it is possible to increase the administrator’s capacity for reflection, perspective taking, and ultimately, for empathy for all of their stakeholders.
Myers, Robert C. "Blueprint II do administrators share our vision? /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999myersr.pdf.
Full textBeckham, Julius E. "Zero Tolerance Discipline Policies: Urban Administrators’ Perspectives." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250212346.
Full textDewey, Patricia M. "Training arts administrators to manage systemic change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085002604.
Full textTitle from first page of PDF file. Document formatted into pages; contains xiv, 307 p.; also includes graphics Includes bibliographical references (p. 298-307). Available online via OhioLINK's ETD Center
Rowland, Hugh Carrington. "Career patterns of collegiate administrators in Virginia." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618489.
Full textBarfield, Cynthia. "Administrators' Perspectives and Strategies Regarding Student Homelessness." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5975.
Full textCox, George Stanley. "Standards for school leaders considering historical, political, and national organizational influences /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/COX_G_58.pdf.
Full textGuzzi, Diana. "Racial Disproportionality as Experienced by Educators of Color: Job Satisfaction of Teachers and Administrators of Color." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107986.
Full textThis individual study was part of a larger group case study about how educators of color experience racial disproportionality in the Cityside Public Schools (pseudonym). The purpose of this individual study was to identify factors that influence job satisfaction for teachers and administrators of color and how teachers and administrators of color perceive how these factors might influence their job retention. This study included both teachers and administrators of color from one urban school district in Eastern Massachusetts, the Cityside Public Schools (CPS). Data sources included 11 semi-structured interviews with educators of color and 40 completed Likert scale surveys measuring job satisfaction and retention. The data was collected during a one-month period. All data was coded thematically using three levels of ecological framework, as well as factors that contribute to job satisfaction and retention. The interview data was coded first, and then the survey data was coded. The data was coded using identified themes from previous research, as well as new themes that emerged from the interviews. All the data was then combined and synthesized to determine findings and make recommendations. This individual study found that many of the Cityside participants were satisfied with their job, while still recognizing that their work is challenging. Factors that influenced their job satisfaction were embedded in themes of connections, support, racial identity, resources and fatigue. These factors, except for the last, predicted slightly higher rates of perceived retention within the district among the teachers of color than the administrators of color
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Quinn, Nathaniel Eugene. "Factors that encourage or discourage African-Americans in attaining educational administrative positions in Missouri /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013013.
Full textMuse, Jeremy. "School Administrator Perceived Authority to Intervene within Disciplinary Issues Originating on Social Media| An Exploration of Policy and Administrators' Perceptions." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269391.
Full textThe purpose of this study was to an investigate school administrator perceptions of their authority to intervene in disciplinary issues that arise from students’ use of social media. The overarching question for this proposal was: How do educational leaders view their role in protecting students and the learning environment from student misconduct that occurs off campus?
The exponential use of personal technology allows students to continuously interact with each other, even off school campus. Some of this interaction represents a continually unwanted harassment between students. In Louisiana, there have been at least three documented cases of students committing suicide following negative exchanges online with their peers. Such negative communications between students may also disturb the learning environment of the school. School districts may also vary in their approach to addressing issues originating either off campus or on social media.
Mason, Betty G. Hopkins. "The degree of congruence between high school students' and administrators' perceptions of administrators' adherence to students' civil and human rights /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1986.
Find full textSame, Etame Henri R. "Best Leadership Practices of Turnaround K-12 Administrators." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638676.
Full textLeadership as organizational practice and its study as a phenomenon have been traced to the beginning of civilization. In the landscape of the 21st century, executives who lead their companies to thrive in the global economy are challenged to have and effectively apply a broad range of leadership skills in their daily work in a constantly changing environment. They have to continuously adapt their behaviors and those of their organizations in order to develop a corporate culture and sustain their competitive edge. Change once was episodic; deliberate, planned, and executed. But in today’s turbulent environment, change is constant and the role of senior executives in leading organizational change is to provide leadership that fosters a shared mindset, new behaviors, and culture. This phenomenological study will examine the best leadership practices of turnaround K–12 public school administrators in LA County who have led a major change effort in their respective organizations. The need for change usually induces a high degree of stress (Kets de Vries & Balazs, 1998; Lichtenstein, 2000), thus the best executives who lead positive change efforts embrace change as their real job and need more than one approach for leading it, ensuring its institutionalization in the organization’s daily practices, hence transforming the organization through an innovation-driven culture. Data were collected from 15 turnaround public school administrators and superintendents in the form of a 12–question, semi-structured interview scheme, which focused on their past cognizance of leading such efforts in their organizations. The key findings of this study generated 94 themes among which 80 answered 4 research questions. Conspicuously, communication, collaboration, situational leadership, and transformational leadership emerged as the best leadership practices of these turnaround K–12 public school administrators. Similarly, participants indicated that having a clear understanding of the school improvement model, involving parents early, understanding the why, empowering others, being one’s own brand, being proactive, improving teacher recruitment and selection, and changing the culture increase the chances of success of a turnaround effort. As a result of the study findings, a framework of recommendations emerged for endeavoring and current turnaround administrators who embark onto similar efforts.
Gill, Averlyn Penelope Pedro. "The beliefs of educational administrators about problem formulation." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26041.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Chatwin, Nicole Erica. "Personality Traits and Leadership Style among School Administrators." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10744834.
Full textEducational administrators are expected to provide guidance to various stakeholders within the school environment. Educational administrator personality traits and leadership style were the focus of this study. Two research questions guided the focus of the current study. The first question examines the association between the degree of the transformational leadership style, the transactional leadership style and the laissez-faire leadership/non-leadership style and the magnitude of the Big Five personality traits of California unified school district administrators. The second question explored the relationship between educational administrator school type (elementary, middle and high school) with leadership style as well as personality traits. Although several studies focus on leadership style and personality traits independently, little is known about the interaction between school administrator’s leadership style in relation to their personality traits. Additionally, few studies have investigated the relationship between administrator school type (elementary, middle and high school) with leadership style as well as personality traits. This quantitative study utilizes a self-report survey design with a sampling of 376 California unified school district educational administrators. Study data was collected using the Multi-Factor Leadership Questionnaire (MLQ:5X – Self) to measure leadership style as well as the Tem Item Personality Inventory (TIPI) used to measure personality traits. Findings from this study indicate a statistically significant relationship between educational administrators’ leadership style and personality traits. Furthermore, results indicate a statistically significant difference detected between the educational administrators’ school type (elementary, middle, high school) and leadership style in relation to their personality traits.
Watters, Janice Gail. "The nature of stress amongst urban school administrators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/MQ45163.pdf.
Full textBettesworth, Leanne Rae. "Administrators' use of data to guide decision-making /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192187491&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. "This study builds on an emerging body of research literature that sites the importance of data driven decision-making in creating more effective schools ... The purpose of this study is to determine if participation in training sessions that teach pre-service administrators how to use statistics significantly increases their ability and efficacy in using data for decision making ... Findings from this study will inform training, instruction, and practical applications in data analysis and data based decision-making in the Initial Administrative Licensure (IAL) program at the University of Oregon and similar leadership training and preparation programs"--Introd. Includes bibliographical references (leaves 154-160). Also available for download via the World Wide Web; free to University of Oregon users.
Flora, Bethany Hope. "The Professional Lives of Higher Education Center Administrators." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26651.
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Bolles, Elliot Foster. "Leadership Characteristics of Military Veterans as School Administrators." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50934.
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Davis, Christen M. "Elementary Teachers' Perceptions of Administrators and Job Satisfaction." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337363120.
Full textMoran, Kelly A. "Teacher Empowerment: School Administrators Leading Teachers to Lead." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1443197279.
Full textIshida, Mace Akira. "An analysis of school administrators' power strategy styles /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487857546385662.
Full text