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Title: Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards.
Creator: Trimble, Wesley, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
Abstract / Description: This study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by...
Show moreThis study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school's free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants' experiences and school district needs.
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Date Issued: 2013
Identifier: CFE0004949, ucf:49590
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004949

Title: AN EXAMINATION OF TIME USE PATTERNS INFLUENCE ON ACADEMIC ACHIEVEMENT AMONG AFRICAN AMERICAN AND HISPANIC MALE HIGH SCHOOL STUDENT ATHLETES.
Creator: Riley, Keith, Holt, Larry, University of Central Florida
Abstract / Description: The purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African...
Show moreThe purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African American and Hispanic male high school student athletes. Their contribution to the main effects revealed that statistically significant differences exist between the non-sports participant and sports participant groups. After controlling for time spent completing mathematics homework and socioeconomic status, the findings revealed that time spent completing math homework was significantly related to academic achievement for African American and Hispanic male student athletes. Time spent watching television was not significantly related to academic achievement for African American and Hispanic male student athletes. For the variable time spent playing on the computer game, the analysis indicated that the detrimental effect of time spent playing video/computer games was the same for African American and Hispanic male student athletes. Finally, it is noteworthy that effective use of time (i.e., playing video games less) and sports participation positively influences academic achievement of African American and Hispanic males high school student athletes. Strategies were uncovered for possible future research among African American and Hispanic male student athletes to increase academic achievement levels.
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Date Issued: 2007
Identifier: CFE0001580, ucf:47109
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001580

Title: INTERNATIONALIZATION EFFORTS AT STATE UNIVERSITIES IN FLORIDA.
Creator: Bendriss, Rachid, Bozeman, William, University of Central Florida
Abstract / Description: Today's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study...
Show moreToday's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study was to explore the extent to which internationalization had been realized in Florida's public universities by determining (1) whether there was a relationship between articulated commitment and the level of internationalization; (2) whether there was a relationship between curriculum and the level of internationalization; (3) whether there was a relationship between organizational infrastructure and the level of internationalization; (4) whether there was a relationship between funding and the level of internationalization; (5) whether there was a relationship between institutional investment in faculty and the level of internationalization; and (6) whether there was a relationship between international students/student programs and the level of internationalization. Data derived from the internationalization survey were used to analyze the six research questions by employing descriptive statistics, Pearson coefficient of correlation, and Chi-Square tests. There were strong positive correlations between the six categories noted above and the level of internationalization efforts in Florida public universities. Implications for practice include the development of various strategies to help internationalize their campuses and the student learning experience.
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Date Issued: 2007
Identifier: CFE0001829, ucf:47360
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001829

Title: THE CONTRIBUTIONS OF PROFESSIONAL SCHOOL COUNSELORS' VALUES AND LEADERSHIP PRACTICES TO THEIR PROGRAMMATIC SERVICE DELIVERY.
Creator: Shillingford, Margaret, Lambie, Glenn, University of Central Florida
Abstract / Description: Professional School Counselors (PSCs) have been called to be leaders for educational reform to support the academic, career, and personal/social development of all students through the coordination and facilitation of their comprehensive, developmental school counseling program (American School Counselor Association , 2005; National Model©). The primary purpose of this study was to investigate the contributions of PSCs' values and leadership practices to their programmatic service...
Show moreProfessional School Counselors (PSCs) have been called to be leaders for educational reform to support the academic, career, and personal/social development of all students through the coordination and facilitation of their comprehensive, developmental school counseling program (American School Counselor Association , 2005; National Model©). The primary purpose of this study was to investigate the contributions of PSCs' values and leadership practices to their programmatic service delivery (counseling, coordinating, consulting, and curriculum). The three constructs and instruments investigated in this study were: (a) Schwartz Value Theory (the Schwartz Value Survey ; Schwartz, 1992), (b) the Leadership Challenge Theory (the Leadership Practices Inventory ; Posner & Kouzes, 1988), and (c) school counselors' programmatic service delivery (the School Counselors Activity Rating Scale ; Scarborough, 2005). The findings of this study contribute to the school counseling, counselor education, and leadership literature. The sample size for this study was 249 certified, practicing school counselors (elementary school, n = 83; middle school, n = 76; high school, n = 74; multi-level, n = 8) in the state of Florida (35% response rate). The participants completed an on-line surveys including a general demographic questionnaire, the SVS (Schwartz, 1992), the LPI (Posner & Kouzes, 1988), and the SCARS (Scarborough, 2005). The statistical procedures used to analyze the data included (a) structural equation modeling (path Analysis), (b) confirmatory factor analysis, (c) simultaneous multiple regression, (d) Pearson product-moment (2-tailed), and (e) Analysis of variance (ANOVA). The primary research hypothesis for the study was that practicing school counselors' values and leadership practice scores would contribute to their levels of programmatic service delivery. The statistical analyses of these data identified several significant findings. The path analysis models testing the contribution of school counselors' values and leadership practices on their service delivery did fit for these data. Specifically, the results indicated that values contributed minimally to the model fit (less than 1%); however, leadership practices made a significant contribution (39%) to the school counselors' service delivery. Additionally, 31% of the participants reported that their current school counseling program was consistent with how they perceive a successful school counseling program should be implemented, yet only 29% of the school counselors reported feeling comfortable in challenging their involvement in non-counseling related duties. Further, although these data indicated that the majority of the school counselors valued self-transcendence (accepting of rules and appreciating others); structural equation modification re-specification procedures revealed that the model fit supported the value type, self-enhancement (self-direction and personal success) as a more significant contributor in promoting leadership practices and effective service delivery. Implications for professional school counseling and counselor education are presented, along with areas for future investigation.
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Date Issued: 2009
Identifier: CFE0002559, ucf:47653
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002559

Title: PERCEPTIONS OF TEACHERS AND ADMINISTRATORS OF THE ORGANIZATIONAL SUPPORTS FOR INCLUSION PROGRAMS IN SOUTHWEST FLORIDA ELEMENTARY SCHOOLS.
Creator: Moore, Brian, House, Jess, University of Central Florida
Abstract / Description: The success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the...
Show moreThe success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the building principal, is an example of an organizational support that helps students with disabilities learn successfully in this setting. These resources include funding, special curricula, adaptive technology, organizational resources such as time for training, and hiring of additional personnel to assist these students. The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.
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Date Issued: 2005
Identifier: CFE0000615, ucf:46544
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000615

Title: AN ANALYSIS OF THE RELATIONSHIP BETWEEN JOB SATISFACTION, ORGANIZATIONAL CULTURE, AND PERCEIVED LEADERSHIP CHARACTERISTICS.
Creator: Amburgey, William, Bozeman, William, University of Central Florida
Abstract / Description: The purposes of this study were to determine if (a) there is a relationship between job satisfaction, organizational culture, and perceived leadership characteristics at a dual-residential private university based on location, gender, level of education, and length of employment and, (b) to measure those relationships if they were present. Understanding how these areas relate may enhance strategic planning and personnel decisions for leaders within organizations. The population of this study...
Show moreThe purposes of this study were to determine if (a) there is a relationship between job satisfaction, organizational culture, and perceived leadership characteristics at a dual-residential private university based on location, gender, level of education, and length of employment and, (b) to measure those relationships if they were present. Understanding how these areas relate may enhance strategic planning and personnel decisions for leaders within organizations. The population of this study was the 1,478 full-time faculty and staff located on the residential campuses of the participating university. Participants in the study were asked to complete three test instruments: an Employee Demographic Survey, Job Satisfaction Survey (JSS), and the Organizational Description Questionnaire (ODQ). The Employee Demographic Survey was designed by the researcher to collect demographic data from the population. The JSS was designed by Spector (1994) as an instrument to assess an employee's attitude toward variables such as pay, promotion, supervision, operating procedures, and communication. Designed by Bass and Avolio (1992), the ODQ measures how a member of the organization perceives the organizational culture in terms of transactional or transformational leadership characteristics. Findings indicated that the only statistically significant mean score differences between total scores on the JSS and ODQ occurred when length of employment was the independent variable. Statistically significant correlations were also observed between the mean total JSS score, the ODQ transactional leadership score, and the ODQ transformational leadership score. Further, the scores obtained from the ODQ were used to define the organizational culture typology. A Moderately Four I's, as described by Bass and Avolio (1992), was the dominant culture identification across all levels of independent variables.
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Date Issued: 2005
Identifier: CFE0000610, ucf:46517
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000610

Title: THE EFFECT OF GENDER AND LEADERSHIP STYLES ON EMPLOYEE SATISFACTION.
Creator: Williams, Brittany, Ciuchta, Michael, University of Central Florida
Abstract / Description: To ensure the success of a company, it is essential for supervisors to interact effectively with the employees they oversee. Effective interactions between supervisor and employee go hand-in-hand with employee satisfaction, which can impact firm performance. The purpose of this thesis is to examine key drivers of employee satisfaction. Specifically, this thesis tests whether or not employees with supervisors of the same sex as themselves are more satisfied than employees with supervisors of...
Show moreTo ensure the success of a company, it is essential for supervisors to interact effectively with the employees they oversee. Effective interactions between supervisor and employee go hand-in-hand with employee satisfaction, which can impact firm performance. The purpose of this thesis is to examine key drivers of employee satisfaction. Specifically, this thesis tests whether or not employees with supervisors of the same sex as themselves are more satisfied than employees with supervisors of the opposite sex. It also compares and contrasts the level of satisfaction an employee has in correspondence with transformational and transactional leadership styles and whether this relationship is contingent on the employee's level of work experience.
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Date Issued: 2012
Identifier: CFH0004285, ucf:44968
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004285

Title: SHARED LEADERSHIP AND TEAM SATISFACTION: THE MODERATING ROLE OF EXTRAVERSION HETEROGENEITY.
Creator: Reyes, Denise, Salas, Eduardo, University of Central Florida
Abstract / Description: A between-groups design experiment was conducted to examine the effect of extraversion heterogeneity as a moderator between shared leadership and team satisfaction. It was hypothesized that the relationship between shared leadership and team satisfaction would be moderated by extraversion heterogeneity, such that (a) the relationship would be positive for teams in which members are similar in their levels of extraversion, and (b) the relationship would be negative for teams in which members...
Show moreA between-groups design experiment was conducted to examine the effect of extraversion heterogeneity as a moderator between shared leadership and team satisfaction. It was hypothesized that the relationship between shared leadership and team satisfaction would be moderated by extraversion heterogeneity, such that (a) the relationship would be positive for teams in which members are similar in their levels of extraversion, and (b) the relationship would be negative for teams in which members are dissimilar in their levels of extraversion. Data regarding extraversion, shared leadership behavior, and team satisfaction was collected from 30 teams comprised of 90 participants. The findings did not support the hypothesis, showing no interaction. However, exploratory analyses did find evidence for the moderating role of agreeableness heterogeneity in the relationship between shared leadership and team satisfaction. The findings are discussed and implications for future research are presented.
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Date Issued: 2014
Identifier: CFH0004561, ucf:45199
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004561

Title: LEADERSHIP ORIENTATIONS OFCOMMUNITY COLLEGE PRESIDENTS AND THE ADMINISTRATORS WHO REPORT TO THEM: A FRAME ANALYSIS.
Creator: McArdle, Michele, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Presidents of Community Colleges and the administrators who reported directly to them were the subjects for this study based on the Four Frame Leadership Theory of Bolman and Deal (1990b). The Leadership Orientation (Self) Survey (LOS) was mailed to 169 community college presidents and administrators in the presidents' direct report teams. The final usable response rate of 69.82% to the survey fell within the acceptable range for education as defined by Boser and Green (1997). In addition...
Show morePresidents of Community Colleges and the administrators who reported directly to them were the subjects for this study based on the Four Frame Leadership Theory of Bolman and Deal (1990b). The Leadership Orientation (Self) Survey (LOS) was mailed to 169 community college presidents and administrators in the presidents' direct report teams. The final usable response rate of 69.82% to the survey fell within the acceptable range for education as defined by Boser and Green (1997). In addition, the subjects were asked to write about the most difficult challenge they had faced in their current position and how they handled that challenge. The purpose of this study was to determine (a) the usage of leadership frames from both groups; presidents and their administrative teams, (b) if gender or years of experience in their current positions were factors in leadership frame usage in each group, and (c) if there was a relationship between a president's frame usage and the frame usage of the members of the direct report team. The major findings were: 1. The presidents and administrators displayed the highest mean scores for the human resource frame with the mean scores of the three remaining frames (structural, political, and symbolic) clustering as a second unit of responses. In the narrative segment of the survey, the most frequently rated central theme among the presidents and the direct reports was the political frame. 2. The results from statistical analysis of the responses from both groups (presidents and the administrators who directly reported to them) did not show any statistically significant difference among frame use based on gender or number of years of experience in their positions. 3. The correlation coefficients did not indicate that there was a relationship in either direction regarding leadership style between the two groups (presidents and administrators). A phenomenological analysis of the scenario statements from these two groups indicated that presidents who used the political frame as a central theme tended to have administrators who also used the political frame as one or as a pair of central themes. Presidents who used the symbolic frame as a central theme tended to have administrators who used all four frames as central themes in their narratives. 4. A fourth finding was the discrepancy in the ability of the leaders to use multiple frames as demonstrated in the results from the quantitative and qualitative findings. The quantitative data suggested that these leaders were practicing the techniques of multi-framing more than one-half of the time. Contrary to this finding, the qualitative data showed that 5 of 30 scenario statements showed paired frames being used as central frames. 5. One additional finding based on the qualitative statements by presidents and their administrators revealed much thought and intentional practice in the leaders' ability to build teams.
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Date Issued: 2008
Identifier: CFE0002301, ucf:47872
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002301

Title: STRENGTHS AND TALENTS OF POTENTIAL ADMINISTRATORS IN ORANGE COUNTY PUBLIC SCHOOLS, FLORIDA.
Creator: Anderson, Arthur, Taylor, Rosemarye, University of Central Florida
Abstract / Description: With the increased demands on principals and a shortage of qualified, acceptable candidates, school districts that have to replace principals are in a difficult position. These factors, combined with the importance that the principal role has in relation to student achievement, make the identification of potential administrators and the hiring process for new administrators a top priority for all school districts. This study answered the following two major questions; a) what characteristics...
Show moreWith the increased demands on principals and a shortage of qualified, acceptable candidates, school districts that have to replace principals are in a difficult position. These factors, combined with the importance that the principal role has in relation to student achievement, make the identification of potential administrators and the hiring process for new administrators a top priority for all school districts. This study answered the following two major questions; a) what characteristics or talents, as identified by the StrengthsFinder profile, did Orange County Public School principals in 2007 look for in identifying potential school administrators and b) what differences, if any, exist within the existing variables (school level, certification, gender, and prior experiences). The Clifton StrengthsFinder Profile was utilized to identify the strengths or talents of a group of 61 teachers within Orange County Public Schools (OCPS) who were identified by their principals as potential school based administrators. Of those 61 participants in the Aspiring Leader Academy, the following five strengths were most commonly identified: a) Relator (45.9%), b) Achiever (37.8%), c) Responsibility (37.7%), d) Learner (36.1%) and e) Maximizer (25.9%). In comparing talents across demographic data, the talents identified for participants at all levels (elementary, middle, and high) were not statistically different, supporting the notion that talents principals looked for in identifying potential administrators were relatively the same at all three levels.
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Date Issued: 2008
Identifier: CFE0002412, ucf:47768
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002412

Title: Work and Family Conflict: A Comparative Analysis Among Staff Nurses, Nurse Managers, and Nurse Executives.
Creator: Raffenaud, Amanda, Unruh, Lynn, Liu, Albert Xinliang, Fottler, Myron, Andrews, Diane, University of Central Florida
Abstract / Description: The nursing workforce increasingly faces issues that affect clinical and managerial practice. One such issue is work-family conflict (WFC) and family-work conflict (FWC). Nurses face role strain as they confront the pressures from often competing work-and-family roles. This study assessed WFC/FWC among varying nurse roles: staff nurses, managerial nurses, and nurse executives. A random sample of 5,000 nurses, generated from registered nurses practicing in the state of Florida, was surveyed...
Show moreThe nursing workforce increasingly faces issues that affect clinical and managerial practice. One such issue is work-family conflict (WFC) and family-work conflict (FWC). Nurses face role strain as they confront the pressures from often competing work-and-family roles. This study assessed WFC/FWC among varying nurse roles: staff nurses, managerial nurses, and nurse executives. A random sample of 5,000 nurses, generated from registered nurses practicing in the state of Florida, was surveyed for this research study. Nurses were surveyed on demographics, perceptions regarding the work environment, and perceptions of WFC/FWC. Descriptively, nurses experienced more work-family conflict than family-work conflict. Regression analyses and ANOVAs indicated that staff nurses experienced less work-family conflict than nursing managers (second most) and nursing executives (highest). None of the nurse roles experienced significant levels of FWC. White nurses, compared to non-white nurses, experienced less WFC and FWC. WFC increased with shift length but FWC was not significantly affected by it. Paid leave for childbirth was associated with lower FWC. This study holds significant implication for the nursing workforce. Nurse managers and executives showed significantly higher WFC than staff nurses. This may discourage a nurse from taking on leadership roles or lead to leaving them. In an era where nurse managers and leaders are needed, efforts must be taken to decrease WFC/FWC factors. Nonwhite nurses reported higher levels of both WFC and FWC. This may contribute to tension at the workplace and a difficult family life. Leaders must continue to create platforms for nurses of all races and ethnicities to voice their work and family needs, and to be supported when doing so. Nurses working shifts over 8 hours had higher WFC levels. Although 12-hour shifts have been popular among staff and management, their use should be reevaluated. Finally, paid leave for childbirth is a program worth supporting, as it was a factor in lower FWC.
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Date Issued: 2018
Identifier: CFE0007081, ucf:51997
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007081

Title: A Case Study of High School Administrators' Self-Perceived Readiness to be Digital Instructional Leaders.
Creator: Sanchez Corona, Brian, Taylor, Rosemarye, Baldwin, Lee, Ceballos, Marjorie, Shepherd, Andrew, University of Central Florida
Abstract / Description: The purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, (&) Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from...
Show moreThe purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, (&) Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from three distinct sources for triangulation: qualitative semi-structured interviews, Digital Instructional Leadership Readiness Instrument [DILRI(&)copy;] (Taylor (&) Shepherd, 2016) knowledge and confidence construct participant item selections, and Grade 9 and Grade 10 Florida Standards Assessment (FSA) English Language Arts 2018 student scale scores (FSA, 2018). Administrator perceptions of teachers' integration of technology in instruction were examined via constructs of (a) characteristics of learning and (b) levels of technology integration contained within the Technology Integration Matrix [TIM(&)copy;] (FCIT, 2018) framework. Findings support administrators' ability to recognize emergent levels of teachers' integration of technology in instruction. Findings also inform professional learning experiences for administrators supporting teachers in one-to-one digital school environments. Implications for practice include a need for sustained ongoing professional learning for administrators on the selected technology integration framework. School district administrators may seek to ensure that the selected technology integration framework, the TIM(&)copy; (FCIT, 2018) in this instrumental case study (Fraenkel et al., 2015), is presented as a sustained shared vision (Richardson (&) Sterrett) for both instructional and administrative personnel within the organization. Recommendations for future research include collecting similar data from multiple schools within a school district and from numerous school districts. Replication of this study is suggested in various regions of the United States. Also, a longitudinal follow-up study is suggested to examine change in administrator digital instructional leadership over time.
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Date Issued: 2019
Identifier: CFE0007722, ucf:52454
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007722

Title: Examining the impact of leader social distance on a multicultural team.
Creator: DiazGranados, Deborah, Salas, Eduardo, Jentsch, Kimberly, Pritchard, Robert, Piccolo, Ronald, Burke, Shawn, University of Central Florida
Abstract / Description: Leading multicultural teams is one of the main challenges faced by today's leaders. The advantages often associated with multicultural teams (e.g., collaboration and integration of different knowledge, ideas, and approaches to a task) are often the major challenges in leading these teams. The literature on effective multicultural teams has identified leadership as an important factor for team effectiveness. Therefore, the goal of this study was to examine the effect of leader social distance...
Show moreLeading multicultural teams is one of the main challenges faced by today's leaders. The advantages often associated with multicultural teams (e.g., collaboration and integration of different knowledge, ideas, and approaches to a task) are often the major challenges in leading these teams. The literature on effective multicultural teams has identified leadership as an important factor for team effectiveness. Therefore, the goal of this study was to examine the effect of leader social distance in multicultural teams. A lab study was designed to test the impact of experimentally-manipulated leader social distance (socially close or socially distant) on the relationship between team member diversity and team affect, processes, and performance. Results varied for female and for male teams. Specifically, the nature of the interactions between leadership and team diversity depended on the specific cultural dimension measured and the gender of the team. In the end, the impact of diversity on culture in female teams was improved by close leaders (the relationships were positive), and worsened by distant leaders (the relationships were negative) for team affect, processes and viability. For male teams, the impact of diversity was always negative in both leader conditions; however, in distant leader conditions the relationship was more negative. Implications for theory and practice are discussed along with suggestions for future research.
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Date Issued: 2011
Identifier: CFE0004100, ucf:49114
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004100

Title: Media Literacy Implementation in Florida: Perceptions of High School Principals and Language Arts Curriculum Leaders.
Creator: Ritchie, Andrew, Taylor, Rosemarye, Cartwright, Vickie, Murray, Kenneth, Gunter, Glenda, University of Central Florida
Abstract / Description: The purpose of this study was to measure the extent to which educators in Florida public high schools perceived the Florida Media Literacy Standard to be implemented within their schools. This study also identified strategies that school leaders were using to successfully implement the Florida Media Literacy Standard and any perceived barriers to the implementation process. The Florida Media Literacy Standard was designed to address decision-making and critical thinking skills with regards to...
Show moreThe purpose of this study was to measure the extent to which educators in Florida public high schools perceived the Florida Media Literacy Standard to be implemented within their schools. This study also identified strategies that school leaders were using to successfully implement the Florida Media Literacy Standard and any perceived barriers to the implementation process. The Florida Media Literacy Standard was designed to address decision-making and critical thinking skills with regards to research, evaluation, and communication with various types of media. The standard was introduced in Florida public schools in 2007 with its inclusion in the Next Generation Sunshine State Standards. High school principals and Language Arts Curriculum Leaders (LACLs) in the English/ Language Arts area were participants in this research because of their role in determining curriculum goals in Florida public schools. The Media Literacy Standard Questionnaire was sent to the principal and the department head of the English department in each participating school district. The results of this study suggested that those high school principals and LACLs that completed the Media Literacy Standard Questionnaire perceived the Florida Media Literacy Standard to be implemented in their schools. Over 80% of principals and LACLs reported (")strongly agree(") or (")agree(") with statements that reflected active implementation processes in school classrooms. Principals and LACLS reported use of the school Media Specialist, attendance at professional development and learning sessions, and making use of Professional Learning Communities as valuable strategies toward implementing the Florida Media Literacy Standard. Time and access to technology were two of the most commonly cited perceived barriers to the implementation process. Principals and LACLs both reported limited Media Center access for teachers due to standardized testing practices in Florida public high schools. Although many principals and LACLs reported that they perceived the Florida Media Literacy Standard to be implemented in their schools, the low response rate of 24.18% and conflicting data with regards to perceived barriers raise questions about the extent to which the results of this study can be generalized to the population of Florida public high schools. Further research is recommended to clarify the conflicting responses related to perceived barriers to implementation such as interviewing participants.
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Date Issued: 2011
Identifier: CFE0004159, ucf:49069
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004159

Title: IN THE PROCESS OF BECOMING: THE ORGANIZATIONAL CULTURE OF THE METROPOLITAN ACADEMIC LIBRARY.
Creator: Martin, Michael, Cintron, Rosa, University of Central Florida
Abstract / Description: Organizational culture may be defined as the shared norms, values, and beliefs of an organization. The culture expresses itself through symbols and sagas. Organizational culture shapes the behavior of those within the organization and provides a lens through which its members can interpret reality. This study sought to define the organizational culture of the Metropolitan Academic Library. The study was guided by Schein's five levels of cultural assumptions: assumptions about external...
Show moreOrganizational culture may be defined as the shared norms, values, and beliefs of an organization. The culture expresses itself through symbols and sagas. Organizational culture shapes the behavior of those within the organization and provides a lens through which its members can interpret reality. This study sought to define the organizational culture of the Metropolitan Academic Library. The study was guided by Schein's five levels of cultural assumptions: assumptions about external adaptation issues; assumptions about internal integration; assumptions about the nature of truth and reality; assumptions about the nature of time and space; and assumptions about human nature, activity, and relationships. In order to triangulate data, I gave the librarians and library technical assistants of the Metropolitan Academic Library the Martin Culture Survey. I then conducted a multi-day, on-site visit, where I interviewed members of the Metropolitan Academic Library, made observations about the library, and performed document analysis. I found the culture of the Metropolitan Academic Library to be "in the process of becoming." The culture present in the library was not deep or rich; however, I did find some shared values, symbols, and sagas. With a recent turnover in administration, change was a dominant story of the Metropolitan Academic Library. The librarians and library technical assistants valued campus engagement, the people within the library, and service to the library patrons. These values find symbolic recognition in the coffee shop located in the library, the Christmas party, and the reference desk. Popular sagas of the Metropolitan Academic Library include the story of its humble origins and the building renovation.
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Date Issued: 2011
Identifier: CFE0003585, ucf:48922
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003585

Title: PRINCIPAL AND TEACHER PERCEPTIONS OF CHANGE IMPLEMENTATION PRACTICES IN 2007 AND 2008 SMALL LEARNING COMMUNITIES GRANT RECIPIENT HIGH SCHOOLS IN FLORIDA.
Creator: Bristo, Benjamin, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Leading through change is a difficult process. School leaders who hope to create meaningful, long-term change must be cognizant of numerous factors. This study was undertaken with the hope of increasing educational leadersÃ‚Â' awareness of how their decisions are viewed by those who follow them. Case studies revealed pertinent data within two schools that have undertaken a significant change initiative. All 2007 and 2008 Small Learning Communities (SLC) grant-recipient...
Show moreLeading through change is a difficult process. School leaders who hope to create meaningful, long-term change must be cognizant of numerous factors. This study was undertaken with the hope of increasing educational leadersÃ‚Â' awareness of how their decisions are viewed by those who follow them. Case studies revealed pertinent data within two schools that have undertaken a significant change initiative. All 2007 and 2008 Small Learning Communities (SLC) grant-recipient schools in Florida were invited to participate in a series of case studies. Participating principals were questioned about their perceptions of how they fulfill their change leadership role related to the seven factor of second-order change, as identified by Marzano, Waters, and McNulty (2005). Teachers were questioned about their perceptions of the principalÃ‚Â's performance in leading the new initiative by the same seven factors. Principal and teacher scores were then compared for each school to identify potential differences in perceptions related change implementation and the seven factors. Although the data cannot be generalized, statistical analyses did reveal significant differences in perceptions of between principals and teachers in each of the two participating schools. In Study 1, these differences existed in Knowledge of Curriculum, Instruction, and Assessment; Optimizer; Flexibility; and Ideals/Beliefs. In Study 2, differences were identified in the same areas as in Study 1, but in Intellectual Stimulation and Monitoring/Evaluating as well. Differences in teacher perceptions across the schools were identified in Knowledge of Curriculum, Instruction, and Assessment; and in Intellectual Stimulation.
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Date Issued: 2010
Identifier: CFE0003047, ucf:48367
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003047

Title: ELEMENTARY SCHOOL STUDENT ACHIEVEMENT: AN ANALYSIS OF SCHOOL SIZE AND STUDENT ACHIEVEMENT.
Creator: Odom, Natalie, Murray, Kenneth, University of Central Florida
Abstract / Description: Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing...
Show moreStudent achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.
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Date Issued: 2009
Identifier: CFE0002696, ucf:48207
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002696

Title: Mixed Reality Experiences in the M.Ed. Educational Leadership Program: Student Perceptions.
Creator: Buckridge, Hilary, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Olan, Elsie, Mitchell, Paul, University of Central Florida
Abstract / Description: The purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE(TM) in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study...
Show moreThe purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE(TM) in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study encapsulates the perceptions of the master's degree in educational leadership students through the following research questions: (a) To what extent, if any, do Educational Leadership M.Ed. students believe the TeachLivE(TM) parent conference and teacher post observation conference simulation experiences to be helpful in developing their communications skills with parents and teachers? (b) To what extent, if at all, do Educational Leadership M.Ed. students believe the TeachLivE(TM) coaching feedback was helpful in developing their communications skills with parents and teachers? (c) To what extent do student reflections of the TeachLivE(TM) experience indicate it is beneficial in increasing skill in communicating with parents and teachers immediately following the mixed reality simulation? (d) To what extent do Educational Leadership M.Ed. students perceive the TeachLivE(TM) experience to be beneficial in influencing leadership behaviors as they relate to communication with parents and teachers at the end of the second semester administrative internship?Students from the college of education in a large university participated in the study (N = 141). Results show a high-perceived value of the simulation experience and the coaching and feedback in the development of administrative conferencing and communication skills. Descriptive statistics used to answer the research questions show the highest mean for the perceived value of the coaching and feedback, close to (")strongly agree("), from parent conference participants (M = 4.86), followed by teacher conference participants (M = 4.76).Responses for the simulation being beneficial from parent conference participants were also high (M = 4.71), close to (")strongly agree(") and from the teacher conference participants between agree and (")strongly agree(") (4.59). The perceptions of the simulation being realistic practice were between (")agree(") and (")strongly agree(") with parent conference were (M = 4.63) and teacher conferences (M = 4.46).The participant perceptions for the simulation being helpful in building confidence in communication skills was between (")agree(") and (")strongly agree(") for the parent conference (M = 4.41) and close to (")agree(") for the teacher conference (M = 4.14).Participant responses at the conclusion of the internship in practice indicated high value of the mixed reality simulation with mean scores between (")agree(") and (")strongly agree("), in relation to the experience was beneficial to the development of speaking confidence when conferencing with parents (M = 3.57), and the coaching feedback was helpful (M = 3.56). Responses were consistent in rating between (")agree(") and (")strongly agree(") for program continuance immediately following the simulation (M = 4.62), and after the internship (M = 3.67).Recommendations of the study were to ensure that all students have access to the authentic practice model provided by the TeachLivETM mixed reality simulation lab through identified target courses. In addition, it was recommended that more practice opportunities are integrated into the program. These additional experience should include multiple opportunities within the same target courses, as well as investigate additional course work within the Educational Leadership M.Ed. program to integrated the mixed reality simulation to practice specific leadership skills. A final recommendation of this study was to provide opportunities for students to schedule additional practice time in the lab to improve personal professional practice. These recommendations will support the continued development of administrative communication skills of Educational Leadership M.Ed. students, through accurate, realistic and complex situational practice.
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Date Issued: 2016
Identifier: CFE0006081, ucf:50950
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006081

Title: Nurse Managers, Work Environment Factors and Workplace Bullying.
Creator: Parchment, Joy, Andrews, Diane, Neff, Donna, Conner, Norma, Yan, Xin, Saunders, Carol, University of Central Florida
Abstract / Description: The purpose of this dissertation is to explore relationships between authentic leadership style, global social power, job demand, job control, and workplace bullying of nurse managers in acute care settings across the United States.Over 30 years of workplace bullying research exists. Consequences are linked to intent to leave, turnover, and harmful emotional and physical effects. Published studies identifying nurse managers as targets of workplace bullying and work environment factors that...
Show moreThe purpose of this dissertation is to explore relationships between authentic leadership style, global social power, job demand, job control, and workplace bullying of nurse managers in acute care settings across the United States.Over 30 years of workplace bullying research exists. Consequences are linked to intent to leave, turnover, and harmful emotional and physical effects. Published studies identifying nurse managers as targets of workplace bullying and work environment factors that contribute to nurse managers being recipients of workplace bullying either, downward from their leaders, horizontally from their nurse manager peers, and upwards from their clinical nurses were not identified.A descriptive, cross-sectional design using an online survey was utilized. Descriptive, inferential, and multivariate analyses were used to identify relationships and the likelihood of workplace bullying occurring. Thirty-five percent (n = 80) of nurse managers reported being a target of workplace bullying. Managers sustained occasional (56%, n = 45) and severe (44%, n = 35) levels of workplace bullying, 65% (n = 43) identified their executive nurse leader as the predominate perpetrator. Authentic leadership, job demand, job control correlated significantly (p = (<).01) with workplace bullying and job demand demonstrated the strongest likelihood (OR = 3.9) for predicting workplace bullying. Nurse Managers are four times more likely to be a recipient of workplace bullying when their job responsibilities are classified as demanding. This study expanded the science and demonstrated that nurse managers, the backbone of organizations, are recipients of workplace bullying emanating predominately from executive nurse leaders, but also from clinical nurses and their nurse manager peers. Given the harmful consequences of workplace bullying, as 'guardians' of and 'advocates' for their teams, executive nursing leaders, have an ethical and operational responsibility to ensure nurse managers are able to practice in a safe environment.
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Date Issued: 2015
Identifier: CFE0005986, ucf:50771
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005986

Title: The Impact of Board Capital and Servant Leadership on Board Effectiveness: A Study of Florida Community Foundations.
Creator: Obyrne, Lauren, Kapucu, Naim, Hu, Qian, Feldheim, Mary Ann, Sowa, Jessica, University of Central Florida
Abstract / Description: Community foundations have considerable potential for positive social change in the communities they serve yet are understudied in nonprofit management and leadership literature. Recently, community foundations have become one of the largest avenues of organized philanthropy. The boards of community foundations frequently consist of a different composition of members than other nonprofit organizations, making a focus on individual characteristics of board members a worthwhile area of study....
Show moreCommunity foundations have considerable potential for positive social change in the communities they serve yet are understudied in nonprofit management and leadership literature. Recently, community foundations have become one of the largest avenues of organized philanthropy. The boards of community foundations frequently consist of a different composition of members than other nonprofit organizations, making a focus on individual characteristics of board members a worthwhile area of study. This exploratory study considers board capital through human capital, structural capital, and social capital and the impact this has on board effectiveness. In addition, it considers the impact of servant leadership on board effectiveness. The purpose of the study is to assess capital and leadership factors of community foundation board members and examine their influence on perceived board effectiveness. Based on survey data from 71 community foundation board members and executive directors representing 13 different community foundations associated with the Florida Philanthropic Network, the dissertation uses ordinal regression to test hypotheses. Additional data was also collected with follow up focus groups. The study finds that board capital, measured by human capital, structural capital, and social capital, as well as servant leadership, do play a factor in board effectiveness. Further, community foundation boards in the survey population are highly effective, and have unique attributes that make them distinct from other types of nonprofit boards. Follow up focus groups suggested that, although board members define board effectiveness in a number of ways, boards are creating social change within their communities in different ways. Findings have potential for significant insight on an important segment of nonprofit sector organizations, particularly for strengthening communities through philanthropy.
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Date Issued: 2016
Identifier: CFE0006155, ucf:51135
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006155

leadership (26)	+ -
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principals (6)	+ -

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leadership styles (3)	+ -
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Florida Principal Leadership Standards (2)	+ -
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