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Title: Superintendent second-order change leadership to achieve equity and access to excellence in a large Florida school district.
Creator: Wilhite, Paul, Taylor, Rosemarye, Doherty, Walter, Murray, Kenneth, Hopp, Carolyn, University of Central Florida
Abstract / Description: The purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and...
Show moreThe purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and access to excellence as well as any challenges the school district faced when implementing those actions and decisions. Quantitative data were used for a historical comparison of the targeted school district prior to and after 2003 to further understand the impact of equity and access to excellence within the school district. Two superintendent decisions were believed to be extremely educationally significant by respondents: High school reading centerpiece and International Baccalaureate program launch at Seminole High School. Respondents were least familiar with Central Florida Public School Boards Coalition established and Established Principal Forum. Three events were largely believed to be extremely educationally significant by respondents: District rated A each year of accountability, District designated academically high- performing, and Unitary status achieved. Respondents were least familiar with Florida Center for Reading Research project in high schools and Superintendent Leadership transition.Responses to open-ended questions indicated that equity and access to excellence were achieved in the school district between 2003 to 2011. The decision to attain unitary status led to other actions and decisions to achieve equity and access to excellence, e.g., the creation of magnet schools, the introduction of open access to Advanced Placement courses. The superintendent's greatest challenge was perceived by respondents as lack of funding. Interviewees cited poverty as a limiting factor in achievement of equity and excellence. All respondents agreed that working with the lowest achieving 25% of students to improve performance on the Florida Comprehensive Achievement Test was key to achieving equity and excellence in the school district. Most of the interviewees believed that all students have access to equity and excellence. In offering advice to other districts, most of the interviewees stressed the importance of focusing on data, demographics, and academic programs, stating that leaders should be committed to achieving equity and excellence and there needs to be total buy-in from the whole district. Further, superintendent success depended on a clear focus, a set of core values and the willingness and courage to implement second-order change.?
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Date Issued: 2012
Identifier: CFE0004617, ucf:49922
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004617

Title: Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District.
Creator: Moss, Sidney, Taylor, Rosemarye, Doherty, Walter, Hopp, Carolyn, Murray, Kenneth, Platt, Jennifer, University of Central Florida
Abstract / Description: The purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change...
Show moreThe purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change leadership from 2003 to 2011. Teacher perception data were analyzed from a survey presented to teachers in over 16 schools who had been consecutively employed in the target school district from 2003 to 2011. The findings of this research suggest that teachers' perceptions of specific school district leadership decisions, events, and challenges contributed to improving opportunities for students who historically were not provided equitable opportunities for academic achievement and post high school career advancement. Beginning in 2003, the target school district underwent a leadership transition period in which a new superintendent established history-making goals and objectives for the school district. The findings suggest that based on teachers' perceptions, school district efforts provided for greater access to technology, high quality instruction, specific programs of study such as the implementation of magnet programs, and college preparation courses. The greater access provided the opportunity for equity and access to excellence for all students, especially those who historically lacked access and investment with respect to their demographics (race, gender, socioeconomic status, and ethnicity). There were limitations to this study. Objectivity may be questioned since the participants were employees of the school district. It was assumed that participants in the study responded accurately and honestly to the questions asked in the interviews and survey.Future research is recommended that would include a larger and more diverse sample. Further recommendations include separate studies to examine the differences between student achievement as a result of school district leadership efforts to attain access to equity and excellence based on college readiness assessment exam scores such as the SAT and/or the ACT, and college or technical school entrance and completion, with regard to student subgroups such as race, ethnicity, and family income.
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Date Issued: 2013
Identifier: CFE0004727, ucf:49819
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004727

Title: An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
Creator: Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
Abstract / Description: The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to...
Show moreThe purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
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Date Issued: 2017
Identifier: CFE0007295, ucf:52173
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007295

Title: An Examination of School Principals' Moral Reasoning and Decision-Making along the Principalship Track and across Years of Experience.
Creator: Ling, Trent, Murray, Barbara, Baldwin, Lee, Murray, Kenneth, Holt, Larry, University of Central Florida
Abstract / Description: Previous research by Vitton (&) Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ((")DIT-2(")). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral...
Show morePrevious research by Vitton (&) Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ((")DIT-2(")). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral reasoning and decision-making of regular-education K-12 public school principals and assistant principals in Florida, and current master's degree students in educational leadership programs at a large public Florida university were measured and compared. Research questions were posed: 1) to find the levels of moral reasoning and decision-making reached by acting principals, acting assistant principals, and current master's students in educational leadership programs; 2) to determine if there was a difference between these principals, assistant principals, and master's students in moral reasoning and decision-making; and 3) to see if there was a difference in moral reasoning and decision-making between principals across various years of experience. The DIT-2 was administered anonymously to participants through an online link, and was scored by the University of Alabama's Office for the Study of Ethical Development. Data were analyzed through descriptive and inferential statistical methods principally to determine the degree to which participants reasoned and made decisions based upon personal interests, upon the maintenance of norms, or upon the basis of more sophisticated principles.Results showed master's students in educational leadership outperforming active principals and assistant principals in moral reasoning and decision-making by more often employing sophisticated principles and by more often avoiding choices associated with personal interests. With regard to principals, the difference was statistically significant on DIT-2 N-2 scores (based on ANOVA and t-test results) and P-scores (based on t-test results, but not based on ANOVA results). Principals not only underperformed master's students in educational leadership statistically significantly, but also underperformed active assistant principals in comparisons of group means on DIT-2 sub-scores.This research confirms the prior works of Strenth (2013) and Vitton (&) Wasonga (2009), where principals had been found to struggle in measures of moral reasoning and decision-making. These consecutive and consistent findings now require consideration, discussion, and action by the array of K-12 public school stakeholders. In response to the startling findings that K-12 principals are significantly underperforming those still aspiring for the principalship, a substantial, alarmed, and sober re-examination must take place as to what has happened to principals in K-12 public schools, and as to what can and must be done about it.
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Date Issued: 2014
Identifier: CFE0005368, ucf:50485
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005368

Title: A VIEW FROM THE FIELD: URBAN SPECIAL EDUCATION DIRECTORS' PERCEPTIONS OF ESSENTIAL COMPETENCIES FOR NEWLY APPOINTED SPECIAL EDUCATION ADMINISTRATORS.
Creator: Pratt Marrett, Caroline, Martin, Suzanne, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of...
Show moreABSTRACT The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of experience as a director of special education and these underlying factors. A factor analysis revealed that there were three underlying factors reported to be essential for newly appointed special education administrators. A multiple regression analysis indicated that the relationship between the years of experience as a director of special education and the underlying factors (Management, Instruction and Change; Supervision of Faculty; and Team Building Skills) was not statistically significant. A post hoc test was conducted to further detect differences in years of experience as an urban director of special education and the underlying factors. The results were sufficient to reject the null hypotheses in both cases.
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Date Issued: 2008
Identifier: CFE0002120, ucf:47545
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002120

Title: HIGH SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF BACKGROUND, TIME, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT.
Creator: Boulware, Donald, Taylor, Rosemarye, University of Central Florida
Abstract / Description: ABSTRACT The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on...
Show moreABSTRACT The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on ten key literacy coaching activities, and analyzed work factors related to student achievement in reading on the Florida Comprehensive Assessment Test. Although the literacy coaching role was one that was expanding in the United States through state funding initiatives, much about the role and its effectiveness were not known through the literature. A web-based survey system and purposive interviews were used to gather important data relevant to providing understandings about literacy coaches. Exploratory regression analyses using coaching activities and school performance measures were run to determine the existence of relationships. Qualitative analysis was employed to develop literacy coaching themes from survey responses, and all data were triangulated and used to develop case studies. Case studies provided narrative descriptions of all data in the context of individual schools and their coaches all embedded within case types as identified by prior year school letter grade. The results of the study showed an overwhelming amount of time was spent on other activities not related to literacy coaching. Assisting with test preparation was one reason for other activity assignment. Modeling of literacy strategies was reported as one of the more useful and influential activities, but few of the coaches in the study organized their time for this. Case studies provided rich context into the work lives of literacy coaches. Suggested uses for the study included the development of stronger professional development programs for school administrators in working with high school literacy coaches. Although literacy coaches were a well-trained group, more specific training is needed in the re-allocation of time so that more influential activities are pursued.
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Date Issued: 2007
Identifier: CFE0001525, ucf:47142
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001525

Title: Leader Psychology and Civil War Behavior.
Creator: Smith, Gary, Schafer, Mark, Kang, Kyungkook, Powell, Jonathan, Walker, Stephen, University of Central Florida
Abstract / Description: How do the psychological characteristics of world leaders affect civil wars? Multiple studies have investigated how the personalities and beliefs of world leaders affect foreign policy preferences and outcomes. However, this research has yet to be applied to the intrastate context, which is problematic, given the growing importance of civil wars in the conflict-studies literature. This dissertation project utilizes at-a-distance profiling methods to investigate how leaders and their...
Show moreHow do the psychological characteristics of world leaders affect civil wars? Multiple studies have investigated how the personalities and beliefs of world leaders affect foreign policy preferences and outcomes. However, this research has yet to be applied to the intrastate context, which is problematic, given the growing importance of civil wars in the conflict-studies literature. This dissertation project utilizes at-a-distance profiling methods to investigate how leaders and their psychological characteristics can affect the likelihood, severity, and duration of civil conflicts. The findings of this research provide further support for the general hypothesis that leaders can, and often do, matter when trying to explain policy outcomes. More importantly, the findings demonstrate that leaders can influence the likelihood of civil war onset, the severity of civil wars, and their duration. Additionally, this project investigates the effect that civil war severity has on the psychological characteristics of leaders. Contrary to some previous research, however, the findings here indicate that leaders' psychology may not be sensitive to civil conflict severity.
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Date Issued: 2018
Identifier: CFE0007375, ucf:52089
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007375

Title: Group Composition Characteristics as Predictors of Shared Leadership: An Exploration of Competing Models of Shared Leadership Emergence.
Creator: Currie, Richard, Ehrhart, Mark, Burke, Shawn, Jex, Steve, University of Central Florida
Abstract / Description: The study of leadership in organizations has received much research attention over the past several decades. However, most of this research has examined hierarchical structures of leadership wherein one individual leads, or is perceived to lead, several other individuals. With a growing number of organizations structuring employees within teams or work groups, researchers have begun studying the ways in which leadership operates in groups. One alternative to the traditional hierarchical...
Show moreThe study of leadership in organizations has received much research attention over the past several decades. However, most of this research has examined hierarchical structures of leadership wherein one individual leads, or is perceived to lead, several other individuals. With a growing number of organizations structuring employees within teams or work groups, researchers have begun studying the ways in which leadership operates in groups. One alternative to the traditional hierarchical structure is for leadership to be distributed or shared in groups such that multiple group members contribute to the overall leadership function of the group. As a result, researchers have begun examining the construct of shared leadership, which is defined as the extent to which multiple group members share in the leadership function of the group. Because shared leadership is a relatively new concept in the research literature, our knowledge of the antecedents of shared leadership is limited. The primary aim of the present research was to explore group composition as a potential antecedent of shared leadership in teams. Group composition was examined in terms of the agreeableness, extraversion, collectivistic work orientation, and trait competitiveness within the group. Mean, minimum/maximum, and variance models of group composition were employed in the present research. A sample of 385 participants comprised a total of 97 groups of three to six individuals to complete a leaderless group discussion exercise and completed measures of shared leadership after completing the group exercise. Results from a series of hierarchical linear regression analyses found no significant relationships between any of predictors and shared leadership using either a social network analysis or a referent-shift approach. Given the short amount of time group members worked on the group task, a clear implication of these findings is that shared leadership requires adequate time to manifest in groups.
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Date Issued: 2019
Identifier: CFE0007446, ucf:52694
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007446

Title: Community College Leadership: The Pathways, Competencies, and Preparation of Presidents and Chief Academic Officers.
Creator: Minton, Richard, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Witta, Eleanor, University of Central Florida
Abstract / Description: At the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose...
Show moreAt the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose of this study was to examine the pathways, competencies, and preparation of community college presidents and CAOs. Leaders in those positions at two-year colleges in eight southeastern states were surveyed in August-September 2017. Demographic data was collected to determine common career pathways and it was found that an overwhelming majority of current respondents earned doctorate degrees and that many of them had focused their advanced degrees in the areas of education and/or leadership. Approximately 84% of the leaders who responded expected to retire within 10 years of the study. Also, at least 50% of the presidents who responded followed an academic pathway to the presidency. Respondents were asked to rate the extent to which they agreed that the AACC competencies were essential to their leadership roles and the extent to which they agreed that they had been prepared for each competency prior to assuming their current roles. The results indicated high levels of agreement that all six competencies were essential; however, tests did reveal statistically significant differences between the levels of agreement, namely that one competency -- community college advocacy (-) had a lower level of agreement than the other five competencies. Respondents also indicated that they had been adequately prepared for each competency prior to assuming their current roles, with on-the-job experiences being the most common method of preparation for the competencies. A correlation analysis revealed that there was a positive relationship between the extent to which leaders agreed that the competencies were essential and the extent to which they agreed that they were prepared for the competencies. There were also no statistical differences between presidents and CAOs on the preparation ratings for each competency and there was only a difference in the essential ratings for the competency of collaboration. Recommendations for future practice based on the leadership frameworks of Bolman and Deal (2013) and Nevarez, Wood, and Penrose (2013) are provided, along with recommendations for higher educational leadership doctoral programs and future research regarding pathways, competencies, and preparation.
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Date Issued: 2018
Identifier: CFE0007054, ucf:52014
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007054

Title: Leadership Development Programs in College Athletics: An Exploration of the Student-Athlete Experience.
Creator: Obrien, Jeffrey, Cintron Delgado, Rosa, Owens, J. Thomas, Preston, Michael, Harrison, Carlton, University of Central Florida
Abstract / Description: The purpose of this study was to explore the lived experiences and perceptions of twelve college student-athletes, from two NCAA Division I institutions, who participated in leadership development programs provided by their athletic department. There is a demonstrated need for this level of exploration as evidenced by the growing trend of college athletic departments providing leadership development programming for their respective student-athlete populations. However, there is not a...
Show moreThe purpose of this study was to explore the lived experiences and perceptions of twelve college student-athletes, from two NCAA Division I institutions, who participated in leadership development programs provided by their athletic department. There is a demonstrated need for this level of exploration as evidenced by the growing trend of college athletic departments providing leadership development programming for their respective student-athlete populations. However, there is not a commensurate level of scholarship related to the effectiveness of these programs, nor is there an understanding of the lived experiences of the student-athlete participants that is grounded in research. Therefore, this qualitative study utilized Moustakas' (1994) Transcendental Phenomenology to explore the lived experiences and perceptions of college student-athletes who participated in leadership development programs provided by their athletic department. This study applied Dweck's (2008) theory of Mindset to distill the role effort, failure, and adversity played in the participants lives, and their leadership development. Textural and structural analysis of the data revealed six themes and the essence of the phenomenon. The themes were: (1) Personal Growth and Development; (2) Skill Development; (3) Engaging Pedagogies; (4) Meaning of Effort; (5) Meaning of Failure; and (6) Problem Solving Mindset. Recommendations for college athletic departments implementing leadership development programs include: Intentionality of design; focus on personal growth and development; provide tangible skill development; and include training on growth mindset.
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Date Issued: 2018
Identifier: CFE0007067, ucf:51996
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007067

Title: A Phenomenological Study of High School Assistant Principals who Supervise Special Education.
Creator: Vacchio, Erin, Martin, Suzanne, Vasquez, Trey, Jahani, Shiva, Helton, Julie, University of Central Florida
Abstract / Description: This phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the...
Show moreThis phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the expertise of school leaders in special education must also increase. Research on the experiences of high school administrators who serve students with intellectual disabilities and how their experiences and beliefs shape opportunities for students is limited. In addition, there is limited research regarding the prevalence of students with intellectual disabilities and their participation in vocational education and independent skills instruction to support independent functioning and future employment. This study used a phenomenological approach to examine the experiences and beliefs of high school assistant principals who supervise the ESE department at their school. Semi-structured interviews were conducted with seven participants (N=7). Through thematic analysis, six major themes and 21 subthemes emerged. The six major themes were: (a) compliance of special education; (b) administrators' role in faculty/staff supervision; (c) inclusion of students with disabilities in opportunities with their non-disabled peers; (d) lack of leadership preparation; (e) meeting student needs; (f) preparing students for life after school. This study concluded with a thorough examination of each of the major themes and subthemes, and provided implications for leadership development, induction programs for special education leaders, and best practices for serving students with intellectual disabilities.
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Date Issued: 2019
Identifier: CFE0007739, ucf:52452
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007739

Title: A Holistic Framework for Transitional Management.
Creator: Elattar, Ahmed, Rabelo, Luis, Pazour, Jennifer, Mollaghasemi, Mansooreh, Ajayi, Richard, University of Central Florida
Abstract / Description: For all business organizations, there comes a time when a change must take place within their eco-system. It consumes a great deal of thought and planning to ensure that the right decision is made as it could alter the entire course of their business for a number of years to come. This change may appear in the form of a brilliant CEO reaching the age of retirement, or an unsuccessful Managing Director being asked to leave before fulfilling the term of her contract. Regardless of the cause, a...
Show moreFor all business organizations, there comes a time when a change must take place within their eco-system. It consumes a great deal of thought and planning to ensure that the right decision is made as it could alter the entire course of their business for a number of years to come. This change may appear in the form of a brilliant CEO reaching the age of retirement, or an unsuccessful Managing Director being asked to leave before fulfilling the term of her contract. Regardless of the cause, a transition must occur in which a suitable successor is chosen and put into place while minimizing costs, satisfying stakeholders, ensuring that the successor has been adequately prepared for their new position, and minimizing work place gossip, among other things. It is also important to understand how the nature of the business, as well as its financial standing, effects such a transition.Engineering and management principles come together in this study to ensure that organizations going through such a change are on the right course. As the problem of transitional management is not one of concrete values and contains many ambiguous concepts, one way to tackle the problem is by utilizing various industrial engineering methodologies that allow these companies to systematically begin preparing for such a change. By default, organizational strategy has to change, technology is continually being renewed and it becomes very hard for the same leader to constantly implement new and innovative developments.Organizations today have a very poor understanding of where they currently stand and as a result the cause for a company's lack of profitability is often overlooked with time and money being wasted in an attempt to fix something that is not broken. To be able to look at the bigger picture of an organization and from there begin to close in on the main problems causing a negative impact, the Matrix of Change is used and takes in many factors to layout an accurate representation of the direction in which an organization should be headed and how it can continue to grow and remain successful. The Theory of Constraints on the other hand is used here as a step-by-step guide allowing companies to be better organized during times of change. And System Dynamics modeling is where these companies can begin to simulate and solve the dilemma of transitional management using causal loop diagrams and stock and flow diagrams.Through such tools a framework can begin to be developed, one that is valued by corporations and continually reviewed. Several case studies, simulation modeling, and a panel of experts were used in order to demonstrate and validate this framework.
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Date Issued: 2014
Identifier: CFE0005160, ucf:50708
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005160

Title: A Study of the Relationship between Continuous Professional Learning Community Implementation and Student Achievement in a Large Urban School District.
Creator: Sutula, Erica, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
Abstract / Description: The purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the...
Show moreThe purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the two school years of N=5,954.The research questions for this study focused on (a) the change in teacher's perception of teachers from the 2012 to the 2014 school year, (b) the impact, if any, of teacher and leader perception on student performance for the FCAT, (c) the differences between the perceptions of teachers and leaders. This study added to the findings of Ellis (2010), expanding the understanding of the complexities of collaboration among teachers, administrators, collaboration, and students. Conclusions from the quantitative analysis found a statistically significant difference between how teachers perceived the implementation of collaborative time during both the 2012 and 2014 school years. Further analysis concluded that there was a statistically significant positive relationship between continual PLC implementation and student achievement for Grade 3 Reading and Mathematics. Other grade levels did show educationally significant findings for the impact of continual implementation on student achievement, but the results did not meet the criteria for statistical significance. There was not a statistically significant relationship between any other measure and any of the considered standardized test scores. Statistically significant differences were found between the 2012 and 2014 perceptions of teachers and leaders.Recommendations from the quantitative analysis include the importance of having collaborative time for teachers. Furthermore, leaders should focus on maximizing the effectiveness of collaborative time by curtailing the amount of required administrative tasks, thereby allowing teachers to focus on designing instructional interventions and analyzing student data through collaboration. This study is an addition to the current literature demonstrating the general perceptions, and impacts of long term implementation of the PLC model, when paired with Ellis' (2010) study it is clear that teachers need continual work within one collaborative model, modeling of collaborative practices by leadership, and support from school leaders for collaborative time to begin positively impacting student achievement.
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Date Issued: 2017
Identifier: CFE0006802, ucf:51812
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006802

Title: Senior-Level School District Administrators' Perceptions of the Effectiveness of a Florida Preparing New Principals Program.
Creator: Ruiz, Eddie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
Abstract / Description: The purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district...
Show moreThe purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district administrators who served on the superintendent's cabinet between 2008 and 2011 were sent a perceptual survey regarding the Preparing New Principals Program and the Florida Principal Leadership Standards. Survey participants had the opportunity to voluntarily participate in a structured interview to obtain further information regarding the survey. All data from the surveys and interviews were studied and disseminated to the district for redesigning the school district's principal preparation program.
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Date Issued: 2013
Identifier: CFE0004926, ucf:49611
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004926

Title: Towards a Theory of Autism Spectrum Disorder Program Implementation.
Creator: Gesundheit, Ian, Martin, Suzanne, Vasquez, Eleazar, Boote, David, Edwards, John, University of Central Florida
Abstract / Description: With the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely...
Show moreWith the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely unable to do so. For students with disabilities, who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. This need is most pressing for students in programs for ASD whose educational outcomes lag behind those of students in programs designed for all other exceptionality categories (Cook (&) Cook, 2013). The quality with which a program is designed matters little if the fidelity with which that program is implemented is lacking. For students with disabilities who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. The school leader plays an important role in the development, implementation, and maintenance of effective programs for students with ASD.The purpose of this study was to document the lived experiences of school leaders who have developed and/or managed successful programs for students with ASD within their school sites. It is clear that leadership matters in school and, therefore, influences program quality (Darling-Hammond, 2010; Reeves, 2006; Waters, Marzano, (&) McNulty, 2003). School and system change is difficult work, prone to being unsuccessful(-)but improvement is possible and sustainable (Fullan, 2007).The research questions for this study were:1.What are the characteristics of a school administrator who oversees effective self-contained classroom(s) for students with ASD?2.What are the lived experiences of principals who have led teachers to implement effective classrooms for students with ASD across their school setting?3.What rewards and challenges are associated with being a school administrator with an effective exceptional education program for students with ASD?In sum, these principal participants showed an intense interest in improving support services for students with ASD. They emphasized their vision that, if given the proper support and environment, all students can succeed. The principals were diligent in supporting that vision themselves and in making connections that could help reinforce that vision. A tremendous part of supporting that vision was ensuring that staff has the appropriate skills to work effectively with students with ASD. Once success was realized in these programs, it was reinforced by the success of the students and the emotional compensation received from parents. However, leading such programs is not without its challenges. Overall, though, all of these principals were clear about setting forth a path where the schools they were leading would do what is necessary to help their students with ASD be successful.
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Date Issued: 2016
Identifier: CFE0006309, ucf:51586
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006309

Title: The Effects of State Leader Psychology on Civil War Lethality.
Creator: Kelley, Brandon, Vasquez, Joseph, Dolan, Thomas, Schafer, Mark, University of Central Florida
Abstract / Description: Does a state leader's psychology influence lethality in civil wars? This thesis analyzes the aforementioned question during post-1945 civil wars. This particular subject, paying close attention to individual psychology at the state level, is gaining traction amongst scholars, though limited scholarly attention has addressed whether leader psychology is an indicator of conflict severity in terms of lethality. The psychology of the state leader in this thesis is assessed from leadership traits...
Show moreDoes a state leader's psychology influence lethality in civil wars? This thesis analyzes the aforementioned question during post-1945 civil wars. This particular subject, paying close attention to individual psychology at the state level, is gaining traction amongst scholars, though limited scholarly attention has addressed whether leader psychology is an indicator of conflict severity in terms of lethality. The psychology of the state leader in this thesis is assessed from leadership traits and operational code indices, specifically direction of strategy (I1) and interpretation of the nature of the political universe (P1). The data and cases used are pulled from datasets by Dr. James Fearon and the Correlates of War Project. The leaders' speech content is derived primarily from prepared material and analyzed using verbal content analysis via Profiler Plus. In measuring the effects of the predictors on my dependent variable, I chose the methodological approach of count data models, specifically, zero-truncated negative binomial regression. The results from the eight models I ran show that specific psychological traits, particularly a leader's I1 and P1 scores, level of distrust, and need for power, do play a significant role when determining the causes of civil war lethality.
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Date Issued: 2014
Identifier: CFE0005358, ucf:50469
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005358

Title: A CULTURAL CONTINGENCY LEADERSHIP MODEL FOR A MULTINATIONAL HIGHER EDUCATION JOINT VENTURE.
Creator: Albritton, Frankie, House, Jess, University of Central Florida
Abstract / Description: This dissertation addressed the need for empirical research on the leadership of multinational virtual teams (Davis & Bryant, 2003; Early & Gibson, 2002; Ilgen, Lepine, and Hollenbeck, 1997; Prieto & Arias, 1997), particularly in the field of educational leadership (Cheng, 1995). This was accomplished through the development of a model based upon the cultural values discovered through the use of Hofstede's (1980, 2001) Values Survey Module 94 (VSM 94). As workers will bring values from...
Show moreThis dissertation addressed the need for empirical research on the leadership of multinational virtual teams (Davis & Bryant, 2003; Early & Gibson, 2002; Ilgen, Lepine, and Hollenbeck, 1997; Prieto & Arias, 1997), particularly in the field of educational leadership (Cheng, 1995). This was accomplished through the development of a model based upon the cultural values discovered through the use of Hofstede's (1980, 2001) Values Survey Module 94 (VSM 94). As workers will bring values from their own cultures to the multinational workplace (Bochner & Hesketh, 1994), research was conducted to determine the cultural values of economics professors in the United States and Germany in order to formulate a cultural contingent leadership model based on Triandis' (1993) adaptation of Fiedler's (1967) contingency theory. Given a total response from 194 U.S. and German economics professors, it was discovered that faculty in both the United States and Germany had values that differed significantly from those that Hofstede discovered for his IBM employee samples in four out of five dimensions. However, it was found that the values for the U.S. and German faculties were a close replication of Hoppe's (1990) findings which were based on a sample that was similar to the economics faculties in both occupation and education. These findings add a cautionary note to the recommendation by Hofstede and Peterson (2000) that existing cultural values can be used by cultural researchers: Previous cultural value data can be used if the samples are closely matched to the previous samples in both nationality as well as educational and occupational background. The research thus indicated that differences in national culture, as measured by Hofstede's (1980, 2001) cultural dimensions, still exist. In addition, a direct comparison of the cultural values between the two faculties indicated that the U.S. and German economics faculties differed significantly in two of Hofstede's cultural dimensions, individualism and collectivism and masculinity and femininity. The two samples were not significantly different in the cultural dimensions of power distance, uncertainty avoidance, and long term orientation. Using the Triandis (1993) approach, application of the research results to Fiedler's (1967) LPC model indicated that a relationship oriented leader would be an in-match leader for a group of U.S. and German higher education economics faculty. This result was contingent upon the cultural values discovered for the U.S. and German faculties who would be involved in an endeavor with situational variables similar to that which would be found in an international joint venture to offer online distance economics education to students in a developing country.
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Date Issued: 2007
Identifier: CFE0001547, ucf:47143
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001547

Title: ADAPTIVE SELF-REGULATION AND ORGANIZATIONAL POLITICS: INVESTIGATING THE EFFECTS IN THE ACCOUNTING PROFESSION.
Creator: Howell, Sharon, Peggy D. Dwyer, Robin W. Roberts, University of Central Florida
Abstract / Description: The purpose of this dissertation is to investigate whether or not perceptions of organizational politics mediate the relationships between accountants' personality and interpersonal traits and their perceptions of a superior's leadership ability and performance. An accountant who has a higher degree of confidence in his or her superior's abilities is more likely to be committed to a given project, resulting in a better project outcome. This benefits the client and ultimately society as a...
Show moreThe purpose of this dissertation is to investigate whether or not perceptions of organizational politics mediate the relationships between accountants' personality and interpersonal traits and their perceptions of a superior's leadership ability and performance. An accountant who has a higher degree of confidence in his or her superior's abilities is more likely to be committed to a given project, resulting in a better project outcome. This benefits the client and ultimately society as a whole. This study contributes to the accounting and psychology literatures because extant research views perceptions of leadership ability and performance from the perspective of the individual agent, with little or no recognition that social action and interaction shape and mold both the individual agent's actions and perceptions of those actions. Perceived leadership and perceived performance are important in accounting for several reasons. First, individuals act in part in relation and response to the expectations of others. Thus, the perception of effective leadership and performance is gained by meeting the expectations of others. Secondly, accountants with reputations for effectiveness have been found to be more successful in their careers. Finally, the reputation for effectiveness in performance and leadership ability has been shown to increase those abilities. This study draws on the adaptive self-regulation framework as well as other theoretical models of perceived performance. The study results indicate that certain manageable personality, interpersonal, and contextual variables affect how accountants view the level of organizational politics within the workplace. In turn, the accountant's view of the organizations' politics is shown to very strongly affect how the accountant perceives his or her superiors' performance and leadership ability.
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Date Issued: 2005
Identifier: CFE0000507, ucf:46458
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000507

Title: WAR IN PAKISTAN: THE EFFECTS OF THE PAKISTANI-AMERICAN WAR ON TERROR IN PAKISTAN.
Creator: Qureshi, Akhtar, Sadri, Houman, University of Central Florida
Abstract / Description: This research paper investigates the current turmoil in Pakistan and how much of it has been caused by the joint American-Pakistani War on Terror. The United States' portion of the War on Terror is in Afghanistan against the Al-Qaeda and Taliban forces that began after the September 11th attacks in 2001, as well as in Pakistan with unmanned drone attacks. Pakistan's portion of this war includes the support to the U.S. in Afghanistan and military campaigns within it's own borders against...
Show moreThis research paper investigates the current turmoil in Pakistan and how much of it has been caused by the joint American-Pakistani War on Terror. The United States' portion of the War on Terror is in Afghanistan against the Al-Qaeda and Taliban forces that began after the September 11th attacks in 2001, as well as in Pakistan with unmanned drone attacks. Pakistan's portion of this war includes the support to the U.S. in Afghanistan and military campaigns within it's own borders against Taliban forces. Taliban forces have fought back against Pakistan with terrorist attacks and bombings that continue to ravage the nation. There have been a number of consequences from this war upon Pakistani society, one of particular importance to the U.S. is the increased anti-American sentiment. The war has also resulted in weak and widely unpopular leaders. The final major consequence this study examines is the increased conflict amongst the many ethnicities within Pakistan. The consequences of this war have had an effect on local, regional, American, and international politics.
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Date Issued: 2011
Identifier: CFH0003789, ucf:44725
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003789

Title: AN EXPLORATORY STUDY OF FLORIDA HIGH SCHOOL PRINCIPAL PRACTICES THAT IMPROVE STUDENT ACHIEVEMENT.
Creator: Reynolds, Donna, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered...
Show moreThe primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered guidance for principals across the state of Florida who struggled to close the achievement gap between economically advantaged and disadvantaged students. To achieve the purpose of the study, a 53 item survey instrument was distributed to principals in high schools that met the characteristics of a 30% economically disadvantaged student population that had shown growth on the 10th grade FCAT Reading test over three years from 2007 - 2009. 50 principals in 10 school districts were contacted. 18 of those principals responded to the online survey, and 5 principals participated in a follow-up phone interview. The survey instrument gathered quantitative data in four subdomains of principal practices: Implementing a Standards Based Coherent Instructional Program; Providing Teacher Support and Encouraging Teacher Collaboration; Engaging Families; and Using Assessment to Improve Student Achievement and Instruction. Quantitative data regarding principal demographics was also collected through the survey instrument. Qualitative data concerning principal practices was gathered through three open-ended response questions on the survey instrument as well as through follow-up phone interviews. The descriptive statistics gathered from responses to the survey instrument showed the highest mean averages for principal practices associated with the following items: Clear vision on student learning outcomes; Set high standards for student learning; Expect teachers to take responsibility for student achievement; and Expect staff to adjust instruction based on various data. The lowest mean averages for principal practices were associated with the following practices: Model exemplary instructional practices; Remove teachers not committed to improving student achievement; Ensure families are engaged in subject-area events; and Use assessment data to determine professional development. In addition to the survey responses, research question one was addressed through the open-ended survey responses and the follow-up phone interviews. The qualitative data collected found the most self-reported best practices under the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. The most prevalent practices that emerged as a result of the interviews were fostering personal relationships with students and celebrating student success; conducting classroom walkthroughs in a meaningful and purposeful manner; implementing Professional Learning Communities; and reviewing assessment data with teachers to inform instruction. The results of the Mann-Whitney statistical procedure found a significant difference between male and female respondents in the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. Males scored significantly lower than females. The Spearman correlations found a significant negative correlation between practices in the Teacher Support subdomain and the percentage of disadvantaged students at a school. In other words, the lower the percentage of disadvantaged students in a school, the higher the principal rated Teacher Support as an important practice. The low number of respondents in this study (N = 18) limited the findings as well as the generalizability to schools with similar populations inside and outside of Florida. However, the results may provide guidance for principals in Florida high schools with high economically disadvantaged student populations. The results of this study placed emphasis on the need for principals to have a clear vision for their school and communicate high expectations for their students. According to the results of this study, principals should also find ways to connect with students and celebrate their successes, create avenues for teacher collaboration, and use assessment data to work with teachers in order to inform instructional decisions.
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Date Issued: 2011
Identifier: CFE0003989, ucf:48672
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003989

leadership (26)	+ -
Leadership (15)	+ -
educational leadership (14)	+ -
Educational Leadership (6)	+ -
principals (6)	+ -

Special Education (4)	+ -
leadership traits (4)	+ -
special education (4)	+ -
student achievement (4)	+ -
FCAT (3)	+ -
Terrorism (3)	+ -
instructional leadership (3)	+ -
leadership styles (3)	+ -
principal (3)	+ -
teams (3)	+ -
Co-teaching (2)	+ -
Community College (2)	+ -
Florida Principal Leadership Standards (2)	+ -
Higher Education (2)	+ -
Industrial Engineering (2)	+ -
K-12 (2)	+ -
Organizational Culture (2)	+ -
Principal Preparation (2)	+ -
School Leadership (2)	+ -
Urban (2)	+ -
accountability (2)	+ -
culture (2)	+ -
education (2)	+ -
equity and access to excellence (2)	+ -
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ETD Collection (89)	+ -
Honors Collection (4)	+ -

University of Central Florida (93)	+ -
Taylor, Rosemarye (24)	+ -
Martin, Suzanne (11)	+ -
Doherty, Walter (9)	+ -
House, Jess (7)	+ -

Salas, Eduardo (6)	+ -
Baldwin, Lee (5)	+ -
Burke, Shawn (5)	+ -
Murray, Kenneth (5)	+ -
Baldwin, Gordon (4)	+ -
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Little, Mary (4)	+ -
Boote, David (3)	+ -
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