Tesi sul tema "Graduate School of Public Administration"

An increase in the property tax rate of a school district creates an increase in local revenues for the district (Missouri Department of Elementary and Secondary Education. [MODESE], 2017). The overarching question becomes: Do increases in the local tax levy compare to improved student performance? The purpose of this quantitative study was to examine the difference between property tax rates of Missouri public school districts to student performance as viewed through the lens of benefit tax theory (Duff, 2004). Secondary data were obtained via the MODESE which included property tax rates and information from the Annual Performance Reports for public school districts for academic years 2014–2015, 2015–2016, and 2016–2017. The categories examined from the Annual Performance Reports were: academic achievement, subgroup achievement, career and college, attendance, and graduation. Public schools with higher tax rates were found to have the best attendance rates and the highest graduation rates. Overall, public school districts with higher tax rates realized higher Annual Performance Report scores.

In the state of Missouri, 550 public school superintendents were selected to have their district teachers participate in a study to provide information regarding the perception of teacher tenure. Approximately 64,000 PreK-12 public school teachers in Missouri were sent an 18 question online survey designed by the researcher to assess Missouri public school teachers’ perception of teacher tenure. A sample of 497 Missouri teachers participated in this study. Sub-questions of the purpose of the research study were adapted from Kersten (2006): (1) When teachers achieve tenure, are they more effective and highly qualified? (2) If teacher tenure was eliminated, would student achievement increase? (3) Does the teacher tenure law in Missouri protect good teachers from arbitrary dismissal? and (4) Do teachers have knowledge of the proposed revised tenure law in Missouri? The respondents were prompted to identify gender, years in current position, education level, description of grade levels in school building, and school district’s region. The research study findings produced several conclusions which included the following: (1) Teacher tenure in Missouri does not determine if teachers are effective and highly qualified; (2) Abolishing tenure or changing the current tenure law will not improve student achievement; (3) Tenure is perceived to protect competent teachers from arbitrary dismissal; however, incompetent or ineffective teachers are seldom dismissed; and (4) Many teachers have knowledge of the proposed revised teacher tenure law in Missouri, and they learned of the upcoming legislation from professional teaching organizations.

As graduate school enrollment continues to grow and more graduate institutions become responsible for their own fundraising efforts, attention to the specific context of graduate and professional school fundraising will be increasingly important. This study sought to identify the primary motivations of graduate alumni to make financial gifts to their graduate alma maters. Secondarily, it explored how prior experiences with undergraduate institutions, particularly through the lens of research related to organizational identification, affected their giving behavior.

Data gathered from alumni and development staff interviews at four graduate theological institutions indicated 11 distinct themes that could describe the variety of giving motivations mentioned by alumni. At the individual level, alumni were found to have a cluster of motivational themes, typically three to six themes, that they described as influencing their giving behavior.

The themes of mission, involvement, and vocational alignment appeared in alumni motivation clusters more frequently than others. Additionally, each institution had a particular motivation that was mentioned more prominently than others, leading to the conclusion that institutions are a major influencer on the motivations of their alumni.

Nearly all of the alumni not only gave equally or more frequently to their graduate alma mater than their undergraduate alma mater, they also reported equal or greater identification with their graduate alma mater. This affirms the prior research of Mael and Ashforth (1992) that organizational identity is a significant contributor to alumni giving and that having attended other institutions is not detrimental to the formation of a graduate school identity.

Overall, this study demonstrated that identifying the giving motivations of graduate alumni can be an important step in crafting strategies for effective alumni fundraising. Given the discrete set and limited range of possible motivations, graduate institutions similar to those in this study would be able to identify both the primary motivations of their alumni donors as well as the motivations unique to their own institutional identity. With that knowledge, they would then be able to cultivate alumni as donors in ways that are more engaging, relational, and authentic.

School administrators develop, recommend, and carry out policy for school districts. The policy can have long lasting effect on students. Ideology and gender of the administrator can influence adoption and implementation of individual school’s policy. A study consisting of quantitative and qualitative measures was utilized to determine the difference of opinion between male and female administrators through a survey about zero tolerance discipline policy. Missouri public high school principals were the focus of the study, each receiving the opportunity to participate in the survey via email. The results of this study are consistent with previous studies, but enhance the knowledgebase with new evidence. Data analysis resulted in identification of gender preferred discipline methods related to zero-tolerance discipline policy in the areas of: (a) acceptability of zero-tolerance as a discipline policy, (b) academic outcome differences of students suspended more than, compared to less than, 90 days, (c) ability of the threat of suspension and expulsion to deter negative behavior, and (d) positive or negative lasting effects for zero tolerance on students.

The purpose of this study was to examine the lived experiences of retired transformative public school superintendents in Oregon. The difficult, complex, and dynamic position of the superintendent is told through the untapped wealth of knowledge and experience from those who have served in the position for a minimum of ten years.

This research contributes to the limited body of research of superintendents and provides a contemporary analysis of the complexities of the position of the superintendent. Nine retired transformative public school superintendents in Oregon participated in this research.

The study gained a deeper understanding of the recollections of the retired superintendents through in-depth interviews. Data was analyzed, interpreted, and coded using common themes.

The major findings in the study included: retired transformative superintendents were a lifelong and lead learner in their position as superintendent. A second finding in the study highlighted the key role of equity in the work of a superintendent. A third finding is centered on the need for the superintendent to be an innovator, problem solver, and informed opportunist. A fourth finding is the vital role of humor in the position of the superintendent. The fifth finding is each of the retired superintendents, if given the opportunity, would choose to become superintendents again.

Future superintendents can use this research to better understand the position of the superintendent and to study and learn "wisdom from their elders" in order to be a successful superintendent. Superintendent preparation programs can also use this research in the designing and implementation of relevant curriculum in training the next generation of superintendents.

The role of public school superintendent is complex, challenging, political, and sometimes volatile. A shortage of candidates has plagued California during the past 10 years, due to high turnover rates resulting from the fallout of the NCLB punitive reform measures, increasing baby boomer retirements, and a reluctance of district leaders to step up to this demanding position. This top leadership role is unlike any other in K-12 education, due to the responsibilities with outside constituents and the advisory relationship with the school board. The purpose of this qualitative study was to document and explore the experiences of California public school superintendents who participated in leadership or executive coaching as a form of professional development and support while serving in this position. Data was collected through interviews with superintendents who agreed to participate. These interviews were transcribed and coded through the lens of the eight AASA Professional Standards for the Superintendency. This study sought to determine the efficacy of coaching as a support tool for superintendents with respect to their ability to lead in their positions. The coded results of the interviews were focused on the eight standards that included: 1) Strategic Leadership and District Culture, 2) Policy and Governance, 3) Communications, 4) Leadership and Organizational Management and School Finance, 5) Curriculum Planning ad Development, 6) Instructional Management, 7) Staff Evaluation and Personnel Management, 8) Values and Ethics. The qualitative components of the study were gathered through purposive sampling. Email invitations to participate were sent to targeted superintendents in seven counties in California. Analysis of the data revealed that superintendents who participated in leadership or executive coaching received a blended model of coaching which included mentoring and coaching strategies. All of the superintendents in this study received support in more than one of the eight areas of the AASA Professional Standards for the Superintendency. The study revealed that coaching supported superintendents in all of the eight standard areas. Retired superintendents provided all of the coaching support, except in one case. Every superintendent had a positive experience with coaching support.

This dissertation determined the perceptions of school board presidents regarding their superintendent's leadership style and the self-perceptions of superintendents regarding their personal leadership style. The leadership framework of Bass and Avolio (2004) was used to focus on three specific leadership styles of superintendents: transformational, transactional, and laissez-faire leadership. This information was vital because superintendents are considered the chief executive officers responsible for the day-to-day management of school districts.

The methodology for this study was quantitative with a correlational design. The Multifactor Leadership Questionnaire ([MLQ], 2004) was used to gather perceptions regarding transformational, transactional, and laissez-faire leadership styles from school board presidents regarding the leadership style of their superintendent and from superintendents regarding their personal leadership style. Seventy-five matched pairs (school board presidents and superintendents from the same school district) were collected to analyze research questions.

To address research questions one and two, the researcher conducted descriptive statistics on the data to describe the school board presidents’ perceptions regarding superintendent's leadership style. In addition, a one-sample t-test was used to compare the mean leadership style scores to a hypothesized mean. Once analyzed, data indicated that school board presidents perceived their superintendents to exhibit transformational and transactional leadership styles and did not perceive their superintendents to exhibit a laissez-faire leadership style. Superintendents’ ratings of their own leadership style indicated a strong tendency towards transformational leadership, with some tendencies towards the transactional leadership style. Superintendents scored lowest in laissez-faire leadership style.

For research question three, the assumption of linearity was assessed using a Pearson r correlation analyses. There were no statistically significant relationships between public school board presidents’ and superintendents’ behavior scores.

This study illustrated the importance of finding a superintendent’s leadership style and skills. It specifically highlighted the importance of ensuring a positive fit between a superintendent’s leadership style, the needs of a school board, and the needs of the district. The research established a statistically strong link between school board presidents’ and superintendents’ perceptions of leadership.

This is a comprehensive study researching the existence of school choice programs in the country, concentrating on the Indian School Voucher program. Data was collected by examining existing case law, surveys and scholarly papers. The school choice programs in all 50 states and the District of Columbia was examined. Each state program was listed and any legal challenges associated with each program was identified. Further, the K-12 & School Choice Survey conducted by the Friedman Foundation in January 2016 and the 2015 Choice Scholarship Program Annual Report: Participation and Payment Data were examined to determine who is using Indiana?s Choice Scholarship Program and how registered Indiana voters perceive the program The findings of this research suggest that most parents prefer to have some level of control over their children?s? education. This research also found that Indiana voters overwhelming support the program. However, it was also found that, although there is a favorable perception of Indiana?s voucher programs by low and middle-income families there is also a lack of participation by those same families.

In this quantitative study, the perceptions of safety and preparedness of Missouri’s high school administrators after participating in active shooter training as mandated by Missouri’s Senate Bill No. 75 were analyzed. As school shootings continue, states have passed legislation to prepare schools to provide safety for students and faculty members (Shah, 2013b). There are currently limited data about the perceived effectiveness of Missouri’s Senate Bill No. 75 and its ability to help administrators feel safe and prepared in the event of an active shooter. This study involved examination of what schools can do to prepare for a school shooting before one occurs and what schools can do during a school shooting. It also included information on what schools can expect after a shooting has occurred. Fifty-two Missouri high school administrators were surveyed, then data were aggregated by gender, years of educational experience, years of administrative experience, district size, and district location (urban or rural) as reported by the administrators. The majority, or 86.6%, of Missouri high school administrators felt more safe and prepared after participating in active shooter training. Differences did exist between rural and urban administrators in the perception of safety and preparedness with three of the smallest districts indicating feeling the least amount of safety and preparedness. When parsing data by gender only two of the 26 females did not feel prepared after training, while 10 males indicated they did not feel prepared after training. A slight majority, or 53.8%, of the administrators, were not in favor of arming selective school personnel after proper training.