subject:( Supportive leadership)

University of Maryland

1. Sharma, Payal Nangia. Passing It Forward: Intervening and Moderating Mechanisms in the Supportive Leadership Cascading Process.

Degree: Business and Management: Management & Organization, 2011, University of Maryland

URL: http://hdl.handle.net/1903/11983

► Using survey data collected from enlisted soldiers and non-commissioned officers (NCOs) nested in platoons in the U.S. Army, my dissertation examines intervening and moderating mechanisms… (more)

Subjects/Keywords: Organizational behavior; Cohesion; Combat Exposure; Supportive Leadership

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APA (6^th Edition):

Sharma, P. N. (2011). Passing It Forward: Intervening and Moderating Mechanisms in the Supportive Leadership Cascading Process. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/11983

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):

Sharma, Payal Nangia. “Passing It Forward: Intervening and Moderating Mechanisms in the Supportive Leadership Cascading Process.” 2011. Thesis, University of Maryland. Accessed January 19, 2021. http://hdl.handle.net/1903/11983.

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

MLA Handbook (7^th Edition):

Sharma, Payal Nangia. “Passing It Forward: Intervening and Moderating Mechanisms in the Supportive Leadership Cascading Process.” 2011. Web. 19 Jan 2021.

Vancouver:

Sharma PN. Passing It Forward: Intervening and Moderating Mechanisms in the Supportive Leadership Cascading Process. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1903/11983.

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

Council of Science Editors:

Sharma PN. Passing It Forward: Intervening and Moderating Mechanisms in the Supportive Leadership Cascading Process. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/11983

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

Boston College

2. Gohlmann, Tara. Leadership Practices that Affect Student Achievement: Creating a Supportive Organization for Learning.

Degree: EdD, Educational Leadership and Higher Education, 2018, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:107951

► It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized… (more)

▼ It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study focused on the fourth of Hitt and Tucker’s (2016) key leadership domains or practices: creating a supportive organization for learning. Creating a supportive organization for learning is important because just as teachers need to establish a sense of well-being and trust for students to learn in their classroom, administrators must establish the same sense of trust and comfort to create an environment where teachers can teach to their highest capacity. This study explored whether the key leadership practices of creating a supportive organization for learning were present in a school and whether the school leaders believed that presence of the attributes contributed to the effectiveness of the school. This study found that the five attributes of creating a supportive organization for learning were present at the school in that the principal built capacity in her building, the school resources targeted student achievement and there was a belief that all students can learn. Importantly, the superintendent also highlighted the principal’s ability to push her staff to continuous results without pushing so hard that they lost trust in her and love for the students they serve. There were, however, opportunities for improvement including creating a clear set of district supports for schools and improving cultural proficiency at the school level. We also found that administrators in the district believe that school leaders have made the school successful by setting high expectations for the students, no matter their situation, and created a culture of productive collaboration that was focused on continuously improving student achievement, key components of creating a supportive organization for learning. Advisors/Committee Members: Diana Pullin (Thesis advisor).

Subjects/Keywords: effective leadership; effective schools; leadership; school improvement; supportive organization

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

APA (6^th Edition):

Gohlmann, T. (2018). Leadership Practices that Affect Student Achievement: Creating a Supportive Organization for Learning. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107951

Chicago Manual of Style (16^th Edition):

Gohlmann, Tara. “Leadership Practices that Affect Student Achievement: Creating a Supportive Organization for Learning.” 2018. Doctoral Dissertation, Boston College. Accessed January 19, 2021. http://dlib.bc.edu/islandora/object/bc-ir:107951.

MLA Handbook (7^th Edition):

Gohlmann, Tara. “Leadership Practices that Affect Student Achievement: Creating a Supportive Organization for Learning.” 2018. Web. 19 Jan 2021.

Vancouver:

Gohlmann T. Leadership Practices that Affect Student Achievement: Creating a Supportive Organization for Learning. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2021 Jan 19]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107951.

Council of Science Editors:

Gohlmann T. Leadership Practices that Affect Student Achievement: Creating a Supportive Organization for Learning. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107951

University of North Florida

3. Laroussi, Ahmed Afia. An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes.

Degree: 2016, University of North Florida

URL: https://digitalcommons.unf.edu/etd/720

► Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the… (more)

▼ Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students’ academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal’s Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools’ goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.

Subjects/Keywords: Supportive Inclusion Practices and Processes in Public Elementary Schools; Educational Leadership

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

APA (6^th Edition):

Laroussi, A. A. (2016). An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes. (Thesis). University of North Florida. Retrieved from https://digitalcommons.unf.edu/etd/720

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):

Laroussi, Ahmed Afia. “An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes.” 2016. Thesis, University of North Florida. Accessed January 19, 2021. https://digitalcommons.unf.edu/etd/720.

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

MLA Handbook (7^th Edition):

Laroussi, Ahmed Afia. “An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes.” 2016. Web. 19 Jan 2021.

Vancouver:

Laroussi AA. An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes. [Internet] [Thesis]. University of North Florida; 2016. [cited 2021 Jan 19]. Available from: https://digitalcommons.unf.edu/etd/720.

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

Council of Science Editors:

Laroussi AA. An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes. [Thesis]. University of North Florida; 2016. Available from: https://digitalcommons.unf.edu/etd/720

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

University of Southern California

4. Chang, Linda Hui. Teacher management style: its impact on teacher-student relationships and leadership development.

Degree: EdD, Education (Leadership), 2012, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6348

► Classroom management is an integral component to effectively promote knowledge and skills necessary to succeed in this globally competitive market. The manner in which teachers… (more)

▼ Classroom management is an integral component to effectively promote knowledge and skills necessary to succeed in this globally competitive market. The manner in which teachers go about structuring their classrooms may provide insight on how to teach social skills needed to lead our future nation. Since the enactment of No Child Left Behind, trends in education have mainly catered to raising standardized test scores and meeting accountability measures. The increased pressure to achieve higher standardized test scores may result in the neglect to link social and emotional health to academic achievement. ❧ This qualitative study explored the effect teacher management styles may have on specific leadership outcomes (consciousness of self, communication skills, and conflict resolution skills) and pro-social behavior by examining the teacher-student relationships that develop from two management styles: autonomy-supportive and highly controlling. Autonomy-supportive teachers facilitate congruence between the students‘ inner desires and their day-to-day classroom activity, whereas controlling teachers interfere with students‘ self-determination by requiring them to adhere to a constructed, instructional agenda. ❧ Through classroom observations and interviews with the teachers, this study examined teacher modeling of leadership skills, teaching of the skills directly, teacher perceptions, and the opportunities provided to practice those skills embedded in daily tasks that support student leadership development. However, this study did not focus on student outcomes. To distinguish the different teacher-student interactions produced through autonomy-supportive styles and highly controlling styles, this study used a comparative case study approach, analyzing the data with cross-case analysis. ❧ This study found that regardless of management styles, the students persevered through challenges and maintained consistent engagement with the classroom activities. From this study, two conclusions were made about teacher-student relationships: 1) caring teachers fostered positive student-teacher relationhips regardless of management style and 2) management styles promoted different skill development within the leadership values chosen such as self-discipline, self-efficacy, self-analysis, communication, and conflict resolution. Cultivating consciousness of self differed in that autonomy-supportive classrooms empowered student leadership while controlling teachers encouraged an authority-based leadership style. Both styles encouraged open communication, however, autonomy-supported classrooms had fewer student conflicts observed. Moreover, when teachers maintained high expectations and took time to meet the needs of individual students, students interpreted these actions as a sign of caring. Signs of caring as evidenced were 1) teachers providing individual feedback to students to uphold high expectations, 2) teachers considering students' motivational resources, and 3) teachers holding consistent parent-teacher communication. ❧… Advisors/Committee Members: Kezar, Adrianna J. (Committee Chair), Garcia, Pedro Enrique (Committee Member), García, Pedro Enrique (Committee Member), Escalante, Michael F. (Committee Member).

Subjects/Keywords: classroom management; autonomy-supportive; highly controlling; student leadership; teacher-student relationship

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APA (6^th Edition):

Chang, L. H. (2012). Teacher management style: its impact on teacher-student relationships and leadership development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6348

Chicago Manual of Style (16^th Edition):

Chang, Linda Hui. “Teacher management style: its impact on teacher-student relationships and leadership development.” 2012. Doctoral Dissertation, University of Southern California. Accessed January 19, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6348.

MLA Handbook (7^th Edition):

Chang, Linda Hui. “Teacher management style: its impact on teacher-student relationships and leadership development.” 2012. Web. 19 Jan 2021.

Vancouver:

Chang LH. Teacher management style: its impact on teacher-student relationships and leadership development. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2021 Jan 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6348.

Council of Science Editors:

Chang LH. Teacher management style: its impact on teacher-student relationships and leadership development. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6348

5. Hightower, Zipporah K. Advocating for a Safe and Supportive School Environment: A Policy Advocacy Document.

Degree: EdD Doctor of Education, Educational Leadership, 2015, National-Louis University

URL: http://digitalcommons.nl.edu/diss/134

► This proposed policy advocates for Chicago Public Schools (CPS) to adopt the Safe and Supportive School Environment Improvement Plan. This improvement plan would be… (more)

Subjects/Keywords: safe school; safe and supportive school; school environment; implementation of safe and supportive school environment; Education; Educational Leadership

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APA (6^th Edition):

Hightower, Z. K. (2015). Advocating for a Safe and Supportive School Environment: A Policy Advocacy Document. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/134

Chicago Manual of Style (16^th Edition):

Hightower, Zipporah K. “Advocating for a Safe and Supportive School Environment: A Policy Advocacy Document.” 2015. Doctoral Dissertation, National-Louis University. Accessed January 19, 2021. http://digitalcommons.nl.edu/diss/134.

MLA Handbook (7^th Edition):

Hightower, Zipporah K. “Advocating for a Safe and Supportive School Environment: A Policy Advocacy Document.” 2015. Web. 19 Jan 2021.

Vancouver:

Hightower ZK. Advocating for a Safe and Supportive School Environment: A Policy Advocacy Document. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2021 Jan 19]. Available from: http://digitalcommons.nl.edu/diss/134.

Council of Science Editors:

Hightower ZK. Advocating for a Safe and Supportive School Environment: A Policy Advocacy Document. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/134

University of South Africa

6. Ayene Tamrat Atsebeha. Principals' leadership styles and their effects on teachers' performance in the Tigray Region of Ethiopia .

Degree: 2016, University of South Africa

URL: http://hdl.handle.net/10500/23158

► The purpose of this study was to examine the leadership styles adopted by school principals and their influence on the job performance of primary school… (more)

▼ The purpose of this study was to examine the leadership styles adopted by school principals and their influence on the job performance of primary school teachers in the Tigray region of Ethiopia. The study was designed to gain insight into the kinds of leadership styles presently used, the leadership preference of principals, the perceptions of the teachers and principals regarding the leadership styles of the principals and the effect of the leadership styles on teachers’ performance. The main research question that guided this study was: Which leadership styles are most commonly used by primary school principals in the Tigray region and what is their effect on the performance of teachers? A mixed-methods research design was used with questionnaires as well as a focus group interview as means of data-collection. One hundred and seventy eight principals and 446 teachers comprising 69% male and 31% female teachers participated in the study. The path-goal leadership questionnaire as well as a self-constructed questionnaire to measure teacher performance was self-administered to collect data from the selected principals and teachers, which secured a 97% response rate. During the qualitative phase, eight supervisors participated in the focus group interview. The questionnaire data were analysed using the Statistical Analysis System (SAS) software. Descriptive and inferential statistical analyses were conducted and presented in a clear and logical manner. The principals and teachers indicated that all the leadership styles, except the directive leadership style, have a positive impact on the teachers’ performance. Furthermore, the supportive leadership style is the most frequently used style. Importantly, age, qualifications and experience as independent variables had an effect on teachers’ performance. The data also indicated a statistically significant relationship between the job performance of teachers and the leadership styles employed by the principals. The study results make a contribution to the research on the relation between leadership styles and teachers’ performance, especially since no study has been conducted on this issue in the Tigray region of Ethiopia before. It was possible to make several meaningful recommendations for implementation in the Tigray region. Advisors/Committee Members: Van Niekerk, E. J (advisor).

Subjects/Keywords: Principal leadership styles; Teacher performance; Directive leadership style; Supportive leadership style; Participative leadership style; Achievement-oriented leadership style; Path-goal leadership questionnaire; Leadership; Job performance

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APA (6^th Edition):

Atsebeha, A. T. (2016). Principals' leadership styles and their effects on teachers' performance in the Tigray Region of Ethiopia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23158

Chicago Manual of Style (16^th Edition):

Atsebeha, Ayene Tamrat. “Principals' leadership styles and their effects on teachers' performance in the Tigray Region of Ethiopia .” 2016. Doctoral Dissertation, University of South Africa. Accessed January 19, 2021. http://hdl.handle.net/10500/23158.

MLA Handbook (7^th Edition):

Atsebeha, Ayene Tamrat. “Principals' leadership styles and their effects on teachers' performance in the Tigray Region of Ethiopia .” 2016. Web. 19 Jan 2021.

Vancouver:

Atsebeha AT. Principals' leadership styles and their effects on teachers' performance in the Tigray Region of Ethiopia . [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10500/23158.

Council of Science Editors:

Atsebeha AT. Principals' leadership styles and their effects on teachers' performance in the Tigray Region of Ethiopia . [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/23158

7. Heaton, Margot. An examination of the relationship between professional learning community variables and teacher self-efficacy.

Degree: PhD, Education, 2013, National Library of Canada

URL: http://scholar.uwindsor.ca/etd/5038

► High levels of teacher self-efficacy have repeatedly been identified as a key attribute of effective teachers. The problems addressed by this study stem from… (more)

▼ High levels of teacher self-efficacy have repeatedly been identified as a key attribute of effective teachers. The problems addressed by this study stem from the lack of research regarding the potential relationships between teachers' self-efficacy and professional learning community (PLC) variables. Uncovering these relationships could potentially have many implications for University curriculum and the planning of professional growth opportunities for teachers. This study explored the predictive capacity of the six pillars of professional learning community in relation to participating Ontario teachers' self-efficacy, measured through their Teacher Sense of Efficacy Scores (TSES). Correlation analyses and multiple regression analyses suggested that professional learning community variables related significantly with levels of teacher self-efficacy. Shared and Supportive Leadership and Supportive Conditions: Structures appeared to be two components of effective PLCs that correlated significantly with teacher self-efficacy. These results prompted additional, more focused exploration of the specific characteristics and conditions that exist within school PLCs that are associated with elevated teacher self-efficacy. Correlation analysis results were further considered in order to identify areas that required further examination. ANOVAs were conducted to explore the relationship between various PLC characteristics and conditions and teacher self-efficacy. In addition, a factor analysis pointed to three key factors that link professional learning communities to teacher self-efficacy. The findings of this study suggest that implementing a shared leadership approach and embedding facilitative structures that promote collaborative learning could increase teacher self-efficacy. In addition, administrators might consider providing teachers with the necessary supports so that they are empowered to work autonomously. Remaining vigilant in clearly focusing learning community meetings on the professional learning of the participants and incorporating coaching practices along with other structures to enrich teacher dialogue are also explored. Advisors/Committee Members: Rideout, Glenn.

Subjects/Keywords: Education; Facilitative structures; Learning community; Professional learning communities; Shared and supportive leadership; Teacher self-efficacy

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Heaton, M. (2013). An examination of the relationship between professional learning community variables and teacher self-efficacy. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/5038

Chicago Manual of Style (16^th Edition):

Heaton, Margot. “An examination of the relationship between professional learning community variables and teacher self-efficacy.” 2013. Doctoral Dissertation, National Library of Canada. Accessed January 19, 2021. http://scholar.uwindsor.ca/etd/5038.

MLA Handbook (7^th Edition):

Heaton, Margot. “An examination of the relationship between professional learning community variables and teacher self-efficacy.” 2013. Web. 19 Jan 2021.

Vancouver:

Heaton M. An examination of the relationship between professional learning community variables and teacher self-efficacy. [Internet] [Doctoral dissertation]. National Library of Canada; 2013. [cited 2021 Jan 19]. Available from: http://scholar.uwindsor.ca/etd/5038.

Council of Science Editors:

Heaton M. An examination of the relationship between professional learning community variables and teacher self-efficacy. [Doctoral Dissertation]. National Library of Canada; 2013. Available from: http://scholar.uwindsor.ca/etd/5038

8. PANG TZE LIN, KELVIN. Re-examining the leader-follower relationship and supportive leadership: The role of the leader as attachment figure.

Degree: 2009, National University of Singapore

URL: http://scholarbank.nus.edu.sg/handle/10635/15801

Subjects/Keywords: LEADERSHIP ATTACHMENT SUPPORTIVE LEADER FOLLOWER RELATIONSHIP

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

APA (6^th Edition):

PANG TZE LIN, K. (2009). Re-examining the leader-follower relationship and supportive leadership: The role of the leader as attachment figure. (Thesis). National University of Singapore. Retrieved from http://scholarbank.nus.edu.sg/handle/10635/15801

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):

PANG TZE LIN, KELVIN. “Re-examining the leader-follower relationship and supportive leadership: The role of the leader as attachment figure.” 2009. Thesis, National University of Singapore. Accessed January 19, 2021. http://scholarbank.nus.edu.sg/handle/10635/15801.

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

MLA Handbook (7^th Edition):

PANG TZE LIN, KELVIN. “Re-examining the leader-follower relationship and supportive leadership: The role of the leader as attachment figure.” 2009. Web. 19 Jan 2021.

Vancouver:

PANG TZE LIN K. Re-examining the leader-follower relationship and supportive leadership: The role of the leader as attachment figure. [Internet] [Thesis]. National University of Singapore; 2009. [cited 2021 Jan 19]. Available from: http://scholarbank.nus.edu.sg/handle/10635/15801.

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

Council of Science Editors:

PANG TZE LIN K. Re-examining the leader-follower relationship and supportive leadership: The role of the leader as attachment figure. [Thesis]. National University of Singapore; 2009. Available from: http://scholarbank.nus.edu.sg/handle/10635/15801

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

University of Windsor

9. Heaton, Margot. An examination of the relationship between professional learning community variables and teacher self-efficacy.

Degree: PhD, Education, 2013, University of Windsor

URL: https://scholar.uwindsor.ca/etd/5038

► High levels of teacher self-efficacy have repeatedly been identified as a key attribute of effective teachers. The problems addressed by this study stem from… (more)

▼ High levels of teacher self-efficacy have repeatedly been identified as a key attribute of effective teachers. The problems addressed by this study stem from the lack of research regarding the potential relationships between teachers' self-efficacy and professional learning community (PLC) variables. Uncovering these relationships could potentially have many implications for University curriculum and the planning of professional growth opportunities for teachers. This study explored the predictive capacity of the six pillars of professional learning community in relation to participating Ontario teachers' self-efficacy, measured through their Teacher Sense of Efficacy Scores (TSES). Correlation analyses and multiple regression analyses suggested that professional learning community variables related significantly with levels of teacher self-efficacy. Shared and Supportive Leadership and Supportive Conditions: Structures appeared to be two components of effective PLCs that correlated significantly with teacher self-efficacy. These results prompted additional, more focused exploration of the specific characteristics and conditions that exist within school PLCs that are associated with elevated teacher self-efficacy. Correlation analysis results were further considered in order to identify areas that required further examination. ANOVAs were conducted to explore the relationship between various PLC characteristics and conditions and teacher self-efficacy. In addition, a factor analysis pointed to three key factors that link professional learning communities to teacher self-efficacy. The findings of this study suggest that implementing a shared leadership approach and embedding facilitative structures that promote collaborative learning could increase teacher self-efficacy. In addition, administrators might consider providing teachers with the necessary supports so that they are empowered to work autonomously. Remaining vigilant in clearly focusing learning community meetings on the professional learning of the participants and incorporating coaching practices along with other structures to enrich teacher dialogue are also explored. Advisors/Committee Members: Rideout, Glenn.

Subjects/Keywords: Education; Facilitative structures; Learning community; Professional learning communities; Shared and supportive leadership; Teacher self-efficacy

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Heaton, M. (2013). An examination of the relationship between professional learning community variables and teacher self-efficacy. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5038

Chicago Manual of Style (16^th Edition):

Heaton, Margot. “An examination of the relationship between professional learning community variables and teacher self-efficacy.” 2013. Doctoral Dissertation, University of Windsor. Accessed January 19, 2021. https://scholar.uwindsor.ca/etd/5038.

MLA Handbook (7^th Edition):

Heaton, Margot. “An examination of the relationship between professional learning community variables and teacher self-efficacy.” 2013. Web. 19 Jan 2021.

Vancouver:

Heaton M. An examination of the relationship between professional learning community variables and teacher self-efficacy. [Internet] [Doctoral dissertation]. University of Windsor; 2013. [cited 2021 Jan 19]. Available from: https://scholar.uwindsor.ca/etd/5038.

Council of Science Editors:

Heaton M. An examination of the relationship between professional learning community variables and teacher self-efficacy. [Doctoral Dissertation]. University of Windsor; 2013. Available from: https://scholar.uwindsor.ca/etd/5038

University of Georgia

10. Roling, Elizabeth Anne. Women's network participation and workplace coping resources.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/26996

► This study investigates the benefits associated with participating in women’s networks within organizations. The results suggest that participating in women’s network social activities is associated… (more)

Subjects/Keywords: Women’s Networks; Personal Network Characteristics; Leadership Self Efficacy; Supportive Relationships; Well-Being

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APA (6^th Edition):

Roling, E. A. (2014). Women's network participation and workplace coping resources. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26996

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):

Roling, Elizabeth Anne. “Women's network participation and workplace coping resources.” 2014. Thesis, University of Georgia. Accessed January 19, 2021. http://hdl.handle.net/10724/26996.

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

MLA Handbook (7^th Edition):

Roling, Elizabeth Anne. “Women's network participation and workplace coping resources.” 2014. Web. 19 Jan 2021.

Vancouver:

Roling EA. Women's network participation and workplace coping resources. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10724/26996.

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

Council of Science Editors:

Roling EA. Women's network participation and workplace coping resources. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26996

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

11. Yeşil, Tüba. Destekleyici müdür davranışı ile okul kültürü arasındaki ilişkinin incelenmesi .

Degree: ESOGÜ, Eğitim Fakültesi, Eğitim Yönetimi, Teftişi, Planlaması ve Ekonomisi, 2016, Eskisehir Osmangazi University

URL: http://hdl.handle.net/11684/1310

► Amaç: Bu araştırmada öğretmenlerin görüşlerine dayalı olarak destekleyici müdür davranışı ile okul kültürü arasındaki ilişkinin incelenmesi amaçlanmıştır. Yöntem: Araştırma, nicel araştırma yöntemlerinden ilişkisel model kullanılarak… (more)

▼ Amaç: Bu araştırmada öğretmenlerin görüşlerine dayalı olarak destekleyici müdür davranışı ile okul kültürü arasındaki ilişkinin incelenmesi amaçlanmıştır. Yöntem: Araştırma, nicel araştırma yöntemlerinden ilişkisel model kullanılarak yapılandırılmıştır. Çalışmanın örneklem grubu, 2011-2012 eğitim öğretim yılında Kütahya ili Tavşanlı ilçesinde görev yapan, 388 öğretmenden oluşmaktadır. Araştırmada Şişman (1994) tarafından geliştirilen Örgüt Kültürü Ölçeğinin okuldaki uygulama ve durumlara ilişkin olan ikinci kısmı, Hoy (1997) tarafından geliştirilen ve Turan (1998) tarafından geçerlilik ve güvenirliliği hesaplanmış olan Örgütsel İklimi Betimleme Ölçeğinin alt boyutlarından olan destekleyici müdür davranışını kapsayan boyut veri toplama aracı olarak kullanılmıştır. Bulgular: Araştırma bulgularına göre öğretmenler, okul müdürlerinin sosyal bütünlük ve destekleyici müdür davranışının okullarda ara sıra; hoşgörü ve güven ile öğrenci ve programa odaklılık davranışını okullarda çoğu zaman sergilendiğini düşünmektedir. Öğretmenlerin sosyal bütünlük boyutuna ilişkin görüşleri ile destekleyici müdür davranışına ilişkin görüşleri arasında anlamlı düzeyde pozitif yönlü bir ilişki olduğu belirlenmiştir. Ayrıca sosyal bütünlük boyutunun mezun olunan okul türü; hoşgörü ve güven boyutunun cinsiyet ve okuldaki hizmet süresi; öğrenci ve programa odaklılığın cinsiyet ve mezun olunan okul türü değişkenlerine göre farklılaştığı tespit edilmiştir. Tartışma ve Sonuç: Bu araştırmada, destekleyici lider davranışı gösteren okul müdürlerinin görevli olduğu okullarda, okul kültürünün temel bileşenlerinden biri olan sosyal bütünlüğün yüksek düzeyde var olduğu söylenebilir. Bununla birlikte, okullarda öğrenci ve programa odaklılık ile hoşgörü ve güven ortamının okul müdürünün destekleyici müdür davranışıyla ilişkili olmadığı sonucu ortaya çıkmıştır. Advisors/Committee Members: Turan, Selahattin (advisor).

Subjects/Keywords: Liderlik; Destekleyici Liderlik Davranışı; Örgüt Kültürü; Okul Kültürü; Leadership; Supportive Leadership Behavior; Organizational Culture; School Culture

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APA (6^th Edition):

Yeşil, T. (2016). Destekleyici müdür davranışı ile okul kültürü arasındaki ilişkinin incelenmesi . (Thesis). Eskisehir Osmangazi University. Retrieved from http://hdl.handle.net/11684/1310

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):

Yeşil, Tüba. “Destekleyici müdür davranışı ile okul kültürü arasındaki ilişkinin incelenmesi .” 2016. Thesis, Eskisehir Osmangazi University. Accessed January 19, 2021. http://hdl.handle.net/11684/1310.

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

MLA Handbook (7^th Edition):

Yeşil, Tüba. “Destekleyici müdür davranışı ile okul kültürü arasındaki ilişkinin incelenmesi .” 2016. Web. 19 Jan 2021.

Vancouver:

Yeşil T. Destekleyici müdür davranışı ile okul kültürü arasındaki ilişkinin incelenmesi . [Internet] [Thesis]. Eskisehir Osmangazi University; 2016. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/11684/1310.

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

Council of Science Editors:

Yeşil T. Destekleyici müdür davranışı ile okul kültürü arasındaki ilişkinin incelenmesi . [Thesis]. Eskisehir Osmangazi University; 2016. Available from: http://hdl.handle.net/11684/1310

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

12. Hightower, Helen C. Helicopter Parents of Community College Students: How Community College Professionals Operationally Define and Address This Phenomenon.

Degree: PhD, Educ Foundations & Leadership, 2014, Old Dominion University

URL: 9781303882005 ; https://digitalcommons.odu.edu/efl_etds/127

► This study examined whether the phenomenon of parental over-involvement occurred in the Virginia Community College System. Concern has been expressed in the popular and… (more)

▼ This study examined whether the phenomenon of parental over-involvement occurred in the Virginia Community College System. Concern has been expressed in the popular and academic literature in recent years over the increased level of parental involvement at four year institutions whose student bodies consist almost exclusively of traditional-aged students. With a mix of traditional-aged and non-traditional students at community colleges, this study investigated whether or not community college employees expressed similar concerns as their counterparts at senior institutions. The study was designed using a mixed methods approach and utilized a triangulation of results in order to answer four research questions. 1) How do student services staff and administrators in Virginia community colleges define parental over-involvement? 2) To what extent does parental over-involvement exist in Virginia community colleges? 3) How do Virginia community colleges respond to over-involved parents? And 4) how do student services staff and administrators in Virginia community colleges describe an ideal collaboration with parents? Results of the study led to the development of an operational definition of "helicopter parent" that has been absent in the literature. In addition, the study showed that over-involved, or helicopter, parents were an increasing presence at Virginia's community colleges. College student services employees who participated in the study indicated that their colleges had done very little to respond to this growing segment of involved parents and they were still learning how to work collaboratively with parents in order to ensure the best environment for student academic success and personal development. Student services employees expressed an interest in receiving systematic training and administrative support with respect to developing positive ways to work with students and their over-involved parents. The investigator developed a "Collaborative Student Support Model for Student Services Employees, Students, & Parents" as a suggestion on how to partner with parents to help support student academic success and psychosocial development. Advisors/Committee Members: Dennis Gregory, J. Worth Pickering, Edward E. Raspiller.

Subjects/Keywords: Collaboration; Community college; Helicopter parent; Student services; Supportive relationship; Community College Leadership; Educational Leadership; Educational Sociology

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APA (6^th Edition):

Hightower, H. C. (2014). Helicopter Parents of Community College Students: How Community College Professionals Operationally Define and Address This Phenomenon. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303882005 ; https://digitalcommons.odu.edu/efl_etds/127

Chicago Manual of Style (16^th Edition):

Hightower, Helen C. “Helicopter Parents of Community College Students: How Community College Professionals Operationally Define and Address This Phenomenon.” 2014. Doctoral Dissertation, Old Dominion University. Accessed January 19, 2021. 9781303882005 ; https://digitalcommons.odu.edu/efl_etds/127.

MLA Handbook (7^th Edition):

Hightower, Helen C. “Helicopter Parents of Community College Students: How Community College Professionals Operationally Define and Address This Phenomenon.” 2014. Web. 19 Jan 2021.

Vancouver:

Hightower HC. Helicopter Parents of Community College Students: How Community College Professionals Operationally Define and Address This Phenomenon. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2021 Jan 19]. Available from: 9781303882005 ; https://digitalcommons.odu.edu/efl_etds/127.

Council of Science Editors:

Hightower HC. Helicopter Parents of Community College Students: How Community College Professionals Operationally Define and Address This Phenomenon. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781303882005 ; https://digitalcommons.odu.edu/efl_etds/127

Seton Hall University

13. Kingcade, Alicia. The Influence of Principal Leadership Behaviors on the Development of Professional Learning Communities In Title I and Non-Title I Schools.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2019, Seton Hall University

URL: https://scholarship.shu.edu/dissertations/2721

► The quest to seek effective school improvement initiatives has been an ongoing challenge for schools across the country. As we continue on this search… (more)

▼ The quest to seek effective school improvement initiatives has been an ongoing challenge for schools across the country. As we continue on this search to find strategies to promote high-quality education and improve teaching and learning for all, school leaders are implementing creative approaches to enhance collaboration, learning, and results. This study examined the influence of principal leadership behaviors on the development of professional learning communities (PLC) in Title I and non-Title I schools. The study uncovered specific leadership practices and PLC structures that positively affect the development and sustainability of professional learning communities in two schools within Alexandria City Public Schools. Principals and teachers from two schools participated in the study through interviews and observations of the PLCs. Interview transcripts, observation notes, and school-related documents were analyzed and synthesized to make meaning of the lived experiences of the participants of the professional learning community, understand leadership practices that influence the development of PLCs, and uncover the impact of PLCs’ development when there are voluntary and non-voluntary mandates. The results from the study revealed that the principal leadership behaviors have a strong influence on the development of professional learning communities. Additionally, the results from the study indicated that the principals demonstrating distributive leadership practices have a strong presence in developing PLCs. The findings also presented that shared and supportive leadership, shared vision and values, and supportive conditions have a strong presence when initially developing PLCs within an organizational structure. The results from this study will advise school principals of the leadership practices and the five dimensions of PLC (Hord, 2004a) associated with effective professional learning communities. This study can be used to guide professional development for school leaders relative to the specific structures, guiding principles, dimensions, or leadership practices that help develop and sustain a collaborative learning culture of professional learning communities in schools. Advisors/Committee Members: Martin Finkelstein, Ph.D..

Subjects/Keywords: professional learning community; principal leadership; distributive leadership; Title I school; learning; collaboration; shared leadership; supportive leadership; shared vision; supportive relationships; Educational Administration and Supervision; Educational Leadership; Teacher Education and Professional Development

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APA (6^th Edition):

Kingcade, A. (2019). The Influence of Principal Leadership Behaviors on the Development of Professional Learning Communities In Title I and Non-Title I Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2721

Chicago Manual of Style (16^th Edition):

Kingcade, Alicia. “The Influence of Principal Leadership Behaviors on the Development of Professional Learning Communities In Title I and Non-Title I Schools.” 2019. Doctoral Dissertation, Seton Hall University. Accessed January 19, 2021. https://scholarship.shu.edu/dissertations/2721.

MLA Handbook (7^th Edition):

Kingcade, Alicia. “The Influence of Principal Leadership Behaviors on the Development of Professional Learning Communities In Title I and Non-Title I Schools.” 2019. Web. 19 Jan 2021.

Vancouver:

Kingcade A. The Influence of Principal Leadership Behaviors on the Development of Professional Learning Communities In Title I and Non-Title I Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2019. [cited 2021 Jan 19]. Available from: https://scholarship.shu.edu/dissertations/2721.

Council of Science Editors:

Kingcade A. The Influence of Principal Leadership Behaviors on the Development of Professional Learning Communities In Title I and Non-Title I Schools. [Doctoral Dissertation]. Seton Hall University; 2019. Available from: https://scholarship.shu.edu/dissertations/2721

University of South Africa

14. Matahela, Vhothusa Edward. Guidelines for the facilitation of self-leadership in nurse educators .

Degree: 2019, University of South Africa

URL: http://hdl.handle.net/10500/26604

► Self-leadership has emerged as a leadership style that can be utilised to achieve successful performance for the individual and the organisation, prompting the question: What… (more)

▼ Self-leadership has emerged as a leadership style that can be utilised to achieve successful performance for the individual and the organisation, prompting the question: What can be done to facilitate self-leadership within nurse educators in nursing education institutions? The purpose of this exploratory, descriptive sequential mixed-methods study was to understand the self-leadership within nurse educators in order to develop guidelines that could facilitate their self-leadership. The integrative literature review, qualitative and quantitative data were integrated and used to develop and validate guidelines that could facilitate self-leadership in nurse educators. Phase 1 (subphase 1) consisted of an integrative literature review that explored and described the concept of self-leadership in nurse educators. In Phase 1 (subphase 2), semi-structured focus group interviews were conducted with purposively selected nurse educators from three sampling units, namely a private nursing school, nursing college and university-based nursing departments in two of the nine provinces in South Africa to explore the nurse educators’ perception of their self-leadership, and how self-leadership could be facilitated in a nursing education institution. Phase 2 of the study entailed developing a structured questionnaire based on the findings of Phase 1. In Phase 2, quantitative data were collected from nurse educators appointed at the remaining nursing education institutions in the two provinces which were not selected for the qualitative phase of the study. This phase was aimed at determining and describing the nurse educators’ (n=265) perceptions on their self-leadership practices in a nursing education institution, using a selfadministered questionnaire. For the integrative literature review, the method of data analysis as outlined by Miles and Huberman was used (Whittemore & Knafl 2005:550– 552). The qualitative data were analysed according to Tesch’s protocol of data analysis. The themes that emerged were perceptions of self-leadership in nurse educators; engagement in self-leadership activities; motivational factors in self-leadership; and facilitation of self-leadership in nurse educators. The quantitative data were analysed using descriptive statistical methods (SPSS version 25). The participants gave their perceptions on 11 composite constructs. Nurse educators agreed the most on natural reward, intrinsic motivation, role modelling and shared leadership but agreed less with management support and positive self-talk. To establish rigour, the researcher utilised diverse empirical and theoretical sources as data sources, and applied strategies to ensure trustworthiness and performed validity and reliability tests. The findings of both Phase 1 and 2 were integrated to develop and validate guidelines to facilitate the self-leadership in nurse educators. Twelve guidelines were developed and were validated by field experts. The guidelines propose recommendations for nurse educators and the management of… Advisors/Committee Members: Van Rensburg, Gisela Hildegard (advisor).

Subjects/Keywords: Autonomy-supportive environment; Facilitation of self-leadership; Guidelines; Integrative literature review; Nurse educators; Nurse educator self-leadership; Nursing education institution; Self-development; Self-leadership; Self-leadership practices; Self-mentoring

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APA (6^th Edition):

Matahela, V. E. (2019). Guidelines for the facilitation of self-leadership in nurse educators . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/26604

Chicago Manual of Style (16^th Edition):

Matahela, Vhothusa Edward. “Guidelines for the facilitation of self-leadership in nurse educators .” 2019. Doctoral Dissertation, University of South Africa. Accessed January 19, 2021. http://hdl.handle.net/10500/26604.

MLA Handbook (7^th Edition):

Matahela, Vhothusa Edward. “Guidelines for the facilitation of self-leadership in nurse educators .” 2019. Web. 19 Jan 2021.

Vancouver:

Matahela VE. Guidelines for the facilitation of self-leadership in nurse educators . [Internet] [Doctoral dissertation]. University of South Africa; 2019. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10500/26604.

Council of Science Editors:

Matahela VE. Guidelines for the facilitation of self-leadership in nurse educators . [Doctoral Dissertation]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/26604

University of Tennessee – Knoxville

15. Baxter, Lauren Elizabeth. Supportive Leadership, Employee Engagement and Occupational Safety: A Field Study.

Degree: 2013, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_graddiss/2556

► This archival field study examined the relationships of supportive leadership, employee engagement, and safety outcomes in order to address the current knowledge gap regarding these… (more)

Subjects/Keywords: supportive leadership; employee engagement; safety climate; occupational safety; Job-Demands Job-Resources Model; Industrial and Organizational Psychology

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APA (6^th Edition):

Baxter, L. E. (2013). Supportive Leadership, Employee Engagement and Occupational Safety: A Field Study. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2556

Chicago Manual of Style (16^th Edition):

Baxter, Lauren Elizabeth. “Supportive Leadership, Employee Engagement and Occupational Safety: A Field Study.” 2013. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 19, 2021. https://trace.tennessee.edu/utk_graddiss/2556.

MLA Handbook (7^th Edition):

Baxter, Lauren Elizabeth. “Supportive Leadership, Employee Engagement and Occupational Safety: A Field Study.” 2013. Web. 19 Jan 2021.

Vancouver:

Baxter LE. Supportive Leadership, Employee Engagement and Occupational Safety: A Field Study. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2013. [cited 2021 Jan 19]. Available from: https://trace.tennessee.edu/utk_graddiss/2556.

Council of Science Editors:

Baxter LE. Supportive Leadership, Employee Engagement and Occupational Safety: A Field Study. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2013. Available from: https://trace.tennessee.edu/utk_graddiss/2556

Northeastern University

16. Costa, Suzanne. Leadership in the Barrington Public Schools professional learning community.

Degree: EdD, School of Education, 2013, Northeastern University

URL: http://hdl.handle.net/2047/d20003318

► Working within the collegial model and relying on Hord's (2004) Five Dimensions of a Professional Learning Community as a thematic schema, this phenomenological research study… (more)

Subjects/Keywords: collegial model; loose-tigh leadership; phenomenologicall study; professional learning community; shared decision making; supportive leadership; Educational Leadership; Teacher Education and Professional Development

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APA (6^th Edition):

Costa, S. (2013). Leadership in the Barrington Public Schools professional learning community. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003318

Chicago Manual of Style (16^th Edition):

Costa, Suzanne. “Leadership in the Barrington Public Schools professional learning community.” 2013. Doctoral Dissertation, Northeastern University. Accessed January 19, 2021. http://hdl.handle.net/2047/d20003318.

MLA Handbook (7^th Edition):

Costa, Suzanne. “Leadership in the Barrington Public Schools professional learning community.” 2013. Web. 19 Jan 2021.

Vancouver:

Costa S. Leadership in the Barrington Public Schools professional learning community. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/2047/d20003318.

Council of Science Editors:

Costa S. Leadership in the Barrington Public Schools professional learning community. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003318

Ohio University

17. Annor, Grace. Exploration of the Organizational Culture of Selected Ghanaian High Schools.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2016, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459503954

► The purpose of this study was to explore the organizational culture of two high schools in Ghana, examine the unique influence of cultural components on… (more)

▼ The purpose of this study was to explore the organizational culture of two high schools in Ghana, examine the unique influence of cultural components on the schools’ outcomes, identify the exceptional contributions of the schools’ subcultures, investigate the emergent leadership styles of the schools’ leaders, and determine how these approaches promoted their work. This qualitative dissertation examined the various ways that the schools defined culture; how the schools’ subcultures participated in school governance; and how school leaders approached school governance. The description of the cultural components focused on the physical structures, symbols, behavior patterns, and verbal expressions, beliefs and values; and expectations. These descriptions were based on Edgar Schein’s diagnosis of the levels of culture. Efforts to improve school outcomes have not considered school culture, as a strategy in Ghana, neither has any educational research focused on the organizational culture of schools. This study was based on the premise that the inclusion of the cultural approach to school reform produces more sustainable results than the technical or political approaches, used in isolation. The sample size for this study was 26 and comprised two school leaders, six teachers, two PTA chairpersons, two alumni, and 14 students. The study employed the case study tradition and garnered data through one-on- one interviews, focus group interviews; observation at morning devotions/assembly, Sunday church services, classrooms, dining halls, orientation, sports festival, staff and academic board meetings, and the physical environment; and review of relevant documents. Results indicated that although the Ghana Education Service managed both schools, and the schools were similar in some ways, they each demonstrated some unique characteristics. The major factors that influenced the achievement of school outcomes included the tangible and intangible cultural components; the involvement of subcultures in school governance; and three emergent leadership styles (participative, servant, and supportive) of school leadership. The schools targeted realization of outcomes through West African Senior School Certificate Examination (WASSCE) results, national quizzes, religious and moral growth, and extracurricular activities such as sports and clubs. This data fills the gap in literature about organizational culture in Ghanaian schools. It also provides reference for educational practitioners, policy makers, school administrators, and teachers for their respective roles. The data guides parents concerning their roles in their children’s schools and also provides guidance for alumni about how they could give back to their alma maters. Advisors/Committee Members: Moore, David (Committee Chair).

Subjects/Keywords: Educational Leadership; Organization Theory; School Administration; Secondary Education; Sub Saharan Africa Studies; School organizational culture; tangible culture; intangible culture; visual culture; behavior culture; verbal culture; stakeholders; subcultures; parents; alumni; emergent leadership; participative leadership; supportive leadership; servant leadership

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APA (6^th Edition):

Annor, G. (2016). Exploration of the Organizational Culture of Selected Ghanaian High Schools. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459503954

Chicago Manual of Style (16^th Edition):

Annor, Grace. “Exploration of the Organizational Culture of Selected Ghanaian High Schools.” 2016. Doctoral Dissertation, Ohio University. Accessed January 19, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459503954.

MLA Handbook (7^th Edition):

Annor, Grace. “Exploration of the Organizational Culture of Selected Ghanaian High Schools.” 2016. Web. 19 Jan 2021.

Vancouver:

Annor G. Exploration of the Organizational Culture of Selected Ghanaian High Schools. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2021 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459503954.

Council of Science Editors:

Annor G. Exploration of the Organizational Culture of Selected Ghanaian High Schools. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459503954

North-West University

18. Amunkete, Simeon Lasarus Nangolo. Psychological capital in Namibian state-owned enterprises .

Degree: 2015, North-West University

URL: http://hdl.handle.net/10394/17010

► The performance of state-owned enterprises in Namibia has been in the spotlight for many years, resulting in the Government of the Republic of Namibia to… (more)

▼ The performance of state-owned enterprises in Namibia has been in the spotlight for many years, resulting in the Government of the Republic of Namibia to introduce interventions and strategies to address and improve this performance. The poor performance of state-owned enterprises has been studied in terms of financial aspects with less attention, however, on human resources as a key success factor in contributing to performance. Studying performance in terms of the human resources is an important area for research and intervention. The Government introduced several measures to ensure the efficient governance and monitoring of state-owned enterprises and to ensure that they are performing to the satisfaction and expectations of the stakeholder. These measures included the introduction of the State-Owned Enterprises Act (Act 2 of 2006) of Namibia, as well as governance structures to ensure that the performance of state-owned enterprises is properly maximised. Despite these efforts by the Government to regulate state-owned enterprises with the intention to improve performance, to date the poor performance of state-owned enterprises is still a topical issue in Namibia. Almost a decade after the promulgation of the State-Owned Enterprises Act, in 2006, the government is still financially bailing out a number of the state-owned enterprises. State-owned enterprises need to take a positive approach that recognise and leverage human resources for contribution to sustainable growth, competitive advantage and performance. Positively oriented high-performance work practices are conceptualised within the context of positive organisational behaviour. Positive organisational behaviour as characterised in the form of psychological capital, with antecedents such as authentic leadership and supportive organisational climate and employee outcomes such as job satisfaction, intention to leave, engagement in the Namibian state-owned enterprises context are the main focus of this study. The study aimed to assess the relationship between psychological capital, authentic leadership, supportive organisational climate, job satisfaction, intention to leave, employee engagement and performance for employees in state-owned enterprises in Namibia. A cross-sectional survey design was used to gather data regarding all these constructs as experienced by employees. A convenience sample (N = 452) of employees from 20 state-owned enterprises participated in the study. The measuring instruments used were the Psychological Capital Questionnaire, Performance-related Attitudinal Questionnaire, Job Satisfaction Scale, Turnover Intention Scale, Engagement Scale, Authentic Leadership Questionnaire, Supportive Organisational Climate Questionnaire and a biographical questionnaire. The results of study 1 showed that authentic leadership was positively associated with psychological capital (i.e. experiences of hope, optimism, self-efficacy and resilience) and job satisfaction. Authentic leadership affected job satisfaction indirectly via psychological…

Subjects/Keywords: State-owned enterprise; Psychological capital; Positive organisational behaviour; Job satisfaction; Employee engagement; Intention to leave; Authentic leadership; Supportive organisational climate; Job performance and organisational performance

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APA (6^th Edition):

Amunkete, S. L. N. (2015). Psychological capital in Namibian state-owned enterprises . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/17010

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):

Amunkete, Simeon Lasarus Nangolo. “Psychological capital in Namibian state-owned enterprises .” 2015. Thesis, North-West University. Accessed January 19, 2021. http://hdl.handle.net/10394/17010.

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

MLA Handbook (7^th Edition):

Amunkete, Simeon Lasarus Nangolo. “Psychological capital in Namibian state-owned enterprises .” 2015. Web. 19 Jan 2021.

Vancouver:

Amunkete SLN. Psychological capital in Namibian state-owned enterprises . [Internet] [Thesis]. North-West University; 2015. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10394/17010.

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

Council of Science Editors:

Amunkete SLN. Psychological capital in Namibian state-owned enterprises . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/17010

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

Georgia Southern University

19. Bynes, Damita Griffin. The Examination of Real-Life Implementations of Critical Elements in a Professional Learning Community for High-Performing Middle Schools and Low-Performing Middle Schools.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2011, Georgia Southern University

URL: https://digitalcommons.georgiasouthern.edu/etd/381

► In a September 2 Education Week Commentary, Kahlenberg (2009) identified 5,000 schools across the nation categorized as failing or low-performing schools. A significant amount of… (more)

▼ In a September 2 Education Week Commentary, Kahlenberg (2009) identified 5,000 schools across the nation categorized as failing or low-performing schools. A significant amount of attention and resources are dedicated to transform low-performing schools to high-performing schools promoting student achievement. Because of the increasing demand that low-performing schools be turned around, Georgia schools that do not make Adequate Yearly Progress (AYP) two consecutive years for the same indicator are placed in Needs Improvement (NI) status and face escalating consequences from the Georgia Department of Education (GaDOE). In the midst of all of the demands to meet local and state requirements, there were school personnel who made structural or organizational changes by implementing professional learning communities to achieve the desired outcome of improving student achievement and became high-performing schools. Conversely, there were school personnel that made structural or organizational changes by implementing professional learning communities to achieve the desired outcome of improving student achievement, yet remained in low-performing status. This research focused on six middle schools in Georgia, in which the five critical elements of a professional learning community were implemented as a response to school reform. Of the six middle schools, three schools were selected because they were recognized as high-performing. Simultaneously, three middle schools were selected because they had yet to meet all of the criteria of a high-performing school and were labeled as low-performing. The researcher examined real-life implementations of critical elements of a professional learning community in these high-performing and low-performing middle schools to determine if there were significant differences or patterns that existed among or between the two groups of schools. This research was approached using a mixed method design. The quantitative data were gathered and analyzed adopting the Olivier, Hipp, and Huffman (2009) survey instrument, Professional Learning Communities Assessment - Revised (PLCA-R). The qualitative data were gathered and analyzed by conducting recorded semi-structured focus group interviews and individual interviews, observing and documenting PLCs, and collecting and reviewing artifacts. Advisors/Committee Members: Russell Mays, Sonya Shepherd, Dawn Tysinger.

Subjects/Keywords: ETD; Professional learning communities; High-performing schools; Low-performing schools; Reform; Restructuring; School culture; Schools in Georgia; AYP; Critical elements; Human resources; Structural conditions; Shared and supportive leadership; Shared values and vision; Collective learning and application; Shared personal practice; Supportive conditions for relationships and structures; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6^th Edition):

Bynes, D. G. (2011). The Examination of Real-Life Implementations of Critical Elements in a Professional Learning Community for High-Performing Middle Schools and Low-Performing Middle Schools. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/381

Chicago Manual of Style (16^th Edition):

Bynes, Damita Griffin. “The Examination of Real-Life Implementations of Critical Elements in a Professional Learning Community for High-Performing Middle Schools and Low-Performing Middle Schools.” 2011. Doctoral Dissertation, Georgia Southern University. Accessed January 19, 2021. https://digitalcommons.georgiasouthern.edu/etd/381.

MLA Handbook (7^th Edition):

Bynes, Damita Griffin. “The Examination of Real-Life Implementations of Critical Elements in a Professional Learning Community for High-Performing Middle Schools and Low-Performing Middle Schools.” 2011. Web. 19 Jan 2021.

Vancouver:

Bynes DG. The Examination of Real-Life Implementations of Critical Elements in a Professional Learning Community for High-Performing Middle Schools and Low-Performing Middle Schools. [Internet] [Doctoral dissertation]. Georgia Southern University; 2011. [cited 2021 Jan 19]. Available from: https://digitalcommons.georgiasouthern.edu/etd/381.

Council of Science Editors:

Bynes DG. The Examination of Real-Life Implementations of Critical Elements in a Professional Learning Community for High-Performing Middle Schools and Low-Performing Middle Schools. [Doctoral Dissertation]. Georgia Southern University; 2011. Available from: https://digitalcommons.georgiasouthern.edu/etd/381

University of Saskatchewan

20. Bradford, Michael. Assessment leadership: two cases of effective practice.

Degree: 2010, University of Saskatchewan

URL: http://hdl.handle.net/10388/etd-03152010-145756

► The effective use of formative assessment practices has resulted in some of the largest gains in student learning ever documented (Meisels, 2006; Davies 2007; Black… (more)

▼ The effective use of formative assessment practices has resulted in some of the largest gains in student learning ever documented (Meisels, 2006; Davies 2007; Black & Wiliam 2006, 1998; Marzano 2006). Given this support in the literature for the connection between improving classroom assessment and increasing student learning, the critical question among school leaders no longer seems to be, "what classroom practices best improve student learning?" Instead, leaders interested in student learning through classroom assessment are increasingly driven to inquire into the conditions that will best foster effective assessment practices in the classroom. The purpose of this study was to take cases of schools where changes in classroom assessment practices had increased student learning, and to examine both the practices of leadership that supported the assessment initiatives, and the ways in which these leaders were connected. In recent studies of school improvement efforts focused on classroom assessment, Wiliam (2004, 2007) and Reeves (2007) concluded that teachers required support across the entire school system in order to embed effective formative assessment practices into their instructional repertoire. Hargreaves (1999) and Fullan (2005) defined this type of systemic support as lateral and overall capacity. While Goleman (2006) and Barabasi (2009) pointed to the influence of the social network of learners surrounding an initiative, Fullan (2005) warned that learning networks also require quality and implementation controls in order to sustain changes. Wiliam (2007) defined this tension between educators learning from one another and being openly responsible for sharing new practices as “supportive accountability” (p. 199). This study sought to inquire into leadership networks and leadership practices that supported schools in which an assessment initiative had resulted in improved student learning. Two elementary schools were selected for study following a nomination process by central-office staff. A chain-sampling methodology was used to identify individuals who were seen to play an important leadership role in initiating and sustaining assessment efforts in each school. In all, qualitative data were generated from interviews with ten participants, eight from within the selected schools, and two central-office support staff. This study revealed several major themes in the leadership practices of leaders inside the schools: engagement in a range of formal and informal professional learning experiences by teachers and school administrators; application of assessment for learning principles to the overall work of the initiative; engagement in a multi-level learning community; and the integration of school and system-level plans. Additionally, participants described a cross-role network of leadership supports that seemed to infuse teachers and staff with the positive energy required to maintain a high level of commitment to the initiative. While all participants described feelings of frustration and discomfort… Advisors/Committee Members: Stelmach, Bonnie, Burgess, David, Wipf, David, Ralph, Edwin, Noonan, Brian, Renihan, Patrick.

Subjects/Keywords: supportive accountability; professional learning; school improvement; educational leadership; networks; classroom assessment; leadership practices; formative assessment

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APA (6^th Edition):

Bradford, M. (2010). Assessment leadership: two cases of effective practice. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-03152010-145756

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):

Bradford, Michael. “Assessment leadership: two cases of effective practice.” 2010. Thesis, University of Saskatchewan. Accessed January 19, 2021. http://hdl.handle.net/10388/etd-03152010-145756.

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

MLA Handbook (7^th Edition):

Bradford, Michael. “Assessment leadership: two cases of effective practice.” 2010. Web. 19 Jan 2021.

Vancouver:

Bradford M. Assessment leadership: two cases of effective practice. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10388/etd-03152010-145756.

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

Council of Science Editors:

Bradford M. Assessment leadership: two cases of effective practice. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-03152010-145756

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

University of South Africa

21. Kwinda, Ntsumbedzeni Angela. The instructional leadership role of the school principal in Thohoyandou .

Degree: 2002, University of South Africa

URL: http://hdl.handle.net/10500/971

► This research focuses on the role of the school principal as instructional leader in primary schools in Thoyandou area, Limpopo Province. It was motivated by… (more)

Subjects/Keywords: Leadership; Instructional leadership; Staff development; Staff appraisal; Developmental appraisal; Professional development; Goals-promoting approach; Visibility approach; Supportive approach; In-service training

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

APA (6^th Edition):

Kwinda, N. A. (2002). The instructional leadership role of the school principal in Thohoyandou . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/971

Chicago Manual of Style (16^th Edition):

Kwinda, Ntsumbedzeni Angela. “The instructional leadership role of the school principal in Thohoyandou .” 2002. Masters Thesis, University of South Africa. Accessed January 19, 2021. http://hdl.handle.net/10500/971.

MLA Handbook (7^th Edition):

Kwinda, Ntsumbedzeni Angela. “The instructional leadership role of the school principal in Thohoyandou .” 2002. Web. 19 Jan 2021.

Vancouver:

Kwinda NA. The instructional leadership role of the school principal in Thohoyandou . [Internet] [Masters thesis]. University of South Africa; 2002. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10500/971.

Council of Science Editors:

Kwinda NA. The instructional leadership role of the school principal in Thohoyandou . [Masters Thesis]. University of South Africa; 2002. Available from: http://hdl.handle.net/10500/971

Queensland University of Technology

22. Girardi, John. An investigation of the relationship between employee work environments and customer satisfaction.

Degree: 2001, Queensland University of Technology

URL: http://eprints.qut.edu.au/36351/

Subjects/Keywords: Work environment; Communication in organizations; Consumer satisfaction; supportive leadership; communication; training; job satisfaction; knowledge acquisition; customer satisfaction; work environments; thesis; masters

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

APA (6^th Edition):

Girardi, J. (2001). An investigation of the relationship between employee work environments and customer satisfaction. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36351/

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):

Girardi, John. “An investigation of the relationship between employee work environments and customer satisfaction.” 2001. Thesis, Queensland University of Technology. Accessed January 19, 2021. http://eprints.qut.edu.au/36351/.

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

MLA Handbook (7^th Edition):

Girardi, John. “An investigation of the relationship between employee work environments and customer satisfaction.” 2001. Web. 19 Jan 2021.

Vancouver:

Girardi J. An investigation of the relationship between employee work environments and customer satisfaction. [Internet] [Thesis]. Queensland University of Technology; 2001. [cited 2021 Jan 19]. Available from: http://eprints.qut.edu.au/36351/.

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

Council of Science Editors:

Girardi J. An investigation of the relationship between employee work environments and customer satisfaction. [Thesis]. Queensland University of Technology; 2001. Available from: http://eprints.qut.edu.au/36351/

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

23. Jazzar, Nivin El. “Alla säger alltid att jag verkar må så bra på jobbet och jag mår verkligen bra här.” : En kvalitativ studie om friskfaktorer på Borlänge kommun.

Degree: Human Resource Management, 2020, Dalarna University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:du-34209

►

Syftet med denna studie var att bidra med fördjupad förståelse för vilka friskfaktorer som är avgörande för långtidsfriskhet ur ett medarbetarperspektiv. Detta genom att… (more)

▼

Syftet med denna studie var att bidra med fördjupad förståelse för vilka friskfaktorer som är avgörande för långtidsfriskhet ur ett medarbetarperspektiv. Detta genom att studera vad medarbetare inom sociala sektorn i Borlänge kommun upplever bidrar till välbefinnande och friskhet på arbetsplatsen. Vidare ämnade denna studie ge förslag på hur arbetet med friskfaktorer inom Borlänge kommun kan utvecklas. För att på bästa sätt kunna besvara syftet valdes en kvalitativ metod där tillvägagångssättet för insamling av empiri var semistrukturerade intervjuer med långtidsfriska medarbetare från verksamhetsområdet personlig assistans. Resultatet visar att begreppen stödjande ledarskap, god kommunikation, delaktighet i beslutsfattande, balans mellan arbetsliv och privatliv samt ett positivt arbetsklimat är faktorer som tenderar att ge positiva effekter för hälsa då de finns på arbetsplatsen. Ytterligare faktorer som kunde identifieras var trygghet till följd av lång erfarenhet samt arbetsmoral kopplat till lojalitet. Erfarenheten beskrivs som ett hjälpmedel att hantera olika situationer som kan tänkas uppstå i arbetssituationen samt som stressreducerande eftersom det skapar en tydlighet kring vilka förväntningar som finns i arbetet och mellan kollegorna. Hög arbetsmoral till följd av lojalitet verkar bottna i en vilja att bidra till en medmänniskas nytta genom att vara en viktig resurs i dennes liv. Denna studie visar betydelsen av ett stödjande ledarskap för förtroendet och tilliten dels mellan chef och medarbetare, dels medarbetare emellan, vilket i förlängningen även påverkar möjligheten till delaktighet samt tryggheten i den egna arbetssituationen. Slutligen visar studiens resultat att friskfaktorer under vissa omständigheter kan bidra med nya möjligheter till främjande arbetsmiljöarbete.

The purpose of this study was to contribute to a deeper understanding of factors that are crucial for long-term well-being and health from an employee perspective. This by studying what employees in the social sector in Borlänge municipality experience contributes to well-being and health in the workplace. Furthermore, this study intended to give suggestions on how the work with health factors in Borlänge municipality can be developed. To best answer the purpose, a qualitative method was chosen in which the approach for collecting empirical data was semi-structured interviews with long-term healthy employees from the area of personal assistance. The results showed that factors such as supportive leadership, participation, autonomy, positive work climate and work-life balance were common in the respondents work situation, which are factors that has shown to have a positive effect on employees' health. Furthermore, the respondents' long-term well-being and health could also be explained by additional health factors that were identified in their work environment. The respondents described that security due to long work experience and work ethic linked to loyalty were factors that contributed to their well-being. The experience…

Subjects/Keywords: health factor; promotion of work environment work; supportive leadership; good communication; participation in decision-making; work-life balance and positive working climate; friskfaktor; främjande arbetsmiljöarbete; stödjande ledarskap; god kommunikation; delaktighet i beslutsfattande; balans mellan arbetsliv och privatliv samt ett positivt arbetsklimat; Work Sciences; Arbetslivsstudier

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

APA (6^th Edition):

Jazzar, N. E. (2020). “Alla säger alltid att jag verkar må så bra på jobbet och jag mår verkligen bra här.” : En kvalitativ studie om friskfaktorer på Borlänge kommun. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-34209

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):

Jazzar, Nivin El. ““Alla säger alltid att jag verkar må så bra på jobbet och jag mår verkligen bra här.” : En kvalitativ studie om friskfaktorer på Borlänge kommun.” 2020. Thesis, Dalarna University. Accessed January 19, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34209.

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

MLA Handbook (7^th Edition):

Jazzar, Nivin El. ““Alla säger alltid att jag verkar må så bra på jobbet och jag mår verkligen bra här.” : En kvalitativ studie om friskfaktorer på Borlänge kommun.” 2020. Web. 19 Jan 2021.

Vancouver:

Jazzar NE. “Alla säger alltid att jag verkar må så bra på jobbet och jag mår verkligen bra här.” : En kvalitativ studie om friskfaktorer på Borlänge kommun. [Internet] [Thesis]. Dalarna University; 2020. [cited 2021 Jan 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-34209.

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

Council of Science Editors:

Jazzar NE. “Alla säger alltid att jag verkar må så bra på jobbet och jag mår verkligen bra här.” : En kvalitativ studie om friskfaktorer på Borlänge kommun. [Thesis]. Dalarna University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-34209

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

North-West University

24. Lupton, Peter. The evaluation of the knowledge management process in the ferro-metallurgical industry in South Africa / Peter Lupton.

Degree: 2009, North-West University

URL: http://hdl.handle.net/10394/4768

► The aim of this study was to conduct a thorough theoretical study on the relevant aspects involved in knowledge management and organizational learning, and thence… (more)

Subjects/Keywords: Knowledge creation; Knowledge acquisition; Knowledge sharing; Knowledge leveraging; Knowledge management; Organisational learning; Organisational learning strategy; Knowledge maps; Explicit knowledge; Tacit knowledge; Implicit knowledge; Knowledge stocks; Knowledge flows; Supportive learning environment; Concrete learning processes and practices; Leadership that reinforces learning

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

APA (6^th Edition):

Lupton, P. (2009). The evaluation of the knowledge management process in the ferro-metallurgical industry in South Africa / Peter Lupton. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4768

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):

Lupton, Peter. “The evaluation of the knowledge management process in the ferro-metallurgical industry in South Africa / Peter Lupton. ” 2009. Thesis, North-West University. Accessed January 19, 2021. http://hdl.handle.net/10394/4768.

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

MLA Handbook (7^th Edition):

Lupton, Peter. “The evaluation of the knowledge management process in the ferro-metallurgical industry in South Africa / Peter Lupton. ” 2009. Web. 19 Jan 2021.

Vancouver:

Lupton P. The evaluation of the knowledge management process in the ferro-metallurgical industry in South Africa / Peter Lupton. [Internet] [Thesis]. North-West University; 2009. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10394/4768.

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

Council of Science Editors:

Lupton P. The evaluation of the knowledge management process in the ferro-metallurgical industry in South Africa / Peter Lupton. [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/4768

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

University of North Texas

25. Fiori, Christy. Supportive Systems for Building Capacity of the Elementary Instructional Coach.

Degree: 2017, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1062803/

► The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth… (more)

Subjects/Keywords: building capacity; change process; coaching; collaboration; communication; campus administration support; district administration support; fast-growth; human capital; instructional coach; learning organization; professional learning; professional learning communities; role clarity; shared leadership; social capital; student learning; student results; supportive structures; Education, Curriculum and Instruction; Education, Elementary; Education, General

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

APA (6^th Edition):

Fiori, C. (2017). Supportive Systems for Building Capacity of the Elementary Instructional Coach. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1062803/

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):

Fiori, Christy. “Supportive Systems for Building Capacity of the Elementary Instructional Coach.” 2017. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc1062803/.

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

MLA Handbook (7^th Edition):

Fiori, Christy. “Supportive Systems for Building Capacity of the Elementary Instructional Coach.” 2017. Web. 19 Jan 2021.

Vancouver:

Fiori C. Supportive Systems for Building Capacity of the Elementary Instructional Coach. [Internet] [Thesis]. University of North Texas; 2017. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062803/.

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

Council of Science Editors:

Fiori C. Supportive Systems for Building Capacity of the Elementary Instructional Coach. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1062803/

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

AUT University

26. Alsarraj, Hadeal Alaa Taha. Open-plan Office and Its Impact on Interpersonal Relationships .

Degree: AUT University

URL: http://hdl.handle.net/10292/13071

► In a modern industrialised world, many employees work in an open-plan office environment. Therefore, the effect of the open-plan office on interpersonal relationships and worker… (more)

Subjects/Keywords: Open-plan; Interpersonal relationships; Office; Office design; Relationships; Office layout; Management; Wellbeing; Work station; Job statisfaction; Privacy; Organisational culture; Overhearing conversations; Supportive leadership

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APA (6^th Edition):

Alsarraj, H. A. T. (n.d.). Open-plan Office and Its Impact on Interpersonal Relationships . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/13071

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alsarraj, Hadeal Alaa Taha. “Open-plan Office and Its Impact on Interpersonal Relationships .” Thesis, AUT University. Accessed January 19, 2021. http://hdl.handle.net/10292/13071.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alsarraj, Hadeal Alaa Taha. “Open-plan Office and Its Impact on Interpersonal Relationships .” Web. 19 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Alsarraj HAT. Open-plan Office and Its Impact on Interpersonal Relationships . [Internet] [Thesis]. AUT University; [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10292/13071.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Alsarraj HAT. Open-plan Office and Its Impact on Interpersonal Relationships . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/13071

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Georgia Southern University

27. Underwood, Jana Maria. Study of the Implementation of a Professional Learning Community in one Middle School in Georgia.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2007, Georgia Southern University

URL: https://digitalcommons.georgiasouthern.edu/etd/286

► As public demands for school accountability continue to increase due to federal legislation such as the No Child Left Behind Act of 2001, educators struggle… (more)

▼ As public demands for school accountability continue to increase due to federal legislation such as the No Child Left Behind Act of 2001, educators struggle to meet rising minimum standards. In an effort to address these pressures and search for ways to improve, educators consider implementing a professional learning community model which focuses on the improvement of teaching and learning. While attributes and characteristics of professional learning communities are documented in the literature, little is known about how the model is established or sustained. The purpose of this case study was to understand how one middle school implemented a professional learning community model and planned for sustainability of the model. More specifically, the researcher determined the schools level of immersion in the basic dimensions of a professional learning community, identified compelling and constraining forces affecting implementation, and assessed beliefs of certified personnel about the sustainability of the model. As a quantitative method, a survey instrument to assess perceptions of the faculty on instructional practices was administered to certified personnel. Descriptive statistics reported were mean, median, mode, and standard deviation. Qualitative methods used in this case study included an interview with the principal, a focus group discussion with 5 certified personnel selected by the principal as being knowledgeable about reform efforts in the school, a focus group discussion with 5 certified personnel randomly selected by the researcher, observations of professional learning community meetings, and a review of artifacts. Findings indicated the school was deeply immersed in the basic dimensions of professional learning communities. In addition, compelling forces impacting implementation were categorized as: (a) leadership, (b) time, (c) small changes, (d) staff attitude, (e) on-site expertise, (f) risk-free environment, and (g) system level support. Constraining forces were categorized as: (a) time and logistical issues, (b) staff attitude, (c) stressors and demands, (d) professional development, (e) teacher turnover, (f) student population, and (g) external forces. Factors leading to sustainability of the model were categorized as: (a) leadership, (b) staff recruitment, (c) system level support, and (d) planning for leadership succession. Advisors/Committee Members: Linda M. Arthur, Paul "Mac" Brinson, Sharon Brooks.

Subjects/Keywords: ETD; Educational change; School reform; Professional learning community; Learning organizations; Teacher collaboration; Shared leadership; Collective learning; Shared values; Supportive conditions; Shared personal practice; Sustainability; Learning-focused schools; Middle schools; Case study; Georgia; Middle school teachers; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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

APA (6^th Edition):

Underwood, J. M. (2007). Study of the Implementation of a Professional Learning Community in one Middle School in Georgia. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/286

Chicago Manual of Style (16^th Edition):

Underwood, Jana Maria. “Study of the Implementation of a Professional Learning Community in one Middle School in Georgia.” 2007. Doctoral Dissertation, Georgia Southern University. Accessed January 19, 2021. https://digitalcommons.georgiasouthern.edu/etd/286.

MLA Handbook (7^th Edition):

Underwood, Jana Maria. “Study of the Implementation of a Professional Learning Community in one Middle School in Georgia.” 2007. Web. 19 Jan 2021.

Vancouver:

Underwood JM. Study of the Implementation of a Professional Learning Community in one Middle School in Georgia. [Internet] [Doctoral dissertation]. Georgia Southern University; 2007. [cited 2021 Jan 19]. Available from: https://digitalcommons.georgiasouthern.edu/etd/286.

Council of Science Editors:

Underwood JM. Study of the Implementation of a Professional Learning Community in one Middle School in Georgia. [Doctoral Dissertation]. Georgia Southern University; 2007. Available from: https://digitalcommons.georgiasouthern.edu/etd/286

28. Toumbeva, Tatiana Haralinova. Development and Validation of a Situational Judgment Test that Assesses Managerial Effectiveness in Providing Family-Friendly Supervision.

Degree: PhD, Psychology/Industrial-Organizational, 2018, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1536176407039904

► The goal of this dissertation was to develop and validate a single-response situational judgment test (SJT) that assesses managerial effectiveness in helping employees manage their… (more)

Subjects/Keywords: Management; Occupational Health; Occupational Psychology; Organizational Behavior; Psychology; Social Psychology; Leadership; Management; Situational Judgment Test; Family-Supportive Supervision; Work-Family Conflict; Supervisor Support; Organizational Support; Family-Friendly Benefits; Leader-Member Exchange; Gender; Dyadic Design; Validation; Selection; Training

…supervisors as being supportive of their (i.e., the employee’s) family life are more… …Hammer, 2011). Family-supportive supervisors are typically characterized by providing… …solutions (family-supportive supervisor behaviors; FSSB; Hammer, Kossek, Yragui, Bodner… …more supportive WORK-FAMILY MANAGEMENT SITUATIONAL JUDGMENT TEST 2 of employee work… …swiftly damaged in the presence of supervisors who fail to be family-supportive, and as such…

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

APA (6^th Edition):

Toumbeva, T. H. (2018). Development and Validation of a Situational Judgment Test that Assesses Managerial Effectiveness in Providing Family-Friendly Supervision. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1536176407039904

Chicago Manual of Style (16^th Edition):

Toumbeva, Tatiana Haralinova. “Development and Validation of a Situational Judgment Test that Assesses Managerial Effectiveness in Providing Family-Friendly Supervision.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed January 19, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1536176407039904.

MLA Handbook (7^th Edition):

Toumbeva, Tatiana Haralinova. “Development and Validation of a Situational Judgment Test that Assesses Managerial Effectiveness in Providing Family-Friendly Supervision.” 2018. Web. 19 Jan 2021.

Vancouver:

Toumbeva TH. Development and Validation of a Situational Judgment Test that Assesses Managerial Effectiveness in Providing Family-Friendly Supervision. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2021 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1536176407039904.

Council of Science Editors:

Toumbeva TH. Development and Validation of a Situational Judgment Test that Assesses Managerial Effectiveness in Providing Family-Friendly Supervision. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1536176407039904

University of New South Wales

29. Boobphakam, Pruet. National Culture and its Impact on Airline Corporate Culture.

Degree: Aviation, 2015, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/54284 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:34651/SOURCE02?view=true

► The airline industry comprises a range of stakeholders including governments, industry organizations, local carriers, shareholders, and competitors seeking to access bilateral traffic rights between countries.… (more)

Subjects/Keywords: Young and Smart Management, Speak Up; Decentralize, Responsibilities, Flexible, Empowered, Listen for advice, Open Discussion; Flexible and Address Change, Welcome New Ideas, New Idea Development, Initiatives, Young Staff bring Ideas; Team Work, Joint Effort, Challenge; Lower Level Can Speak Up, Open to Listen; Staff Can Share Idea; Leadership, Management top-down Decision; Hierarchy, Central Decision; Flat organization, Challenging, Enthusiastic/Recognition younger staff, Efficient department, Open discussion, Career part development, Training, Skills, Experience, No seniority, Cost control; Encourage freethinking, Freedom, Skill, Group, Relation, and Improvement; Supportive

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

APA (6^th Edition):

Boobphakam, P. (2015). National Culture and its Impact on Airline Corporate Culture. (Masters Thesis). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/54284 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:34651/SOURCE02?view=true

Chicago Manual of Style (16^th Edition):

Boobphakam, Pruet. “National Culture and its Impact on Airline Corporate Culture.” 2015. Masters Thesis, University of New South Wales. Accessed January 19, 2021. http://handle.unsw.edu.au/1959.4/54284 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:34651/SOURCE02?view=true.

MLA Handbook (7^th Edition):

Boobphakam, Pruet. “National Culture and its Impact on Airline Corporate Culture.” 2015. Web. 19 Jan 2021.

Vancouver:

Boobphakam P. National Culture and its Impact on Airline Corporate Culture. [Internet] [Masters thesis]. University of New South Wales; 2015. [cited 2021 Jan 19]. Available from: http://handle.unsw.edu.au/1959.4/54284 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:34651/SOURCE02?view=true.

Council of Science Editors:

Boobphakam P. National Culture and its Impact on Airline Corporate Culture. [Masters Thesis]. University of New South Wales; 2015. Available from: http://handle.unsw.edu.au/1959.4/54284 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:34651/SOURCE02?view=true

Open Access Theses and Dissertations