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- Title
- EDUCATIONAL VISION IN FLORIDA SCHOOL DISTRICTS: VISION ALIGNMENT AND LEADERSHIP STYLE.
- Creator
-
Sikkenga, Cindy, House, Jess, University of Central Florida
- Abstract / Description
-
The purpose of this study was to address a gap in the organizational leadership research related to the sharing, or alignment, of leadership vision across organizational levels, with a focus on educational vision alignment in Florida K-12 public school districts. The study also sought to determine to what extent, if any, there were differences among Florida school districts exhibiting different levels of educational vision alignment. The broad question addressed by the current research was...
Show moreThe purpose of this study was to address a gap in the organizational leadership research related to the sharing, or alignment, of leadership vision across organizational levels, with a focus on educational vision alignment in Florida K-12 public school districts. The study also sought to determine to what extent, if any, there were differences among Florida school districts exhibiting different levels of educational vision alignment. The broad question addressed by the current research was this: To what degree are the educational visions of superintendents and principals aligned within Florida K-12 public school districts? The following research questions further guided the study: 1. What common themes can be found in the published vision statements of the 67 Florida K-12 public school districts? 2. To what extent, if any, do Florida K-12 public school district superintendents and their respective principals agree with one another on the importance of the common themes found in Florida school districts' published vision statements? 3. What is the relationship, if any, between educational vision alignment levels in Florida K-12 public school districts and principals' perceptions of their superintendents' leadership styles? 4. To what extent, if any, are there differences among Florida K-12 public school districts exhibiting different levels of educational vision alignment? The Florida Educational Vision Questionnaire Superintendent Form (FEVQ-S), a researcher developed questionnaire, was administered to all 67 Florida K-12 public school district superintendents. With superintendent approval, two additional questionnaires were administered to a sample of 242 principals in 23 school districts. The Florida Educational Vision Questionnaire Principal Form (FEVQ-P) and the Multifactor Leadership Questionnaire Form 5X Rater (MLQ-5X) (Avolio, Bass, & Jung, 1999) were returned fully completed by 105 principals in 21 districts. A total of 81 principal responses in 20 districts were usable, yielding overall usable response rates of 29.9% (superintendents) and 33.5% (principals). Comparisons of FEVQ responses of superintendents and principals in each school district were made using a researcher developed measure, the Educational Vision Alignment Index (EVAI). Within each district, the EVAI was compared with the superintendent's leadership style as measured by the principals' responses to the MLQ-5X. School districts were then compared using data obtained from the FEVQ demographic items, the Florida School Indicators Report (FSIR) (FLDOE, 2003a), the 2004 School Grades by District Report (FLDOE, n.d.), and the online Florida Public School Superintendents report (FLDOE, 2005c). The FSIR contains data on district characteristics such as operating costs, per pupil expenditures, school staff composition, student membership, student mobility rates, student stability rates, and teacher descriptors. The 2004 School Grades by District report contains both the school grades for each district and the total number of schools per district. The Florida Public School Superintendents report contains general school district information and superintendent status (i.e., elected or appointed) information. Detailed data analyses related to each of the four research questions indicated that: 1. Several common themes can be found in the published vision statements of the 67 Florida K-12 public school districts, 2. Florida K-12 public school district superintendents and their respective principals agree with one another on the importance of some of these common themes, 3. Several relationships exist between the educational vision alignment levels in Florida K-12 public school districts and principals' perceptions of their superintendents' leadership styles, and 4. There are differences among Florida K-12 public school districts exhibiting different levels of educational vision alignment. The current study illustrated that in Florida K-12 public school districts whose superintendents were perceived to be transformational leaders, a strong alignment of educational vision between the superintendents and their principals was also apparent, particularly in those districts having elected superintendents. Using the two researcher developed tools, the Florida Educational Vision Questionnaire (FEVQ) and the Educational Vision Alignment Index (EVAI), it was shown that this alignment pertained to specific content items, or themes, derived from an analysis of the educational vision statements of the 67 Florida school districts. These results indicate that the current emphasis in Florida on the development of transformational leaders who are knowledgeable in techniques for developing and communicating shared visions is therefore warranted.
Show less - Date Issued
- 2006
- Identifier
- CFE0001349, ucf:46995
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001349
- Title
- An Exploratory Study of the Strengths of Islamic School Principals in California, Texas, New York, Florida, and Illinois.
- Creator
-
Qadri, Kamran, Taylor, Rosemarye, Baldwin, Gordon, Mitchell, Paul, Eriksson, Gillian, University of Central Florida
- Abstract / Description
-
As the focal point of the school, the principal's leadership is integral to its effective functioning. This study used a self-assessment to analyze the self-identified strengths of principals in Islamic schools within the five most populated states in the United States (which also have the largest number of mosques) and the commonalities in those strengths based on (a) the enrollment of the school; (b) year school was established; (c) the gender of the principal; (d) the principal's...
Show moreAs the focal point of the school, the principal's leadership is integral to its effective functioning. This study used a self-assessment to analyze the self-identified strengths of principals in Islamic schools within the five most populated states in the United States (which also have the largest number of mosques) and the commonalities in those strengths based on (a) the enrollment of the school; (b) year school was established; (c) the gender of the principal; (d) the principal's professional preparation, e.g., degree in education vs. other fields and years of experience; and (e) geographic location. While only a small amount of statistical significance was evident (p (<) .05) in exploring the differences between groups, several conclusions were made. In analyzing the strengths of the principals, the least selected strength was Significance and the most was Analytical, which had the highest proportion of affirmatively responding principals as compared to any of the other strengths. Additionally, the relationship between principal strength and school enrollment resulted in for the strengths of Command and Developer at a significance level that was less stringent than the p = .002 dictated by the study; principals at schools that have a student enrollment of 151-200 ranked Command higher as compared to principals in schools of other sizes, whereas those with an enrollment of 150 or fewer students ranked Developer as a more preferred strength. In addressing principal strengths and gender, the results showcased males ranking Self-assuredness as their preferred trait more frequently than their female counterparts, who preferred Futuristic. Furthermore, the relationship of principal strengths and area of education resulted in the strengths of Activator, Maximizer, and Positivity as being ranked higher for principals who had a degree in education at the p = .05 level. The strengths of Empathy, Harmony, and Responsibility (p (<) .05) and Deliberative (p (<) .01) were ranked higher by principals who did not have a degree in education. Also, based on the average rankings of principal strengths, Achiever indicated the strongest association for principals with a degree in education and Deliberative for principals who did not. The results of the mean ranking of the strengths among principals of differing years of experience resulted in the ranking of Focus and Includer at higher levels for principals with 3-6 years of experience (p (<) .01). Furthermore, the average rankings showcased the strength of Achiever as the most strongly rated for principals with less than 3 years of experience, Focus for principals with 3-6 years of experience, and Analytical for principals with more than 6 years. Examination of principal strengths based on geographic location was conducted descriptively due to small group sizes. Among the five states of focus, average rankings of strengths indicated that Deliberative was the most preferred among California principals, Includer among Florida principals, Activator among Illinois respondents, Command among New York principals, and Analytical in Texas.
Show less - Date Issued
- 2014
- Identifier
- CFE0005235, ucf:50601
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005235
- Title
- PRINCIPALS' APPLICATION OF KNOWLEDGE TO THE STRUCTURE AND SUPPORT OF SPECIAL EDUCATION PROGRAMS IN FLORIDA MIDDLE SCHOOLS.
- Creator
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Bugden, Lisa, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
This study was developed to determine middle school principals' knowledge about the structure of the special education program in their schools and the support given to the personnel who serve students with disabilities in that program. The principals' knowledge was compared to the application of their knowledge to determine if principals were applying what they knew when making decisions about structuring and supporting the special education program in the school and the teachers and...
Show moreThis study was developed to determine middle school principals' knowledge about the structure of the special education program in their schools and the support given to the personnel who serve students with disabilities in that program. The principals' knowledge was compared to the application of their knowledge to determine if principals were applying what they knew when making decisions about structuring and supporting the special education program in the school and the teachers and staff who work within the programs. In addition, various personal and school factors were analyzed to determine if any of these variables were significant in explaining any differences that were found between the principals' knowledge and application of their knowledge. Finally, the principals' innovativeness was determined, and the factors in common to the groups of principals who were most and least innovative were analyzed. When the data were analyzed, a statistically significant difference was found between reported knowledge and application of knowledge. None of the school and personal variables explained this difference. A statistically significant difference existed between the two groups of principals found to be most and least innovative. When analyzed, several school and personal variables were found to possibly explain the difference, and a profile was proposed for each group. The variables included gender, subject area taught, number of years as a professional educator, number of years since completing educational leadership training, number of years as a principal, primary source of information for structuring the special education program at their school, school size, district size, and types of classes offered to students with disabilities. Further research is needed to confirm these profiles and recommendations for future research are included.
Show less - Date Issued
- 2007
- Identifier
- CFE0001838, ucf:47356
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001838
- Title
- THE IMPACT OF ACADEMIC VOCABULARY INSTRUCTION ON READING PERFORMANCE OF SOPHOMORE STUDENTS ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST FROM 2008 TO 2009.
- Creator
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McMillen, Margaret, Taylor, Rose, University of Central Florida
- Abstract / Description
-
This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education,...
Show moreThis study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education, and teacher data collected from a survey used as a pretest/posttest. Variables used in the analysis of student data included demographic subgroups of white, African-American, and Hispanic students and students with disabilities, English language learners, and economically disadvantaged students. Teacher variables used were years of teaching experience and curriculum area. Both an ANCOVA and a multiple logistical regression were used to analyze change in student reading performance. Student reading score performance dropped for the total population and in for subgroups from 2008 to 2009. Several intervening variables could explain the downward change: budget cuts resulting in a change in instructional day from six to seven-period day with loss of instructional time, reduction in number of teachers, increase in student population, and change in start time for school day (from 7:15 a.m. to 2:30 p.m. to :30 a.m. to 4 p.m.). An ANOVA and independent t-test were used to analyze teacher pretest/posttest data. The data indicated a positive change in teacher knowledge and instructional practice, though not statistically significant. It should not be concluded from the reading scores that the program of academic vocabulary was not successful, but rather that vocabulary instruction is only one of the essential components of any plan to improve secondary student reading performance. Further research should be conducted to replicate this study during a time period without intervening variables experienced during the span of this study. Additionally, students should be matched to their teachers to examine the relationship between individual teacher and student performance. This study should be replicated in a high school with different demographics and different level of student achievement.
Show less - Date Issued
- 2009
- Identifier
- CFE0002909, ucf:48005
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002909
- Title
- ADDRESSING ANGER MANAGEMENT IN A MIDDLE SCHOOL SETTING: INITIATING A LEADERSHIP DRIVE ANGER MANAGEMENT GROUP.
- Creator
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Burt, Isaac, Butler, Kent, University of Central Florida
- Abstract / Description
-
This study examined the effect of a leadership driven anger management group on angry middle school students. Twenty-five participants from a local middle school were nominated by school faculty to be participants in the study. Twenty individuals participated and eighteen completed the study. The eighteen participants were assessed at pre and post test on measures of anger, anger control and personal relationships. Three research questions were tested: (1) Does a short term leadership focused...
Show moreThis study examined the effect of a leadership driven anger management group on angry middle school students. Twenty-five participants from a local middle school were nominated by school faculty to be participants in the study. Twenty individuals participated and eighteen completed the study. The eighteen participants were assessed at pre and post test on measures of anger, anger control and personal relationships. Three research questions were tested: (1) Does a short term leadership focused anger management group reduce youthsÂÂÂÂ' overall anger? (2) Does such a group increase angry youthsÂÂÂÂ' ability to control anger urges? (3) Does this group reduce youthsÂÂÂÂ' expressed anger towards others? Study results indicated that the leadership driven anger management participants showed a significant reduction in overall anger. Although participants in the study had a significant increase in anger control expressed outwardly (AC-O), they did not show a significant internal perception of an increase in anger control (AC-I). Furthermore, results indicated that participants showed significant reduction in their expressed outward anger in their relationships (AX-O), but did not show significant differences in their perception of expressed internal anger in relationships (AX-I). A discussion follows explaining the possible reasons for this discrepancy, as well as limitations, modified procedures, and implications for this study. Lastly, the study completes with recommendations for future research in the field of counseling and anger management.
Show less - Date Issued
- 2010
- Identifier
- CFE0003375, ucf:48463
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003375
- Title
- EXAMINING THE BELIEFS AND PRACTICES OF EFFECTIVE SCHOOL LEADERS AS THEY RELATE TO SERVING STUDENTS WITH DISABILITIES.
- Creator
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Steinke, Kimberly, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
As academic reform movements push schools to provide more rigorous learning environments for students, it is essential that the ÂÂÂÂ"person in chargeÂÂÂÂ" at the school level be prepared and capable of meeting the demands of high stakes measures that affect critical dimensions of school life....
Show moreAs academic reform movements push schools to provide more rigorous learning environments for students, it is essential that the ÂÂÂÂ"person in chargeÂÂÂÂ" at the school level be prepared and capable of meeting the demands of high stakes measures that affect critical dimensions of school life. Educational leaders today face a significant amount of pressure to improve the quality of education at all levels and across all disciplines. While school leaders face the pressures of No Child Left Behind in terms of increased student performance, they must also be concerned about serving students with disabilities appropriately. The purpose of this study was to examine the beliefs and practices that effective school leaders in a large urban school district revealed in the specific area of serving students with disabilities. An examination of the school leaderÂÂÂÂ's beliefs and knowledge in relation to the leadership practices put in place at their schools when serving students with disabilities was completed. Identification of a relationship between the leaderÂÂÂÂ's beliefs and practices as associated with the leaderÂÂÂÂ's prior education and leadership experience was possible. Finally, through a grounded theory perspective, the researcher discovered specific practices put in place by these effective school leaders that can be generalized to other school settings under fellow school leaders.
Show less - Date Issued
- 2010
- Identifier
- CFE0003038, ucf:48340
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003038
- Title
- Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.
- Creator
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Tejeda, Jeannette, Martin, Suzanne, Reyes, Maria, Dieker, Lisa, Uhle, Karen, University of Central Florida
- Abstract / Description
-
The purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select...
Show moreThe purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select teachers not co-teaching at each of the three schools. The interview data were examined using Hycner's guidelines for phenomenological analysis. The Likert-type surveys administered to co-teachers and teachers not co-teaching served as sources of information for triangulation. The findings of the study led to the emergence of 13 themes addressing the three research questions. The resulting themes were (a) open communication with staff, (b) team approach to decision-making, (c) teacher leadership, (d) parental involvement encouraged, (e) positive relationship with staff, (f) professional growth encouraged, (g) volunteers selected for co-teaching, (h) co-teachers select partners, (i) co-teaching option presented to entire teaching staff, (j) personal involvement in co-teaching selection process, (k) multifaceted selection criteria, (l) principals involved teachers in the pairing procedure, and (m) recruitment procedures were aligned with best practices. This study has contributed additional evidence supportive of best practices in co-teaching and leadership and suggests a link between effective leadership practices and the facilitation of co-teaching teams and co-teacher selection processes. Recommendations for future research address the areas of (a) principal experience, (b) length of co-teaching model, (c) principal personal involvement, (d) study participant size, (e) study subjects, and (f) link between leadership practices and co-teaching selection procedures.
Show less - Date Issued
- 2015
- Identifier
- CFE0006012, ucf:51005
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006012
- Title
- Leadership and Subordinate Engagement: A Meta-Analytic Examination of its Mechanisms using Self-Determination Theory.
- Creator
-
Young, Henry, Wang, Wei, Joseph, Dana, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
-
Although past research has suggested ineffective leadership to be the most common reason for low levels of employee engagement, little is known about the mediating mechanisms underlying this relationship. To address this gap in research, I tested a theoretical model based on Self-Determination Theory (SDT; Deci (&) Ryan, 2000) in which two focal mechanisms, leader-member exchange (LMX) and empowerment, functioned in sequential order to predict the relationship between Full Range Leadership...
Show moreAlthough past research has suggested ineffective leadership to be the most common reason for low levels of employee engagement, little is known about the mediating mechanisms underlying this relationship. To address this gap in research, I tested a theoretical model based on Self-Determination Theory (SDT; Deci (&) Ryan, 2000) in which two focal mechanisms, leader-member exchange (LMX) and empowerment, functioned in sequential order to predict the relationship between Full Range Leadership and subordinate engagement. Results showed that transactional leadership had positive and negative indirect effects on engagement, suggesting that transactional leadership comprises a (")double-edged sword(") as a predictor of subordinate engagement. In contrast, the indirect effects between transformational leadership and engagement were consistently positive. As such, current mediation models used in leadership can benefit by drawing from SDT to investigate the unfolding process of leadership through sequential mediation.
Show less - Date Issued
- 2017
- Identifier
- CFE0006675, ucf:51250
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006675
- Title
- Principals' Perceptions on Educating Elementary Students who are Gifted.
- Creator
-
Cumming, Ingrid, Martin, Suzanne, Little, Mary, Zygouris-Coe, Vassiliki, Ellis, Amanda, University of Central Florida
- Abstract / Description
-
Students who are gifted need student centered academic challenges and authenticproblems to spark reflection and enhance student outcomes. When academic needs are not met,students who are gifted may not reach their full academic potential and may lose motivation for learning. A primary reason for students who are gifted to underachieve in academics is equated to school factors including lack of instructional resources, social/emotional support, and teacherswho are unprepared to teach students...
Show moreStudents who are gifted need student centered academic challenges and authenticproblems to spark reflection and enhance student outcomes. When academic needs are not met,students who are gifted may not reach their full academic potential and may lose motivation for learning. A primary reason for students who are gifted to underachieve in academics is equated to school factors including lack of instructional resources, social/emotional support, and teacherswho are unprepared to teach students who are gifted. The purpose of this phenomenologicalresearch study is to explore the perceptions and lived experiences of participating elementary school principals in an urban school district. The research questions explore elementary school principals' perceptions of the implementation of practices, programs and instructional methodsthat support their programs for students who are gifted and the teachers of students who are gifted.
Show less - Date Issued
- 2015
- Identifier
- CFE0005937, ucf:50822
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005937
- Title
- Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching Teams.
- Creator
-
San, Michelle, Martin, Suzanne, Dieker, Lisa, Lue, Martha, Uhle, Thomas, University of Central Florida
- Abstract / Description
-
The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, (&) Shamberger, 2010; Nichols, Dowdy, (&) Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend (&) Cook, 2007)....
Show moreThe recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, (&) Shamberger, 2010; Nichols, Dowdy, (&) Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend (&) Cook, 2007). Researchers indicate that a key factor in effective co-teaching is administrative support (Friend et al.; Dieker (&) Murawski, 2003; Murawski (&) Dieker, 2008; Murawski (&) Dieker, 2004; Scruggs et al., 2007). The purpose of this study was to identify the policies and practices used by effective principals who have led the implementation of co-teaching in their schools. The researcher interviewed three middle school principals in a large urban school district to ascertain the essence of their experiences. The principals were identified as highly effective by their most recent principal evaluation system. The interview data were examined using Hycner's guidelines for phenomenological analysis. Triangulation occurred through a survey and review of documents. The co-teaching teams from the participating principals' schools completed a Likert-type survey. The researcher reviewed the schools' master schedules, School Improvement Plan, and Action Plan.Analysis of the participating principals' interview data has identified themes. These themes included: (a) preparing the setting, (b) preparing co-teaching teams, (c) necessary co-teacher skill sets, (d) utilizing the leadership team, (e) purposeful selection of co-teaching staff, (f) addressing barriers, (g) culture supporting knowledgeable co-teachers, (h) traits of effective co-teachers, (i) expectations of co-teachers, (j) motivating co-teachers, and (k) attaining buy-in through support and culture.
Show less - Date Issued
- 2015
- Identifier
- CFE0005994, ucf:50785
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005994
- Title
- The Experiences of School Leaders who Promote Achievement Among Students with Disabilities.
- Creator
-
Wells, Eric, Martin, Suzanne, Boote, David, Little, Mary, Steinke, Kimberly, University of Central Florida
- Abstract / Description
-
Stagnant outcomes for students with disabilities has resulted in an era where results-driven accountability is emerging as the driving force for special education leadership. Students who receive special education services significantly lag behind their non-disabled peers in their performance on required statewide, standardized assessments. The achievement gap between students with disabilities and their non-disabled peers is significant and pervasive. School leadership is central to school...
Show moreStagnant outcomes for students with disabilities has resulted in an era where results-driven accountability is emerging as the driving force for special education leadership. Students who receive special education services significantly lag behind their non-disabled peers in their performance on required statewide, standardized assessments. The achievement gap between students with disabilities and their non-disabled peers is significant and pervasive. School leadership is central to school performance (Waters, Marzano, (&) McNulty, 2003). Very few researchers have investigated that experience as it relates to high achievement for students with disabilities. Yet, policy in the field has shifted to emphasize outcomes for students with disabilities (Hehir, 2014). As such, it has become critical to examine the experience of those who have successfully helped their schools produce high levels of achievement among students with disabilities. The purpose of the study was to document the lived experiences of school leaders who were helping their population of students with disabilities achieve high outcomes on state required testing. The researcher interviewed principals who had led their schools to achieve exemplary results with students with disabilities according to the AMO data maintained by the FLDOE. Results and discussion are included for each of the research questions along with implications of the findings, recommendations, and suggestions for future research.
Show less - Date Issued
- 2016
- Identifier
- CFE0006417, ucf:51475
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006417
- Title
- The Nuts and Bolts of Leadership Training: A Meta-Analysis.
- Creator
-
Lacerenza, Christina, Salas, Eduardo, Joseph, Dana, Burke, Shawn, University of Central Florida
- Abstract / Description
-
Organizations within the United States spent over $70 billion on corporate training in 2013; 35% of this budget was allocated to management and leadership, making this field the leading training area for organizations (O'Leonard, 2014). Despite this spending, only 13% of companies believe that they have done a quality job training their leaders (Schwartz, Bersin, (&) Pelster, 2014). This calls into question the utility and effectiveness of current initiatives. In response, this study meta...
Show moreOrganizations within the United States spent over $70 billion on corporate training in 2013; 35% of this budget was allocated to management and leadership, making this field the leading training area for organizations (O'Leonard, 2014). Despite this spending, only 13% of companies believe that they have done a quality job training their leaders (Schwartz, Bersin, (&) Pelster, 2014). This calls into question the utility and effectiveness of current initiatives. In response, this study meta-analytically organizes leadership training literature to identify the conditions under which these programs are most effective. Thus, the current meta-analysis provides the following contributions to the field: (1) meta-analytic data across years (1887 (-) 2014) and organization types, utilizing only employee personnel data; (2) investigation of training effectiveness across all Kirkpatrick (1959) evaluation levels (i.e., trainee reactions, learning, transfer, and results); (3) meta-analytic data computed using updated procedures identified by Morris and DeShon (2002); and (4) an examination of moderators not previously investigated. Based on data from 335 independent samples, results suggest that leadership training is effective across reactions (d = .63), learning (d = .73), transfer (d =. 82), and results (d = .72). The strength of these effect sizes is dependent upon several moderators, but the pattern of results is not consistent across all outcomes. For learning outcomes, programs incorporating information-, demonstration-, and practiced-based delivery methods were most effective while other design and delivery features did not affect results. In regards to transfer, programs that utilized information-, demonstration-, and practice-based methods, feedback, content based on a needs analysis, face-to-face settings, and a voluntary attendance policy produced the largest effect sizes. For results, longer programs that were mandatory, spanned weekly sessions, incorporated practice-based methods, and located on-site produced the largest effect sizes.
Show less - Date Issued
- 2015
- Identifier
- CFE0006341, ucf:51578
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006341
- Title
- Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.
- Creator
-
Joseph, Julie, Martin, Suzanne, Little, Mary, Boote, David, Thomson, Arlene, University of Central Florida
- Abstract / Description
-
The passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of...
Show moreThe passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of students, there have not been sufficient studies that have studied this topic in school psychology. The purpose of this study was to discover, understand, and describe in rich detail the lived experience of school psychologists exercising leadership. The researcher interviewed school psychologists within a mid-size school district in Central Florida who were nominated by district administrators that supervise of them. Additionally, this study sought to identify the contexts, domains of practice, universal structures, and opportunities utilized in their experiences. School psychologists demonstrated leadership through collaboration and consultation, professional expertise, student-oriented needs, expert-problem solvers, and communication skills. The contexts of their leadership experiences varied due to the diverse roles taken on by the individual, however they were all demonstrated at the district level, school level, and with their peers. The leadership experiences identified by the study participants correspond to most of the National Association of School Psychologists (NASP) domains of practice and also correspond to transformational leadership. The results are particularly salient to school psychologist, as the information comes from the perspective of school psychologists who were noted to be (")effective(") and displays (")leadership(") and are now exercising leadership. Future research is encourage to examine leadership experiences across multiple school districts to identify experiences of other leaders across various settings.
Show less - Date Issued
- 2015
- Identifier
- CFE0005814, ucf:50033
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005814
- Title
- Unintentionally unethical: How uncivil leaders violate norms and hurt group performance.
- Creator
-
Coultas, Christopher, Salas, Eduardo, Salazar, Maritza, Burke, Shawn, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
-
Incivility is a common form of low-grade aggression that lacks a clear intent to harm, that violates community norms and values for interpersonal conduct, and is often chronic in nature (Andersson (&) Pearson, 1999; Cortina, Magley, Williams, (&) Langhout, 2001). Because of its subtleties, it is difficult at times to detect and even more difficult to prevent. However, it is an essential phenomenon to research, due to its ubiquity and negative impact on worker outcomes such as job satisfaction...
Show moreIncivility is a common form of low-grade aggression that lacks a clear intent to harm, that violates community norms and values for interpersonal conduct, and is often chronic in nature (Andersson (&) Pearson, 1999; Cortina, Magley, Williams, (&) Langhout, 2001). Because of its subtleties, it is difficult at times to detect and even more difficult to prevent. However, it is an essential phenomenon to research, due to its ubiquity and negative impact on worker outcomes such as job satisfaction and psychological health (Cortina et al., 2001). Incivility instigated by those in authority may be an even bigger problem, due to victims' fear of retaliation in the event that they choose to report the incivility (Estes (&) Wang, 2008). Furthermore, as the global economy shrinks and intercultural interactions become the rule rather than the exception, the norms for (")good interpersonal conduct(") become blurred, leading to even greater and more frequent incivility (Milam, Spitzmueller, (&) Penney, 2009; Pearson (&) Porath, 2005). Yet while it logically follows that incivility may be defined differently across different cultures, little research has been done on this topic. Furthermore, it is unclear how to (")fix(") the incivility problem in the workplace. Pearson and Porath (2005) suggested that organizational norms strongly endorsing civility could mitigate the occurrence of workplace incivility. The purpose of this research is to test the effects of internal cultural values and external group norms on perceptions of and reactions to leader incivility in a group setting.To test this, I manipulated leader incivility, cultural values, and group civility norms in a laboratory setting. Participants were exposed to a cultural value prime in which they were primed to endorse either high or low power distance values. Then, in a group setting, participants were presented with either a pro-civility or neutral group norm, and proceeded to engage in a groupivdiscussion with a confederate leader. This confederate leader was inconspicuously selected from among the participants and followed a script in which he consistently engaged in incivility towards both group members while conducting the group discussion. After completing the group discussion, the leader left for leader training and the participants engaged in an interdependent business simulation. At periodic segments throughout the experiment, I assessed participants' affective states as well as their perceptions of interactional justice and intragroup conflict.Regression analyses generally supported hypotheses regarding the moderating effect of values on perceptions of and reactions to incivility. Power distance predicted individuals' assessment of justice in the face of leader incivility; the interaction effect of power distance values and civility norms approached (but did not achieve) significance. Justice perceptions were strongly negatively correlated with participants' experience of anger; anger was found to mediate the relationship between participants' justice assessments (when the leader was present) and their perceptions of intragroup conflict (when the leader was absent). Power distance values and civility norms both moderated the relationship between anger and individual-level perception of intragroup conflict. At the group level of analysis, relationship conflict negatively predicted group performance, but task conflict positively predicted group performance, when there were pro-civility norms in place. These findings have implications for diverse organizations attempting to promote justice, harmony, and civility within their organizations. Incivility is a nuanced phenomenon and one that is perceived and responded to differently across individuals. Cultural values play a role, but so do organizational norms. Future research is needed to explore further the interactive effects of cultural values and organizational norms, and how organizations can leverage these to prevent the occurrence and negative consequences of workplace incivility.
Show less - Date Issued
- 2012
- Identifier
- CFE0004667, ucf:49899
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004667
- Title
- Judged by the bottom-line but expected to lead ethically: A leader's catch 22.
- Creator
-
Rice, Darryl, Folger, Robert, Taylor, Shannon, Crossley, Craig, Piccolo, Ronald, University of Central Florida
- Abstract / Description
-
The goal of the presented research is to explain the importance of integrating the literatures on leader bottom-line mentality (BLM) and behavioral ethics and to demonstrate that leader BLM can adversely impact followers' perceptions of ethical leadership. By doing so, several contributions can be made. First, I identify an antecedent of ethical leadership. Predominantly, most ethical leadership research has focused on identifying its outcomes (Brown (&) Mitchell, 2010). Second, I will offer...
Show moreThe goal of the presented research is to explain the importance of integrating the literatures on leader bottom-line mentality (BLM) and behavioral ethics and to demonstrate that leader BLM can adversely impact followers' perceptions of ethical leadership. By doing so, several contributions can be made. First, I identify an antecedent of ethical leadership. Predominantly, most ethical leadership research has focused on identifying its outcomes (Brown (&) Mitchell, 2010). Second, I will offer new theoretical insights regarding the antecedents of ethical leadership. Past ethical leadership research has primarily relied on social exchange (Blau, 1964; Gouldner, 1960) and social cognitive (Bandura, 1977, 1986) theories, whereas I will draw on trait activation and cognitive stress theories to examine the relationship between BLM and ethical leadership. By integrating these two theories I will demonstrate Kerr's (1975) example of (")the folly of rewarding A, while hoping for B.(") Third, I will explain and demonstrate why follower BLM and leader stress perceptions are important boundary conditions regarding the primary relationship of interest and overall model. Comprehensively, I examine and demonstrate the potential of a backfiring effect that can be strengthened or weakened. This research aims to shed light on the often disregarded catch-22 leaders face in world that is increasingly concerned about bottom-line outcomes, while also demanding an immaculate standard of ethical behavior from leaders.
Show less - Date Issued
- 2015
- Identifier
- CFE0005699, ucf:50131
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005699
- Title
- NURSING LEADERSHIP CHARACTERISTICS: EFFECT ON NURSING JOB SATISFACTION AND RETENTION OF BABY BOOMER AND GENERATION X NURSES.
- Creator
-
Swearingen, Sandra, Liberman, Aaron, University of Central Florida
- Abstract / Description
-
ABSTRACT The purpose of this research is to determine the degree to which a positive experience with nursing leadership increases nurse's job satisfaction. The different values and norms of the generational cohorts result in each cohort perceiving leadership characteristics differently. Factors such as length of exposure to leadership, location, shift worked, clinical versus non-clinical positions and the presence or absence of Servant-Leadership, all have the potential to impact nursing...
Show moreABSTRACT The purpose of this research is to determine the degree to which a positive experience with nursing leadership increases nurse's job satisfaction. The different values and norms of the generational cohorts result in each cohort perceiving leadership characteristics differently. Factors such as length of exposure to leadership, location, shift worked, clinical versus non-clinical positions and the presence or absence of Servant-Leadership, all have the potential to impact nursing satisfaction. Nursing satisfaction, or dissatisfaction impacts retention, further modifying nursing leadership practices. Conflict, Cohort, Servant-Leadership, and Self-Discrepancy theories were utilized to identify the relationships of generations to each other and to the leadership characteristics existing in their organizations. Two Central Florida healthcare organizations were utilized to obtain data regarding leadership characteristics, generational cohort and nursing satisfaction indicators. A total of 440 survey questionnaires were distributed, 182 were returned, a response rate of 41%. Factor Analysis utilizing principal component analysis was performed to reduce the 57 variables contained within questionnaires to one construct that represented a leadership characteristics variable. This variable was utilized to test 3 of the hypotheses. Principal component analysis was utilized to reduce 10 characteristics of Servant-Leadership, to a construct that represented a Servant-Leadership variable. Qualitative data was collected from 25 interviewees and was used to enrich and supplement the quantitative data from the survey questionnaires. Nursing leadership characteristics affect nursing satisfaction as demonstrated by this research. The more positive the perception or experience of nurses in relation to nursing leadership, the more job satisfaction increases. Even though literature states that Generation X employees exhibit less job satisfaction, due to generational specific values and norms, generational cohort did not demonstrate significance in this study. A positive perception of nursing leadership characteristics demonstrated a positive impact on nursing retention within an organization. Nurses who are satisfied with leadership characteristics tend to stay with that organization. The presence of Servant-Leadership characteristics also demonstrated a positive impact on nursing job satisfaction and retention. Leaders that demonstrate Servant-Leadership characteristics engender increased job satisfaction for their employees and increased retention of nurses for their organizations.
Show less - Date Issued
- 2004
- Identifier
- CFE0000205, ucf:46255
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000205
- Title
- Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
- Creator
-
Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
Show less - Date Issued
- 2012
- Identifier
- CFE0004560, ucf:49255
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004560
- Title
- Where's the Boss? The Influences of Emergent Team Leadership Structures on Team Outcomes in Virtual and Distributed Environments.
- Creator
-
Porter, Marissa, Salas, Eduardo, Jentsch, Florian, Joseph, Dana, Burke, Shawn, University of Central Florida
- Abstract / Description
-
The influence of leadership on team success has been noted extensively in research and practice. However, as organizations move to flatter team based structures with workers communicating virtually across space and time, our conceptualization of team leadership must change to meet these new workplace demands. Given this need, the current study aims to begin untangling the effects of distribution and virtuality on team leadership structure and subsequent team outcomes that may be affected by...
Show moreThe influence of leadership on team success has been noted extensively in research and practice. However, as organizations move to flatter team based structures with workers communicating virtually across space and time, our conceptualization of team leadership must change to meet these new workplace demands. Given this need, the current study aims to begin untangling the effects of distribution and virtuality on team leadership structure and subsequent team outcomes that may be affected by differences in conceptualizing such structures. Specifically, the goals of this study were threefold. First, this study investigated how the physical distribution of members may impact perceptions of team leadership structure, depending on virtual tool type utilized for communicating. Second, this study explored how different indices of team leadership structure may have different influences on team outcomes, specifically in terms of conceptualizing the degree to which multiple members are perceived as collectively enacting particular leadership behaviors via a network density metric, and conceptualizing team leadership in regards to the specialization of members into particular behavioral roles, as captured via role distance and role variety indices. Finally, this study expanded on current research regarding team leadership structure by examining how the collective enactment of particular leadership (i.e., structuring/planning, problem solving, supporting social climate) behaviors may facilitate specific teamwork processes (i.e., transition, action, interpersonal), leading to enhanced team performance, as well as how leadership role specialization may impact overall teamwork and team performance.Findings from a laboratory study of 188 teams participating in a simulated decision making task reveal a significant interaction for the influences of physical distribution and virtuality on perceptions of leadership structure, such that less distributed teams (i.e., those with fewer isolated members) were more likely to perceive their distributed members as participating in the collective enactment of necessary leadership responsibilities when communicating via richer media (i.e., videoconferencing, teleconferencing) than less rich media (i.e., instant messaging). However, virtuality and distribution did not impact the degree to which members were perceived as specializing in a particular leadership role, or the overall variety of leadership roles being performed. In terms of team outcomes, the perceived collective enactment of leadership emanating from distributed team members significantly predicted teamwork, while the perceived collective leadership of collocated members did not have a significant impact. Specifically, greater distributed team member involvement in the collective enactment of structuring/planning leadership positively impacted team transition processes, while the collective enactment of supporting the social climate positively predicted team interpersonal processes. Although the relationship between perceived leadership role specialization, in terms of role distance and role variety, and team performance was mediated by overall teamwork processes as expected, leadership role specialization had a negative impact on overall teamwork. Finally, while team action processes did not serve to mediate the relationship between perceived problem solving network density and team performance, team transition processes mediated the relationships between the collective enactment of structuring/planning for distributed members and team performance. The collective enactment of supporting the social climate by distributed team members and its relationship to team performance was also mediated by interpersonal teamwork processes. Together, these results reveal the importance in considering context, specifically virtuality and physical distribution, when designing, developing and maintaining effective team leadership, teamwork, and team performance. Furthermore, they provide unique insight regarding how different configurations of leadership may be possible in teams. Study limitations, practical implications, and recommendations for future research and practice are further discussed.
Show less - Date Issued
- 2013
- Identifier
- CFE0004911, ucf:49603
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004911
- Title
- A Holistic Framework for Effective Engineering Leadership Development Using 3D Virtual World Simulation.
- Creator
-
Almalki, Hamed, Rabelo, Luis, Elshennawy, Ahmad, Lee, Gene, Ferreras, Ana, University of Central Florida
- Abstract / Description
-
Problems associated with the limited success of traditional engineering leadership development are the absence of embedded real-life industry case studies in leadership development and incorrect applications of leadership strategies in the various contexts. Though recommended programs for enhancing leadership development exist, they lack an examined framework, especially when it comes to leadership development of undergraduate engineering students. In this research effort, the impact of a...
Show moreProblems associated with the limited success of traditional engineering leadership development are the absence of embedded real-life industry case studies in leadership development and incorrect applications of leadership strategies in the various contexts. Though recommended programs for enhancing leadership development exist, they lack an examined framework, especially when it comes to leadership development of undergraduate engineering students. In this research effort, the impact of a framework using 3D virtual world simulation and the 4-D Leadership System to enhance the leadership abilities of undergraduate engineering students at the individual and team levels based on industrial leadership case studies was investigated. The 3D virtual world simulation was used to provide experiential learning by replacing human beings with avatars that could be managed or dramatized by real people. This framework was examined and validated by a randomized pretest-posttest control group design. Paired and two-sample t-tests revealed a significant development in the average team leadership skills of the experimental group, but no significant change occurred in the control group teams. There was a reduction in the mean of individuals' tests which indicated there was a small enhancement in an individual's leadership skills; however, the change was small and not statistically significant. Also, the administration of the 3D virtual world leadership simulation on the undergraduate engineering students had a significant effect on a team's average leadership skills. There was a small, but insignificant effect of the 3D virtual world simulation for individuals. The findings of the study supported simulation as having potential to strengthen the leadership development of undergraduate engineering students, thereby preparing them to meet industry's demands for engineering leadership.
Show less - Date Issued
- 2016
- Identifier
- CFE0006248, ucf:51087
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006248
- Title
- An Urban School District's Preparing New Principals Program: Completers' Perceptions of Program Effectiveness Related to Florida Principal Leadership Standards Adopted in 2011.
- Creator
-
Pelletier, Kelly, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
- Abstract / Description
-
The purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in a large urban school district perceived the program's effectiveness in preparing them to demonstrate Florida's principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles. The...
Show moreThe purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in a large urban school district perceived the program's effectiveness in preparing them to demonstrate Florida's principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles. The Preparing New Principals Program Completer Survey was sent to 90 administrators in School District A who completed the preparing new principals program between 2008 and 2011. Follow-up interviews were conducted with six volunteers in order to further clarify responses to the survey and gather additional input from program completers. Survey results as well as interview data were analyzed in order to give information for designing a new principal preparation program for School District A.The literature review and the results of this study supported the premise that preparing principals for school leadership in 2013 involves more than developing management skills and knowledge of the functions of a school. Principals must be instructional leaders with an unwavering focus on student achievement. Overall, results of the study found the PNPP in the urban school district supported the participant's awareness of the FPLS and also showed they perceived they were prepared to demonstrate the majority of the standards. However, the individual requirements and experiences of the PNPP had varying levels of perceived value to the professional practice of the participants. Results of the study recommended the PNPP experiences perceived to be invaluable or not practical should be evaluated for applicability, revised accordingly or possibly eliminated to improve the effectiveness of the PNPP.Although the structure of principal preparation programs in the state of Florida are unique due to laws that created a two leveled principal certification process, the findings and conclusions of this research study could be useful to any school district working to develop future principals. Suggested improvements to the PNPP included a longer principal internship, a strengthened mentor relationship, an application process for initial program entry, differentiated experiences, and an emphasis on increasing teacher effectiveness.
Show less - Date Issued
- 2013
- Identifier
- CFE0004909, ucf:49619
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004909
