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TRANSFORMATIONAL LEADERSHIP QUALITIES OF FLORIDA COMMUNITY COLLEGE STUDENT GOVERNMENT ADVISORS
Title
TRANSFORMATIONAL LEADERSHIP QUALITIES OF FLORIDA COMMUNITY COLLEGE STUDENT GOVERNMENT ADVISORS.
Creator
Rath, Thomas, House, Jess, University of Central Florida
Abstract / Description
College student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of...
Show moreCollege student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of reaching higher levels of leadership effectiveness and organizational performance, and it has been advanced for use in SGOs. This study examined the extent to which community college student government advisors who exhibited transformational leadership qualities had an influence on the organizational outcomes of community college student governments. Several research questions were formulated to guide this examination. Surveys which included an instrument to measure the effectiveness of reaching organizational outcomes and the Multifactor Leadership Questionnaire for Research (MLQ 5X) (Bass & Avolio, 1995, 2000) were given to Florida community college student government executive board members and their respective student government advisors. Anticipated findings included increased levels of organizational outcomes in those community college SGOs in which advisors exhibit greater levels of transformational leadership qualities. Analysis of the data yielded advisor and student government member demographics, and a strong level of fulfillment of organizational outcomes. Statistically significant positive correlations were found between student reported transformational leadership qualities of advisors and student ratings of achievement and importance of organizational outcomes. A statistically significant correlation was also found between student ratings of importance of organizational outcomes and student ratings of the achievement of organizational outcomes. This indicates the existence of a relationship between the transformational leadership qualities of Florida community college student government advisors and the perceived importance and achievement of student government organizational outcomes. Secondary results were also given. Results of this study suggest that Florida community college student government advisors who exhibited higher levels of transformational leadership qualities engendered higher levels of organizational outcomes in Florida community college student governments. Implications were discussed for the study findings, and recommendations for future research were made.
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Date Issued
2005
Identifier
CFE0000771, ucf:46557
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000771
A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School
Title
A Formative Process Evaluation Study of Teacher Usage of a Learning Management System in a K-12 Public School.
Creator
Franzese, Victoria, Gunter, Glenda, Swan, Bonnie, Hartshorne, Richard, Vitale, Thomas, Rath, Victoria, University of Central Florida
Abstract / Description
The purpose of this study is to explore teacher perceptions, concerns, and integration of a Learning Management System (LMS) in a K-12 public school. With more educational institutions adopting LMSs, it is imperative to examine teachers' concerns regarding the tool as teachers have an important role in how effectively an innovation(-)such as an LMS(-)is implemented (Lochner, Conrad, (&) Graham, 2015). Ultimately, adoption of an innovation can be successful if teachers have an understanding of...
Show moreThe purpose of this study is to explore teacher perceptions, concerns, and integration of a Learning Management System (LMS) in a K-12 public school. With more educational institutions adopting LMSs, it is imperative to examine teachers' concerns regarding the tool as teachers have an important role in how effectively an innovation(-)such as an LMS(-)is implemented (Lochner, Conrad, (&) Graham, 2015). Ultimately, adoption of an innovation can be successful if teachers have an understanding of the components leading to the innovation's success, such as the innovation's value in enhancing both the curriculum and the students' learning experiences (Lochner et al., 2015). This study used the Concerns-Based Adoption Model (CBAM) as a main framework to not only measure implementation of the LMS, but to also increase the likelihood of the LMS effecting positive change in schools (George, Hall, (&) Stiegelbauer, 2006). The framework's Stages of Concern Questionnaire (SoCQ) was used with participants to determine teachers' concerns. The sample population for this study consisted of secondary teachers at a public high school in central Florida in 2017. Out of the 125 teachers employed at the school, a total of 36 (n = 36) participated in the online survey. Three of the teachers surveyed then participated in interviews to provide additional insight.Data was analyzed and organized into five main topics: (a) Stages of Concern Profile; (b) teacher concerns; (c) benefits of the LMS; (d) barriers to the LMS; and (e) teacher needs. An analysis of the survey data revealed that the study's survey participants, on average, had the highest concerns at Stage 0 (Unconcerned), Stage 1 (Informational) and Stage 2 (Personal), thus indicating the group conformed to a non-user profile when it comes to LMS use. An analysis of the interview data revealed an overall positive disposition toward the LMS with the self-awareness that participants have more to learn about its capabilities. Results suggested that LMS implementation should be refined in order to allow participants to advance to higher stages of concern (George et al., 2006). Further research should be conducted on other areas of LMS implementation, including the students' perceptions and concerns when it comes to using the LMS.
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Date Issued
2017
Identifier
CFE0006739, ucf:51834
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006739