+publisher:"University of Alabama" +contributor:("Tarter, C. John")

University of Alabama

1. Sims, Robert Lewis. Mindfulness and academic optimism: a test of their relationship.

Degree: 2011, University of Alabama

► The relationship between mindfulness and academic optimism was investigated. Further ,mindfulness and the three properties of academic optimism (collective efficacy, faculty trust in parents and… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational Administration; Academic Emphasis; Academic Optimism; Collective Efficacy; Faculty Trust; Mindfulness; Robert Lewis Sims

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APA (6^th Edition):

Sims, R. L. (2011). Mindfulness and academic optimism: a test of their relationship. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/34908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sims, Robert Lewis. “Mindfulness and academic optimism: a test of their relationship.” 2011. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/34908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sims, Robert Lewis. “Mindfulness and academic optimism: a test of their relationship.” 2011. Web. 19 Jan 2021.

Vancouver:

Sims RL. Mindfulness and academic optimism: a test of their relationship. [Internet] [Thesis]. University of Alabama; 2011. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/34908.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sims RL. Mindfulness and academic optimism: a test of their relationship. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/34908

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

2. Dixon, David Lee. Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools.

Degree: 2013, University of Alabama

URL: http://purl.lib.ua.edu/97204

► This study examined the relationship between servant leadership of the principal with Organizational Citizenship Behavior (OCB) and school climate. Servant leadership, a leadership behavior that… (more)

▼ This study examined the relationship between servant leadership of the principal with Organizational Citizenship Behavior (OCB) and school climate. Servant leadership, a leadership behavior that emphasizes personal growth of followers, has a useful research history in business but limited exposure in public schools. Organizational Citizenship Behavior (OCB) is an organizational construct that describes non-contractual behaviors of workers that contribute to the success of the organization. The climate of a school is defined as the working environment as perceived by the teachers within the school. The people-centered behaviors of a servant leader principal promote positive social reciprocal interactions between the members within the organization. These relationships in turn foster organizational citizenship behaviors within the school and provide an open/healthy school environment. This study utilized data gathered from 708 participants within a random sample of forty-one public high schools in Alabama. Three reliable instruments were used in this study: Servant Leadership Survey (SLS), Organizational Climate Index (OCI), Organizational Citizenship Behavior Scale (OCB Scale). The first hypothesis of the study tested the relationship of SL with OCB and School Climate. The findings for this study supported a previous study that servant leadership behaviors of the principal are significantly related to the school climate. As servant leadership behaviors increase the climate of the school improves. Findings also reveal that servant leadership behaviors are significantly related to the OCB within the school. As servant leadership behaviors increase the level of OCB within the school rises. The second hypothesis of the study tested the predictability of servant leadership and OCB on the perceived school climate. Regression analysis results identified OCB as the greater predictor of school climate. Further examination of the servant leadership and OCB with each climate dimension provided a more comprehensive examination of the relationships. OCB was found to be a greater predictor of collegial leadership and professional teacher behavior. Surprisingly, results of the analysis revealed socioeconomic status (SES) was the greater predictor of the academic press and environmental press within the school climate. (Published By University of Alabama Libraries) Advisors/Committee Members: Tarter, C. John, Dagley, David, Giesen, Judy, Mitchell, Roxanne, Westbrook, Philip, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational administration; Educational leadership; organizational citizenship behavior; school climate; servant leadership

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APA (6^th Edition):

Dixon, D. L. (2013). Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/97204

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dixon, David Lee. “Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools.” 2013. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/97204.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dixon, David Lee. “Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools.” 2013. Web. 19 Jan 2021.

Vancouver:

Dixon DL. Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools. [Internet] [Thesis]. University of Alabama; 2013. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/97204.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dixon DL. Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/97204

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

3. Vick, Timothy Lee. The relationship of size, wealth, and district type to the athletic success of Georgia schools.

Degree: 2013, University of Alabama

URL: http://purl.lib.ua.edu/84366

► This study investigated the relationship of size, wealth, and district type to athletic success and found that wealth and size were important predictors of athletic… (more)

▼ This study investigated the relationship of size, wealth, and district type to athletic success and found that wealth and size were important predictors of athletic performance. The relationship of these variables to performance was anticipated in a theory of differentiation propounded by Blau and Schoenerr (1971). The authors theorized that increases in organizational size would be accompanied by increases in specialization, that is, the unique skills possessed by organizational incumbents and thus foster success. Data describing school size, wealth, district type, number of coaches, and athletic success were gathered. Success was defined as the points garnered in the Georgia Athletic Directors Association's Regions Directors Cup race. The independent variables were measured as student enrollment for size, the percentage of Free and Reduced Lunch for wealth, and proximity to urban centers for district type. Because schools in Georgia are classified by size, the hypothesis that wealth, size, and district type would predict athletic success was tested in each of the five divisions. Size and wealth individually were positively correlated with athletic performance in all divisions. District type had no effect on athletic performance. All relationships were tested in five divisions comprising 376 secondary public schools, a sample of virtually every public high school in Georgia. When athletic performance was regressed on the independent variables, wealth made a significant contribution in each division. When controlling for wealth and district type, size made a significant contribution in the smallest school division and the largest school division. When the coaches were added to the set of independent variables, the number of coaches made a significant contribution to athletic success in all the divisions. Although not hypothesized, size and wealth made contributions to academic performance that mirrored their relationship in athletic performances. Theoretically, the study confirms the importance of wealth and size. However, if the idea of different divisions is to level the playing field in competitive athletics then this finding presents some practical challenges to sports officials. (Published By University of Alabama Libraries) Advisors/Committee Members: Tarter, C. John, Dantzler, John, Watkins, Foster, Dyer, Beverly, Dagley, David, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational administration; Athletic Performance; District Type; Schools; Size; Structure; Wealth

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APA (6^th Edition):

Vick, T. L. (2013). The relationship of size, wealth, and district type to the athletic success of Georgia schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/84366

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vick, Timothy Lee. “The relationship of size, wealth, and district type to the athletic success of Georgia schools.” 2013. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/84366.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vick, Timothy Lee. “The relationship of size, wealth, and district type to the athletic success of Georgia schools.” 2013. Web. 19 Jan 2021.

Vancouver:

Vick TL. The relationship of size, wealth, and district type to the athletic success of Georgia schools. [Internet] [Thesis]. University of Alabama; 2013. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/84366.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vick TL. The relationship of size, wealth, and district type to the athletic success of Georgia schools. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/84366

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

4. Gray, Julie A. Professional learning communities and the role of enabling school structures and trust.

Degree: 2011, University of Alabama

URL: http://purl.lib.ua.edu/41257

► Over the last two decades many school districts have developed professional learning communities (PLCs) as a means of unifying teachers within school organizations toward common… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Collegial Trust; Enabling School Structures; Professional Learning Communities; Trust in Principal

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APA (6^th Edition):

Gray, J. A. (2011). Professional learning communities and the role of enabling school structures and trust. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/41257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gray, Julie A. “Professional learning communities and the role of enabling school structures and trust.” 2011. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/41257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gray, Julie A. “Professional learning communities and the role of enabling school structures and trust.” 2011. Web. 19 Jan 2021.

Vancouver:

Gray JA. Professional learning communities and the role of enabling school structures and trust. [Internet] [Thesis]. University of Alabama; 2011. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/41257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gray JA. Professional learning communities and the role of enabling school structures and trust. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/41257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

5. Searson, Jeremy Ross. Athletic training education program directors' concerns with the innovations of instructional media and instructional design.

Degree: 2012, University of Alabama

URL: http://purl.lib.ua.edu/77706

► The utilization of instructional technology in allied health based education programs has increased over the last century. However, limited research in athletic training education programs… (more)

▼ The utilization of instructional technology in allied health based education programs has increased over the last century. However, limited research in athletic training education programs (ATEPs) examines the adoption of instructional technology. The purpose of this study was to identify concerns of program directors (PDs) with the constructs of instructional technology. Using the Concern Based Adoption Model (CBAM) as a theoretical framework, this study employed a cross-sectional survey design based on the Stage of Concern (SoC) dimensions of the CBAM. A demographic survey and a Stage of Concern Questionnaire (SoCQ) for both constructs were completed by 57 PDs. The SoCQ identifies seven dimensions of concern: unconcerned, informational, personal, management, consequences, collaboration, and refocusing. Group profile and quantitative analyses (MANOVAs, ANOVAs, and Chi Square) of the data were conducted. Group profile analysis revealed PDs had high relative intensities on Stages 0-2 (low level concerns) with a tailing up (i.e., dramatic rise in relative intensity) of Stages 5 and 6 concerns for both constructs. Both SoC profiles had peak SoCs identified as Stage 0 (unconcerned). The instructional media profile displayed a secondary peak at Stage 1 (informational). While the instructional design presented two secondary peaks at Stage 3 (management) and Stage 1 (informational). The evaluation of the peak and secondary SoCs for both constructs uncovered a pattern of self-based concerns (Stages 0-2) for a majority of PDs. The overall SoC profile for both innovations was that of a non-user. Concerns with instructional media did not appear to be influenced by any variables in the study. Further results demonstrated age and tenure status influenced PDs concerns on Stage 0 when investigating instructional design. PDs that identified with the combined definition (tools and process) of instructional technology were found to be more likely located in low level concerns (Stage 0-2) was found with the innovation of instructional design. The findings of this study can (a) guide future research into the concerns of PDs as they relate to the adoption and diffusion of instructional technology and (b) direct change facilitators involved with ATEPs to address barriers to the adoption and diffusion of instructional technology. (Published By University of Alabama Libraries) Advisors/Committee Members: Benson, Angela, Tarter, C. John, Rice, Margaret, Wright, Vivian, Torres-McGehee, Toni, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational technology; Adoption; Athletic Training; Concern Based Adoption Model; Education; Instructional Technology; Stages of Concern

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APA (6^th Edition):

Searson, J. R. (2012). Athletic training education program directors' concerns with the innovations of instructional media and instructional design. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/77706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Searson, Jeremy Ross. “Athletic training education program directors' concerns with the innovations of instructional media and instructional design.” 2012. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/77706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Searson, Jeremy Ross. “Athletic training education program directors' concerns with the innovations of instructional media and instructional design.” 2012. Web. 19 Jan 2021.

Vancouver:

Searson JR. Athletic training education program directors' concerns with the innovations of instructional media and instructional design. [Internet] [Thesis]. University of Alabama; 2012. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/77706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Searson JR. Athletic training education program directors' concerns with the innovations of instructional media and instructional design. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/77706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

6. Watts, Cathy Dianne. Technology leadership, school climate, and technology integration: a correlational study in grades K-12.

Degree: 2009, University of Alabama

URL: http://purl.lib.ua.edu/95

► ABSTRACT This study tested the relationship of technology leadership and school climate to the teachers' integration of technology. In the 2008-2009 school year, data were… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education, Administration; Leadership; School Climate; Technology; Technology Integration

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APA (6^th Edition):

Watts, C. D. (2009). Technology leadership, school climate, and technology integration: a correlational study in grades K-12. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/95

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Watts, Cathy Dianne. “Technology leadership, school climate, and technology integration: a correlational study in grades K-12.” 2009. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/95.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Watts, Cathy Dianne. “Technology leadership, school climate, and technology integration: a correlational study in grades K-12.” 2009. Web. 19 Jan 2021.

Vancouver:

Watts CD. Technology leadership, school climate, and technology integration: a correlational study in grades K-12. [Internet] [Thesis]. University of Alabama; 2009. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/95.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Watts CD. Technology leadership, school climate, and technology integration: a correlational study in grades K-12. [Thesis]. University of Alabama; 2009. Available from: http://purl.lib.ua.edu/95

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

7. Patrick, Susan McClendon. A meta-analysis of dissertation research on the relationship between professional learning community implementation and student achievement.

Degree: 2013, University of Alabama

URL: http://purl.lib.ua.edu/89999

► The purpose of this study was to conduct a meta-analysis of dissertation research that examined the implementation of professional learning communities (PLCs) and student achievement… (more)

▼ The purpose of this study was to conduct a meta-analysis of dissertation research that examined the implementation of professional learning communities (PLCs) and student achievement in preK-12 schools. An exhaustive search for such unpublished studies was conducted using the following criteria: 1) the studies were available on dissertation data-bases; 2) the studies originated from institutions with the classification of Carnegie Doctoral/Research Universities-Extensive between 1997 and 2012; 3) the studies involved student achievement data from preK-12 schools; 4) the studies included some type of assessment of PLC characteristics and some form of student academic achievement data which were quantitatively linked; and 5) the studies reported the quantitative data necessary to calculate effect size (i.e., r, R², regression, ANOVA, or t-test data). It was hypothesized that the implementation of PLCs in preK-12 schools would result in increases in student achievement in reading and math, and that collective or teacher efficacy, would serve as mediating variables between PLCs and student achievement. A final set of 21 dissertations was included in this analysis. Based on the Hord model, analyses for PLCs and student achievement in reading and math as well as separate analyses for each PLC component were conducted to determine if significant relationships existed between PLC implementation and student achievement. Results indicated that Shared and Supportive Leadership, Shared Vision, and relational factors of Supportive Conditions were influential in these analyses. Although the hypothesis that PLC implementation significantly increases math achievement was not supported, the hypothesis that PLC implementation significantly increases reading achievement was partially supported. The third hypothesis, collective or teacher efficacy, are mediating variables between PLCs and student achievement was also partially supported. Implications for practice and future research were included. (Published By University of Alabama Libraries) Advisors/Committee Members: Arredondo Rucinski, Daisy, Dagley, David, Giesen, Judy, Tarter, C. John, Watkins, Foster, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education; collaboration; meta-analysis; professional learning communities; student achievement

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APA (6^th Edition):

Patrick, S. M. (2013). A meta-analysis of dissertation research on the relationship between professional learning community implementation and student achievement. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/89999

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Patrick, Susan McClendon. “A meta-analysis of dissertation research on the relationship between professional learning community implementation and student achievement.” 2013. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/89999.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Patrick, Susan McClendon. “A meta-analysis of dissertation research on the relationship between professional learning community implementation and student achievement.” 2013. Web. 19 Jan 2021.

Vancouver:

Patrick SM. A meta-analysis of dissertation research on the relationship between professional learning community implementation and student achievement. [Internet] [Thesis]. University of Alabama; 2013. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/89999.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Patrick SM. A meta-analysis of dissertation research on the relationship between professional learning community implementation and student achievement. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/89999

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

8. Terry, Paige A. Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility.

Degree: 2015, University of Alabama

URL: http://purl.lib.ua.edu/125577

► This is a study of the predictors of collective responsibility. Research indicates strong links between collegial behavior, faculty trust in colleagues, and effectiveness (Tarter, Sabo,… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership

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APA (6^th Edition):

Terry, P. A. (2015). Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Terry, Paige A. “Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility.” 2015. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/125577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Terry, Paige A. “Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility.” 2015. Web. 19 Jan 2021.

Vancouver:

Terry PA. Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/125577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Terry PA. Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

9. Blankenship, Tina Hall. Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships.

Degree: 2015, University of Alabama

URL: http://purl.lib.ua.edu/125578

► Research suggests organizational citizenship behaviors are related to trust in the principal (Dirks & Ferrin, 2002; Forsyth & Adams, 2010; Forsyth, Adams, & Hoy, 2011)… (more)

▼ Research suggests organizational citizenship behaviors are related to trust in the principal (Dirks & Ferrin, 2002; Forsyth & Adams, 2010; Forsyth, Adams, & Hoy, 2011) and to trust in colleagues (Dipaola & Hoy 2005). This study identified a specific leader behavior, delegated decision making, and proposed a relationship between delegated decision making and OCB. This study argued delegated decision making, faculty trust in the principal, and faculty trust in colleagues would predict organizational citizenship The independent variables in the study are delegated decision making, faculty trust in the principal and faculty trust in colleagues. Delegated decision making is the entrusting of authority to others; the administrator assigns specific decisions to other members of the organizations (Hoy & Sousa, 1984). Propensity to delegate was operationalized using the 10 decision questions revised by Hoy and Sousa as adopted from the Aston approach developed by Pugh and Hickson (1976), and listed in their delegation study (Hoy & Sousa, 1984). Faculty trust in the principal means the faculty has confidence the principal will keep his or her word and act in the best interests of the teachers (Forsyth et al., 2011). Operationally, faculty trust in the principal was defined using the Omnibus Trust Scale. Faculty trust in colleagues is defined when the faculty believes teachers can depend on each other in difficult situations and rely on the integrity of their colleagues (Forsyth et al., 2011). Operationally, faculty trust in colleagues was defined using the Omnibus Trust Scale. The dependent variable in the study was organizational citizenship behavior. Organizational citizenship behaviors (OCBs) are behaviors that are directed toward helping others or toward achieving organizational goals (DiPaola & Tchannen-Moran, 2001). Organizational citizenship behavior was operationalized using the OCB Scale (DiPaola & Hoy, 2004). The data, a convenience sample, were gathered during regularly scheduled faculty meetings at 60 elementary schools in Northwest Alabama. The control variable was socioeconomic status (SES). Free and reduced lunch percentages was the proxy for SES, using the formula FRL-1 = SES. The unit of analysis was the school. This study tested the relationship of organizational citizenship behaviors (OCBs) to faculty trust in the principal and colleagues, and delegated decision making. Two research questions guided the study: 1. What is the relationship between OCB, trust in the principal, trust in colleagues, and delegated decision making? 2. Do delegated decision making, trust in the principal, and trust in colleagues individually and collectively explain OCB? The current study confirms prior research proposing a relationship between trust in the principal and colleagues, as well as a relationship between those two elements of trust and OCB. In the study, faculty trust in the principal was related to faculty trust in colleagues. Also, faculty trust in the principal and faculty trust in colleagues were both related to OCB.… Advisors/Committee Members: Tarter, C. John, Mitchell, Roxanne, Dagley, David, Givens, Mary, Dantzler, John, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; decision making; delegation; organizational citizenship; trust

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Blankenship, T. H. (2015). Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125578

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Blankenship, Tina Hall. “Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships.” 2015. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/125578.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Blankenship, Tina Hall. “Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships.” 2015. Web. 19 Jan 2021.

Vancouver:

Blankenship TH. Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/125578.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blankenship TH. Effects of delegated decision making and collective trust on organizational citizenship: an investigation of relationships. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125578

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

10. Bell, Jerry. Court cases about eminent domain in the public schools.

Degree: 2015, University of Alabama

URL: http://purl.lib.ua.edu/131979

► This study examines how the courts have addressed eminent domain in public K-12 schools. The analysis of 77 cases was conducted on the topic of… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Eminent Domain; Public Schools

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APA (6^th Edition):

Bell, J. (2015). Court cases about eminent domain in the public schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/131979

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bell, Jerry. “Court cases about eminent domain in the public schools.” 2015. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/131979.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bell, Jerry. “Court cases about eminent domain in the public schools.” 2015. Web. 19 Jan 2021.

Vancouver:

Bell J. Court cases about eminent domain in the public schools. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/131979.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bell J. Court cases about eminent domain in the public schools. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/131979

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

11. Watts, Donald M. Enabling school structure, mindfulness, and teacher empowerment: test of a theory.

Degree: 2009, University of Alabama

URL: http://purl.lib.ua.edu/2180

► This study looked at the relationship of an enabling school structure and mindfulness toward teacher empowerment. An enabling school structure is the perception in which… (more)

▼ This study looked at the relationship of an enabling school structure and mindfulness toward teacher empowerment. An enabling school structure is the perception in which leadership fosters collaboration, innovation, and trust among participants. Its rules and procedures are flexible and promote problem-solving (Hoy & Sweetland, 2000, 2001). Mindfulness is ongoing scrutiny of existing expectations, continuous refinement of those expectations based on new experiences, appreciation of the subtleties of context, and identification of novel aspects of context that can improve foresight and functioning (Hoy, 2003). Teacher empowerment is the process whereby teachers develop the competence to take charge of their own growth and resolve their own problems (Short, 1994a). It was hypothesized that a structure that supports mindfulness should combine with mindfulness to predict teacher empowerment. To test the central hypothesis, some 1,100 teachers at 23 schools responded to surveys that measured an enabling school structure (Enabling School Structure), mindfulness (Mindfulness Scale), and teacher empowerment (School Participant Empowerment Scale) in the 2008-2009 school year. Reliabilities for all measures, including the subscales of teacher empowerment, ranged from .71 to .92, indicating acceptable levels of reliability. As predicted, an enabling school structure and mindfulness were related. Although both an enabling school structure and mindfulness were related to subscales of the empowerment measure, there was no significant relationship to the overall measure. Significant relationships emerged through regressing the empowerment subscales of professional growth, self-efficacy, and impact, although there was no significant simultaneous relationship between the two predictors and the overall test of teacher empowerment. Further study should examine the theoretical base of broad teacher participation as an outcome desired by teachers. Raising the sample size might find relationships that had been hypothesized but were not sufficiently robust as to emerge in a sample of 23 schools. Finally, it may be that training teachers to become more active participants in the school at large is the precursor to useful teacher empowerment. (Published By University of Alabama Libraries) Advisors/Committee Members: Tarter, C. John, Newton, Rose Mary, Benson, Angela, Dagley, Dave, Newman, Jane, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education, General; Education, Administration; Enabling School Structure; Mindfulness; Teacher Empowerment

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APA (6^th Edition):

Watts, D. M. (2009). Enabling school structure, mindfulness, and teacher empowerment: test of a theory. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/2180

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Watts, Donald M. “Enabling school structure, mindfulness, and teacher empowerment: test of a theory.” 2009. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/2180.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Watts, Donald M. “Enabling school structure, mindfulness, and teacher empowerment: test of a theory.” 2009. Web. 19 Jan 2021.

Vancouver:

Watts DM. Enabling school structure, mindfulness, and teacher empowerment: test of a theory. [Internet] [Thesis]. University of Alabama; 2009. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/2180.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Watts DM. Enabling school structure, mindfulness, and teacher empowerment: test of a theory. [Thesis]. University of Alabama; 2009. Available from: http://purl.lib.ua.edu/2180

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

12. Williams, Barry Wyatt. Organizational health and mindfullness as predictors of school effectiveness: using the balanced scorecard.

Degree: 2010, University of Alabama

URL: http://purl.lib.ua.edu/13846

► This study tested the idea that schools using the Balanced Scorecard, a management monitoring program, would achieve higher school performance compared to schools not using… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education, Administration; Balanced Scorecard; Mindfullness; Organizational Climate

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Williams, B. W. (2010). Organizational health and mindfullness as predictors of school effectiveness: using the balanced scorecard. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/13846

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Williams, Barry Wyatt. “Organizational health and mindfullness as predictors of school effectiveness: using the balanced scorecard.” 2010. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/13846.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Williams, Barry Wyatt. “Organizational health and mindfullness as predictors of school effectiveness: using the balanced scorecard.” 2010. Web. 19 Jan 2021.

Vancouver:

Williams BW. Organizational health and mindfullness as predictors of school effectiveness: using the balanced scorecard. [Internet] [Thesis]. University of Alabama; 2010. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/13846.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams BW. Organizational health and mindfullness as predictors of school effectiveness: using the balanced scorecard. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/13846

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

13. Leddon, Leo Levy. Compulsory attendance: an analysis of litigation.

Degree: 2010, University of Alabama

URL: http://purl.lib.ua.edu/13832

► The purpose of this research was to examine court cases dealing with compulsory attendance laws, also known as compulsory education laws, for the purpose of… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education, General; Education, Secondary; Education, Elementary; Attendance; Compulsory Attendance; Compulsory Education

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APA (6^th Edition):

Leddon, L. L. (2010). Compulsory attendance: an analysis of litigation. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/13832

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Leddon, Leo Levy. “Compulsory attendance: an analysis of litigation.” 2010. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/13832.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Leddon, Leo Levy. “Compulsory attendance: an analysis of litigation.” 2010. Web. 19 Jan 2021.

Vancouver:

Leddon LL. Compulsory attendance: an analysis of litigation. [Internet] [Thesis]. University of Alabama; 2010. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/13832.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Leddon LL. Compulsory attendance: an analysis of litigation. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/13832

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

14. Wigley, Cindy Leann. Court cases involving elected school board member resignation or removal.

Degree: 2014, University of Alabama

URL: http://purl.lib.ua.edu/105085

► Serving as a school board member is an honorable community service, often an entrée for persons aspiring to higher political office, but unfortunately is an… (more)

▼ Serving as a school board member is an honorable community service, often an entrée for persons aspiring to higher political office, but unfortunately is an opportunity for some to do wrong. Generally made up of lay members of the community, school boards consist of members who have been elected by citizens within the school district or appointed by the mayor or city council, and receive very little training. Though having a distinct role in school leadership, as well as, serving as a hot topic in popular press, school boards have been understudied in educational research. Global competition during the last few decades has brought a standards-based movement for the educational arena. Along with rising accountability measures and sanctions, educational research is needed to provide educational leaders with guidelines for prevention methods, as well as, provisions of school board member removal. This study is about court cases involving removal of public school board members. The problem of this study was current educational research on school boards has provided school leaders no guiding principles of how to avert dangers before they arise, or how to initiate and carry out proper procedures for successful board member removal. Knowledge of how courts have ruled on issues regarding removal of school board members is needed to enhance the mindfulness of board members and school leaders, allowing them to avoid situations, which may lead to litigation. When a board member is hindering the mission of a school system, school superintendents, community members, and other board members must know how courts have ruled on issues regarding removal of school board members in order to pursue and carry out proper procedures for successful removal. The purpose of this study was to see how courts have viewed school board member removal in the timeframe of 1946 to 2011. This study focuses on issues, outcomes, and trends involving public school board member suspension or removal. The information gained from the issues, outcomes, and trends was used to create guiding principles for local school boards, administrators, and legislators. (Published By University of Alabama Libraries) Advisors/Committee Members: Dagley, David, Dagley, David, Dantzler, John, Westbrook, Philip, Tarter, C. John, Tomlinson, Stephen, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Educational administration; Education; board; elected; member; removal; resignation; school

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wigley, C. L. (2014). Court cases involving elected school board member resignation or removal. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/105085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wigley, Cindy Leann. “Court cases involving elected school board member resignation or removal.” 2014. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/105085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wigley, Cindy Leann. “Court cases involving elected school board member resignation or removal.” 2014. Web. 19 Jan 2021.

Vancouver:

Wigley CL. Court cases involving elected school board member resignation or removal. [Internet] [Thesis]. University of Alabama; 2014. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/105085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wigley CL. Court cases involving elected school board member resignation or removal. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/105085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

15. Arrington, Denise Prewitt. The effects of the instructional partnership program on teacher academic optimism and collaboration in elementary schools in north central Alabama.

Degree: 2016, University of Alabama

URL: http://purl.lib.ua.edu/163935

► Research on teacher academic optimism within the context of elementary schools is relatively scarce. This dearth of research is, in part, because teacher academic optimism… (more)

▼ Research on teacher academic optimism within the context of elementary schools is relatively scarce. This dearth of research is, in part, because teacher academic optimism is essentially a new construct; therefore, most studies have sought to confirm that academic optimism is a latent construct. The purpose of this study was to examine the links between participation in a collaborative partnership initiative, collaboration among teachers, and teacher academic optimism. Over the past ten years, the Alabama Legislature and the State Department of Education have made many efforts to bring about reform and positive change in schools. To date, there has not been any consistent empirical research exploring the effects of the Instructional Partnership Network (IPN) in Alabama schools, an initiative that was designed to strengthen he instructional leadership within the school. Teachers within sixteen elementary schools within the Tuscaloosa City and the Tuscaloosa County school districts participated in the study. The rationale for this study was that because of the focus of the IPN program to increase leadership and collaboration among teachers and principals, and essentially to create a more collaborative working environment, both teacher collaboration and overall academic optimism among the teachers would increase because of participation in the program. The sample consisted of teachers from eight schools from Tuscaloosa City and teachers from eight schools from Tuscaloosa County. The participants completed a survey with questions used to measure academic optimism, collaboration, and perceptions of the Instructional Partnership Network program. It was found that while teacher academic optimism was not significantly higher in IPN schools as compared to non-IPN schools, perceptions about collaboration with colleagues was significantly higher in IPN schools as compared to non-IPN schools. Furthermore, there was a statistically significantly positive correlation between teacher perceptions of the implementation of IPN and both academic optimism and teacher collaboration. (Published By University of Alabama Libraries) Advisors/Committee Members: Mitchell, Roxanne M., Tarter, C John, Westbrook, Philip, Tomek, Sara, Johnson, Bob L., University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership

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APA (6^th Edition):

Arrington, D. P. (2016). The effects of the instructional partnership program on teacher academic optimism and collaboration in elementary schools in north central Alabama. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/163935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Arrington, Denise Prewitt. “The effects of the instructional partnership program on teacher academic optimism and collaboration in elementary schools in north central Alabama.” 2016. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/163935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Arrington, Denise Prewitt. “The effects of the instructional partnership program on teacher academic optimism and collaboration in elementary schools in north central Alabama.” 2016. Web. 19 Jan 2021.

Vancouver:

Arrington DP. The effects of the instructional partnership program on teacher academic optimism and collaboration in elementary schools in north central Alabama. [Internet] [Thesis]. University of Alabama; 2016. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/163935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arrington DP. The effects of the instructional partnership program on teacher academic optimism and collaboration in elementary schools in north central Alabama. [Thesis]. University of Alabama; 2016. Available from: http://purl.lib.ua.edu/163935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

16. Cooper, James Darrell. Collective efficacy, organizational citizenship behavior, and school effectiveness in Alabama public high schools.

Degree: 2010, University of Alabama

URL: http://purl.lib.ua.edu/16208

► For several decades, researchers have searched for school-level properties that can overcome the negative consequences of student SES on school effectiveness. Two promising constructs that… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education, Administration; Collective Efficacy; High Schools; Organizational Citizenship Behavior; School Effectiveness; Student Achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cooper, J. D. (2010). Collective efficacy, organizational citizenship behavior, and school effectiveness in Alabama public high schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/16208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cooper, James Darrell. “Collective efficacy, organizational citizenship behavior, and school effectiveness in Alabama public high schools.” 2010. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/16208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cooper, James Darrell. “Collective efficacy, organizational citizenship behavior, and school effectiveness in Alabama public high schools.” 2010. Web. 19 Jan 2021.

Vancouver:

Cooper JD. Collective efficacy, organizational citizenship behavior, and school effectiveness in Alabama public high schools. [Internet] [Thesis]. University of Alabama; 2010. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/16208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cooper JD. Collective efficacy, organizational citizenship behavior, and school effectiveness in Alabama public high schools. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/16208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

17. Vaux, Nicole Danielle. Academic optimism and organizational climate as predictors of academic achievement and school effectiveness.

Degree: 2015, University of Alabama

URL: http://purl.lib.ua.edu/125585

► An investigation into the relationship of organizational climate and academic optimism as predictors of student achievement and school effectiveness was conducted. De-identified secondary data from… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational administration; Educational leadership; Organization theory; Achievement; Climate; Effectiveness; Elementary; Optimism; Regression

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Vaux, N. D. (2015). Academic optimism and organizational climate as predictors of academic achievement and school effectiveness. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125585

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vaux, Nicole Danielle. “Academic optimism and organizational climate as predictors of academic achievement and school effectiveness.” 2015. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/125585.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vaux, Nicole Danielle. “Academic optimism and organizational climate as predictors of academic achievement and school effectiveness.” 2015. Web. 19 Jan 2021.

Vancouver:

Vaux ND. Academic optimism and organizational climate as predictors of academic achievement and school effectiveness. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/125585.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vaux ND. Academic optimism and organizational climate as predictors of academic achievement and school effectiveness. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125585

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

18. Cassity, Amanda Hitson. Relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools.

Degree: 2012, University of Alabama

URL: http://purl.lib.ua.edu/77795

► The purpose of this study was to examine relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and… (more)

▼ The purpose of this study was to examine relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools. Quantitative data were collected through online surveys and hard copy surveys during the spring of 2012. The study was driven by research questions involving the relationship between teachers' and principals' perceptions that their school is a learning community and the level of academic optimism in those schools; the relationship between teachers' and principals' perceptions their school is a learning community and the level of student achievement; the comparison of school levels with teachers' and principals' perceptions; and the joint contribution of the perceptions of professional learning communities (PLCs) and academic optimism on student achievement. Two surveys were used: the School Professional Staff as Learning Community Questionnaire (SPSLCQ) and the School Academic Optimism Survey (SAOS), measuring participants' perceptions of their schools as learning communities and participants' perceptions of the level of academic optimism at their schools, respectively. Seven hundred three teachers and administrators from 59 schools across the state of Alabama were surveyed. Data were compared using correlations, t-tests, and regression analyses. Results confirmed findings from prior research regarding the relationship between academic optimism and student achievement. In addition, evidence showed that there is a positive, significant correlation between the perceptions of PLCs and academic optimism. Results of this study give school leaders tools with which to address the factors that lead to improved teacher efficacy and academic emphasis and thus increased student achievement. (Published By University of Alabama Libraries) Advisors/Committee Members: Arredondo Rucinski, Daisy, Dagley, David, Giesen, Judy, Johnson, Bobby L., Tarter, C. John, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational administration; Educational leadership; Academic Optimism; Collective Efficacy; Organizational Culture; Participative Leadership; Professional Learning Communities; Student Achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cassity, A. H. (2012). Relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/77795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cassity, Amanda Hitson. “Relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools.” 2012. Thesis, University of Alabama. Accessed January 19, 2021. http://purl.lib.ua.edu/77795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cassity, Amanda Hitson. “Relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools.” 2012. Web. 19 Jan 2021.

Vancouver:

Cassity AH. Relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools. [Internet] [Thesis]. University of Alabama; 2012. [cited 2021 Jan 19]. Available from: http://purl.lib.ua.edu/77795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cassity AH. Relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/77795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations