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Collaborative Crisis Management in the Public Sector: Effective Leadership under Stress
Title
Collaborative Crisis Management in the Public Sector: Effective Leadership under Stress.
Creator
Ustun, Yusuf, Kapucu, Naim, Hu, Qian, Sadri, Houman, Van Wart, Montgomery, University of Central Florida
Abstract / Description
The primary aim of this study is to discover how leadership competencies affect the perceived effectiveness of crisis management. Leadership skills exhibited by public managers in crisis times may help eliminate panic and help victims recover from the difficult situation as soon as possible. The existence of effective leadership in a crisis is one of the most important inputs in order to diminish the harmful effects of crises and disasters. The absence of effective leadership in times of...
Show moreThe primary aim of this study is to discover how leadership competencies affect the perceived effectiveness of crisis management. Leadership skills exhibited by public managers in crisis times may help eliminate panic and help victims recover from the difficult situation as soon as possible. The existence of effective leadership in a crisis is one of the most important inputs in order to diminish the harmful effects of crises and disasters. The absence of effective leadership in times of crisis may be one of the most significant problems in the public administration because it may result in loss of human life and property. By answering the following research questions this study provides useable knowledge for public managers and leaders during crises: Are there any different leadership features or characteristics for effective leadership at time of crises than the leadership in normal time? What is the role of effective leadership in managing crises and disasters (natural or man-made)? How do a public administrator's leadership traits and skills impact the effectiveness of crisis leadership? How do a public administrator's leadership behaviors (task-, people-, and organization-oriented behaviors) influence the effectiveness of a crisis leadership? With the aim of revealing these relations, a self-reported survey was sent to 2,095 current and former Turkish public security network managers. The study found that the core leadership competencies (decisiveness, flexibility, communication, problem solving, managing innovation and creativity, team building, managing and organizing personnel, motivating, networking and partnering, decision making, scanning the environment, and strategic planning) have a positive relationship with the effectiveness of crisis leadership. Among three categories of leadership behaviors, task-oriented leadership behaviors were found with the highest level of impact on the effectiveness of crisis leadership. The study indicated the importance of the core leadership competencies in the effectiveness of crisis leadership. According to the results, the hypothesis testing with the covariance structure model supported the positive impact of the core leadership competencies on the effectiveness of crisis leadership. This study contributes to the literature on leadership during crisis situations, and also provides proposals for public managers and practitioners in order to increase their effectiveness in leading their organizations during a crisis situation.
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Date Issued
2014
Identifier
CFE0005557, ucf:50279
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005557
THE EFFECTS OF TRANSFORMATIONAL LEADERSHIPON EMPLOYEESÃÃ&Ac
Title
THE EFFECTS OF TRANSFORMATIONAL LEADERSHIPON EMPLOYEESÂÂÂÂÂÂ' PERCEIVED LEADERSHIP EFFECTIVENESSIN PUBLIC ORGANIZATIONS: FEDERAL EMERGENCY MANAGEMENT AGENCY CASE.
Creator
KARACA, HASAN, KAPUCU, NAIM, University of Central Florida
Abstract / Description
As the capacity of public leaders to bring about change is increasingly questioned, public agencies have come under pressure to transform and innovate. More research is needed to identify how leaders who promote innovation, creativity, and adaptability affect the performance of public organizations. Constant improvement of organizations and individuals encourages leaders to innovate, evaluate risks as opportunities, and tackle the status quo. This raises the significance of how...
Show moreAs the capacity of public leaders to bring about change is increasingly questioned, public agencies have come under pressure to transform and innovate. More research is needed to identify how leaders who promote innovation, creativity, and adaptability affect the performance of public organizations. Constant improvement of organizations and individuals encourages leaders to innovate, evaluate risks as opportunities, and tackle the status quo. This raises the significance of how transformational leadership contributes to organizational performance and reacts to public agenciesÂÂÂÂÂÂ' environment, and how it might reorganize them. The present study examines the relationship between transformational leadership behaviors and perceived leadership effectiveness in public organizations, particularly Federal Emergency Management Agency (FEMA). The study specifically focuses on FEMA as an independent agency and as an agency under the Department of Homeland Security. It also measures transformational leadership behaviors and explores how they relate to public employeesÂÂÂÂÂÂ' perceptions of leadership effectiveness as reported by the 2002, 2006, and 2008 Federal Human Capital Surveys (FHCS). Confirmatory factor analysis was conducted to validate the construct validity for the perceived leadership effectiveness measurement model. Structural equation modeling was conducted to examine the study hypotheses. This study has found that transformational leadership behaviorsÂÂÂÂÂÂ--idealized influence, intellectual stimulation, and inspirational motivationÂÂÂÂÂÂ-- all have a significant relationship with perceived leadership effectiveness. Each dimension of transformational leadership has a positive effect on employeesÂÂÂÂÂÂ' perceptions of leadership effectiveness, with intellectual stimulation having the highest effect. The standardized regression weights of exogenous variables are: .24 for idealized influence, .48 for intellectual stimulation, and .29 for inspirational motivation. Overall, these predictor variables accounted for 86% of the variance in perceived leadership effectiveness. Findings of the study reveals several organizational, managerial, and policy implications relating to increasing the effects of transformational leadership behaviors on employeesÂÂÂÂÂÂ' perceived leadership effectiveness and organizational performance. The study points out the significance of communication and information sharing, and providing sufficient opportunities to do a better job in public organizations. The findings also confirm that the leaders are required to obtain inspirational motivation behaviors and use them to give a feeling of personal empowerment to the employees.
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Date Issued
2010
Identifier
CFE0003397, ucf:48421
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003397
Community College Faculty with Corporate Leadership Experience and Full Range Leadership Theory
Title
Community College Faculty with Corporate Leadership Experience and Full Range Leadership Theory.
Creator
Hardee, Gloria, Cintron Delgado, Rosa, Owens, J. Thomas, Cox, Thomas, Bowdon, Melody, University of Central Florida
Abstract / Description
Community colleges have developed into vital resources for affordable, easy access, high quality education. Community college instructors with previous leader experience possess the credentials needed to teach their curricula and to lead learning experiences in the classroom. Researchers have found that instructors who display transformational leadership qualities can influence student actions, awareness, and learning outcomes. This study was conducted to explore community college faculty who...
Show moreCommunity colleges have developed into vital resources for affordable, easy access, high quality education. Community college instructors with previous leader experience possess the credentials needed to teach their curricula and to lead learning experiences in the classroom. Researchers have found that instructors who display transformational leadership qualities can influence student actions, awareness, and learning outcomes. This study was conducted to explore community college faculty who possess transformational leadership qualities in relation to student extra effort, student perception of instructor effectiveness, and overall satisfaction with the instructor. The conceptual framework is the full range leadership theory which is one of the most broadly used comprehensive leadership theories. The measurement tool used was Avolio and Bass's (2004) Multifactor Leadership Questionnaire (MLQ), which measures nine factors of leadership skills through a quantitative survey. These findings present support for the recognition of the value of transformational leadership in the community college environment. Consistent with the findings of this study, transformational leadership has been viewed as the most revered leadership model in the full range leadership theory. Instructors have the ability to integrate critical components of transformational leadership behaviors to impact the student experience in the classroom, resulting in higher levels of student outcomes of extra effort, effectiveness, and satisfaction. The findings add to the body of literature and provide insight into the leadership skills of community college instructors from previous business experience.
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Date Issued
2014
Identifier
CFE0005502, ucf:50351
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005502
A COMPARISON OF THE LEADERSHIP ROLES OF PUBLIC AND PRIVATE ELEMENTARY SCHOOL PRINCIPALS
Title
A COMPARISON OF THE LEADERSHIP ROLES OF PUBLIC AND PRIVATE ELEMENTARY SCHOOL PRINCIPALS.
Creator
Staples, Caron, House, Jess, University of Central Florida
Abstract / Description
Public school principals' role requirements have undergone changes during standards-based reform and accountability (Copland, 2001; Daresh, 1998; Jones, 1999; Lashway, 2003a). This study was designed to identify the leadership role focus and behaviors of public school principals who were attempting to meet the challenges of this movement and to provide valuable information about the effects of accountability reforms on school leadership. Public school principals were subject to the mandated...
Show morePublic school principals' role requirements have undergone changes during standards-based reform and accountability (Copland, 2001; Daresh, 1998; Jones, 1999; Lashway, 2003a). This study was designed to identify the leadership role focus and behaviors of public school principals who were attempting to meet the challenges of this movement and to provide valuable information about the effects of accountability reforms on school leadership. Public school principals were subject to the mandated policy initiatives associated with the accountability movement. Private school principals, or lower school heads, were not subject to these federal and state policy reforms. The leadership role and behaviors of public and private elementary school principals working under these two distinctly different circumstances were compared. Accountability reforms called for public school principals to focus the principal's role on instructional leadership as the priority rather than managerial leadership. There was a need to understand if there were any significant differences in roles and behaviors of public and private school principals: (a) to inform public and private school policymakers and representatives who impact the educational system through local, state, and federal legislation; (b) to inform educational leadership training programs and licensing systems; and (c) to assist those who lead schools (Lashway; Portin, 2000). Public and private school principals in the state of Florida reported self-perceptions of their leadership role focus and behaviors using the Instructional Leadership Inventory (ILI), an instrument obtained from MetriTech, Inc. The data collection was conducted according to the elements of Dillman's (2000) Tailored Design Method for mailed surveys. The survey instrument was distributed to a sample of 501 public and private elementary school principals in the state of Florida. The data collection process resulted in a total of 263 returned surveys, a 52.5% total response rate. The public school response rate was 48.0%, or 168 returned surveys out of the 350 mailed surveys. The private school response rate was 62.9%, or 95 returned surveys out of the 151 mailed surveys. Comparison of the two groups, public and private, demonstrated that principals and lower school heads reported being similar in many ways in relation to the demographics and the work environment of the two groups. The differences in personal and professional characteristics were minimal. There were very few statistically significant differences between public elementary school principals and private lower school heads when looking at the ILI instructional leadership criteria. However, the findings revealed that there were considerable statistically significant differences between public elementary school principals and private lower school heads when reviewing the ILI managerial leadership criteria. Implications derived from these analyses support two areas of change in the leadership behaviors of public school principals. A significant number of public school principals reported that they spent considerable time on the managerial leadership behaviors of Monitoring Student Progress, Supervising Teaching, and Managing Curriculum, behaviors related to assessment and accountability. Public school principals reported using achievement test results in multiple ways to gauge the progress of the school toward school goals. These findings contributed to existing knowledge and provided new knowledge about principals' leadership role focus and behaviors based on data gathered during the age of the accountability movement. Recommendations include adjusting staffing to prioritize instructional leadership in the face of managerial demands, reducing public school populations through alternative strategies, enhancing the strength of community interest and support for the school, and furthering research aimed at a better understanding of the influence of external social and political goals, standards, and accountability on the middle management role of the school principal.
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Date Issued
2005
Identifier
CFE0000740, ucf:46597
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000740
A COMPARISON OF THE PERCEIVED LEADERSHIP CHARACTERISTICS OF CENTRAL FLORIDA MIDDLE AND HIGH SCHOOL PRINCIPALS AND SCHOOL ACHIEVEMENT SCORES
Title
A COMPARISON OF THE PERCEIVED LEADERSHIP CHARACTERISTICS OF CENTRAL FLORIDA MIDDLE AND HIGH SCHOOL PRINCIPALS AND SCHOOL ACHIEVEMENT SCORES.
Creator
Fisher, Thomas, Magann, Douglas, University of Central Florida
Abstract / Description
The purpose of this inquiry was to examine the possible extent to which specific, identifiable leadership characteristics of Central Florida school principals differ between middle and high school administrators, and to examine if these leadership characteristics display a relationship, either positively or negatively, with the obtainment of student scores on state measures of education accountability (FCAT reading scores). Data from the research sample were collected through the...
Show moreThe purpose of this inquiry was to examine the possible extent to which specific, identifiable leadership characteristics of Central Florida school principals differ between middle and high school administrators, and to examine if these leadership characteristics display a relationship, either positively or negatively, with the obtainment of student scores on state measures of education accountability (FCAT reading scores). Data from the research sample were collected through the administration of a modified version of the Audit of Principal Effectiveness (APE), a survey instrument developed by Dr. Jerry Valentine through the Middle Level Leadership Center at the University of Missouri-Columbia (Valentine & Bowman, 1984). The survey instrument used for this study contained 52 statements regarding principal leadership characteristics divided into two domains (organizational environment and educational program). The organizational environment domain (questions 1-37) establishes the ability of the principal to nurture the on-going climate of the school through development of positive interpersonal relations among the staff members and effective daily operational procedures for the school. The second domain, educational program, ascertains the principal's ability to serve as the educational leader of the school through active involvement in instructional leadership and curriculum development. Teachers were asked to rate their principal on a 9-point Likert-type scale (1 = not effective, 5 = moderately effective, 9 = very effective) on the extent they perceived the principal to be effective in that leadership skill. A sufficient number of surveys (minimum of 7) were returned from teachers at 60 schools (35 middle schools and 25 high schools) out of a possible 104 for a response rate of 57.7%. The investigation found the following: 1) There was no statistically significant difference between the mean scores representing teacher perceptions of principal leadership on either the organizational environment or educational program domains of the (APE) between middle schools and high schools; 2) There was no statistically significant correlation, when middle school and high school principals were treated as one group, between the mean scores representing teacher perceptions of principal leadership on either the organizational environment or educational program domains of the APE and student achievement; 3) There was a statistically significant negative (inverse) correlation between FCAT reading percentage and low-SES percentage for all schools; 4) As teacher rating mean scores on the APE organizational environment domain increased, the negative (inverse) correlation between FCAT reading percentage and low-SES percentage decreased but not at statistically significant levels; and 5) A positive correlation between teacher rating mean scores and FCAT reading percentage was indicated for high school principals on both the organizational environment and educational program domains of the APE. These correlations were not statistically significant at the higher alpha required for multiple correlation tests, but they were positive and the correlation for the organizational environment domain approached significance.
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Date Issued
2005
Identifier
CFE0000400, ucf:46345
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000400
LEADERSHIP BEHAVIOR AND TECHNOLOGY ACTIVITIES:THE RELATIONSHIP BETWEEN PRINCIPALS AND TECHNOLOGY USE IN SCHOOLS
Title
LEADERSHIP BEHAVIOR AND TECHNOLOGY ACTIVITIES:THE RELATIONSHIP BETWEEN PRINCIPALS AND TECHNOLOGY USE IN SCHOOLS.
Creator
Page-Jones, Alexandra, Bozeman, William, University of Central Florida
Abstract / Description
The purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their...
Show moreThe purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their leadership behavior affected or predicted the multiple ways that technology was used throughout a school.The population for this study was composed of principals and instructional faculty from public schools in Collier County, Florida. Principals completed the Principal Technology Leadership Assessment Survey to establish leadership behavior according to the NETS-A standards; faculty completed the School Technology Outcomes survey to identify technology use in schools. The numerous uses of technology were structured into three levels: administrative and management tasks (organizational technology outcomes), planning and delivery of instruction (instructional technology outcomes), and use by students for completing assignments (educational technology outcomes). Survey results revealed strong technology leadership behaviors and extensive and variety use of technology in schools. Analysis of the survey results supported the null hypothesis that there was no relationship between the technology behavior of educational leaders and the use of technology by faculty members in their schools.
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Date Issued
2008
Identifier
CFE0002162, ucf:47516
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002162
THE IMPACT OF COMPUTER BASED SIMULATION TRAINING ON LEADERSHIP DEVELOPMENT
Title
THE IMPACT OF COMPUTER BASED SIMULATION TRAINING ON LEADERSHIP DEVELOPMENT.
Creator
Sidor, Stanley, House, Jess, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the relationship between measures of emotional intelligence after participation in a simulation based leadership development program as applied to a student cohort at a community college. Additionally, this study was conducted to investigate significant differences in emotional intelligence subscales when compared to the categorical variables of age, race, gender, position type, number of years employed, and time. All 300 students in the...
Show moreThe purpose of this study was to investigate the relationship between measures of emotional intelligence after participation in a simulation based leadership development program as applied to a student cohort at a community college. Additionally, this study was conducted to investigate significant differences in emotional intelligence subscales when compared to the categorical variables of age, race, gender, position type, number of years employed, and time. All 300 students in the introductory management classes in the Bachelors of Applied Science business principles classes in the Business program were invited to participate. A total of 201 questionnaires representing 103 individuals were returned, garnering a 67% initial return rate; the total number of useable surveys was 182 representing 91 individuals for a final useable return rate of 60.7%. An analysis of the relationship between the measures of emotional intelligence before and after participating in leadership simulation revealed statistically significant differences after participation in the leadership simulation. There was a significant increase in respondent scores in three of the four subscales after the respondents participated in the Virtual Leader simulation: (a) self-emotion appraisal (SEA), p = .031; (b) others emotion appraisal (OEA), p = .002; and (c) regulation of emotion (ROE), p =.002. The emotional intelligence construct, use of emotion (UOE), p = .061, did not demonstrate statistical significance. A statistical analysis of all combinations and interactions of the categorical variables (age, race, gender, years employed, and position types compared to the value
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Date Issued
2007
Identifier
CFE0001705, ucf:47330
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001705
HOW LEADERSHIP AFFECTS FOLLOWER SATISFACTION: THE FEDERAL CASE
Title
HOW LEADERSHIP AFFECTS FOLLOWER SATISFACTION: THE FEDERAL CASE.
Creator
Trottier, Tracey, Van Wart, Montgomery, University of Central Florida
Abstract / Description
This study focuses on the effect of leadership in the federal government. Using a slightly revised version of Bass's Full Range Leadership Model, the study examines the influence of transformational leadership, transactional leadership, and combination of the two on the perception of leadership effectiveness and follower satisfaction in the federal government. To establish if this revised model is consistent with federal employees' perception of effective leadership, if leadership in the...
Show moreThis study focuses on the effect of leadership in the federal government. Using a slightly revised version of Bass's Full Range Leadership Model, the study examines the influence of transformational leadership, transactional leadership, and combination of the two on the perception of leadership effectiveness and follower satisfaction in the federal government. To establish if this revised model is consistent with federal employees' perception of effective leadership, if leadership in the federal government increases follower satisfaction, and if both the transactional and transformational leadership are important to followers' perception of leadership and their satisfaction, data from the 2002 Federal Human Capital Survey was used. Multiple regression analyses were conducted using transactional leadership, transformational leadership, and a combination of the two as independent variables and perceived leadership effectiveness and follower satisfaction as the dependent variables. Control variables that accounted for personal demographics (gender, minority status, and supervisory status) and organizational/job dimensions (pay, benefits, career path, personal fulfillment of the job, the physical conditions, organizational training, workplace flexibilities, coworkers and communication) were also included. Results indicate that the revised model does capture federal employees' perception of effective leadership, that leadership does increase follower satisfaction in the federal government, and that both transactional and transformational elements are important to this perceived effectiveness and follower satisfaction.
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Date Issued
2005
Identifier
CFE0000743, ucf:46577
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000743
NONVERBAL CUES' IMPACT ON LEADERSHIP ACROSS CULTURES: A REVIEW AND PROPOSITIONS
Title
NONVERBAL CUES' IMPACT ON LEADERSHIP ACROSS CULTURES: A REVIEW AND PROPOSITIONS.
Creator
Vazquez, Melissa, Salas, Eduardo, University of Central Florida
Abstract / Description
Body language is a part of everyday life and the nonverbal cues associated with body language provide important sources of interpersonal information in a variety of environments and especially in the context of cultural diversity. The intent of this thesis is to understand how certain nonverbal cues can affect leadership within different cultures. The nonverbal cues studied will be body posture, facial expressions, and distance. The cultural regions studied are represented by China, France,...
Show moreBody language is a part of everyday life and the nonverbal cues associated with body language provide important sources of interpersonal information in a variety of environments and especially in the context of cultural diversity. The intent of this thesis is to understand how certain nonverbal cues can affect leadership within different cultures. The nonverbal cues studied will be body posture, facial expressions, and distance. The cultural regions studied are represented by China, France, Brazil, and Egypt. The appropriate nonverbal cues were identified and discussed based on the cultural context.Research suggests that positive and erect body posture would be beneficial for leaders in all four regions in regards to self-perception and workers' perceptions of leadership. Careful selection of specific facial expressions and direct eye contact would be favorable in all regions for self- and workers' perception of leadership. Considering distance, having less distance and initiating a handshake for self- and workers' perceptions of leadership would be an advantage, but friendly touching is culturally specific. Becoming aware of how certain nonverbal cues may influence the display and interpretation of body language serves to enhance the development of leadership and the promotion of positive attitudes and loyalty in business settings.
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Date Issued
2014
Identifier
CFH0004549, ucf:45206
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004549
An Analysis of the Impact of K-12 Educational Leadership Program Graduates: 1992-2012
Title
An Analysis of the Impact of K-12 Educational Leadership Program Graduates: 1992-2012.
Creator
Bennett, Roseann, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Thedy, Elizabeth, University of Central Florida
Abstract / Description
This study addressed the problem of insufficient information concerning the economic and professional impact of educational leadership program graduates. In Florida, there is often times a delay in obtaining an administrative appointment after graduating from an educational leadership program. The delay in appointments causes difficulty with tracking careers and economic impact. The research questions were:1.What is the economic impact of activities, projects, and research performed by 1992...
Show moreThis study addressed the problem of insufficient information concerning the economic and professional impact of educational leadership program graduates. In Florida, there is often times a delay in obtaining an administrative appointment after graduating from an educational leadership program. The delay in appointments causes difficulty with tracking careers and economic impact. The research questions were:1.What is the economic impact of activities, projects, and research performed by 1992 to 2012 graduates while enrolled in the educational leadership program? 2.How many educational leadership program graduates from 1992 to 2012 were appointed or elected to superintendent positions, senior staff or superintendent's cabinet, or school district level director positions (using the 2012-2013 school district student enrollment size rankings)?3.How many educational leadership program graduates from 1992 to 2012 were appointed to principal or assistant principal positions in the selected school districts (using the 2012-2013 school district student enrollment size rankings)?4.What are the Florida School Grade trends among educational leadership program graduates from 1992 to 2012 of a large urban research university in Florida who were school principals? This study utilized descriptive statistics and was designed to analyze program performance outcomes delivered by graduates of a large urban research university's educational leadership program (1992-2012) and their responses to a survey. The value of activities, projects, and research completed while enrolled in the educational leadership graduate program was determined to arrive at economic impact. Graduates were matched with administrative positions including K-12 superintendent, senior staff or superintendent's cabinet, school district level directors, public school principal or assistant principal. In addition, Florida school grades for those graduates that held principal positions in a specific geographical area during the 1998-2012 period were identified. Measures of central tendency and descriptive statistics were conducted, as appropriate, for each of the four research questions. Research findings indicated there were data to support that while enrolled in the educational leadership graduate program, economic impact was provided to school districts. Furthermore, graduates who were identified as principals in K-12 public schools had student outcomes that outperformed the state average as indicated by school grades. The data trend of meeting high expectations determined by student achievement results increased each year as evidenced by a greater number of schools earning (")A(") grades. Recommendations made for future research were for universities to create and maintain a university database and survey graduates to gather data. The data would be used to align the preparation program curricular and instructional practices with the professional experiences needed to prepare leaders to be position ready. Additionally, universities must continuously communicate with graduates in order to evaluate the effectiveness of the preparation program, measure economic impact and capture career paths. This would be performed through a longitudinal study.
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Date Issued
2016
Identifier
CFE0006440, ucf:51483
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006440
TRANSFORMATIONAL LEADERSHIP QUALITIES OF FLORIDA COMMUNITY COLLEGE STUDENT GOVERNMENT ADVISORS
Title
TRANSFORMATIONAL LEADERSHIP QUALITIES OF FLORIDA COMMUNITY COLLEGE STUDENT GOVERNMENT ADVISORS.
Creator
Rath, Thomas, House, Jess, University of Central Florida
Abstract / Description
College student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of...
Show moreCollege student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of reaching higher levels of leadership effectiveness and organizational performance, and it has been advanced for use in SGOs. This study examined the extent to which community college student government advisors who exhibited transformational leadership qualities had an influence on the organizational outcomes of community college student governments. Several research questions were formulated to guide this examination. Surveys which included an instrument to measure the effectiveness of reaching organizational outcomes and the Multifactor Leadership Questionnaire for Research (MLQ 5X) (Bass & Avolio, 1995, 2000) were given to Florida community college student government executive board members and their respective student government advisors. Anticipated findings included increased levels of organizational outcomes in those community college SGOs in which advisors exhibit greater levels of transformational leadership qualities. Analysis of the data yielded advisor and student government member demographics, and a strong level of fulfillment of organizational outcomes. Statistically significant positive correlations were found between student reported transformational leadership qualities of advisors and student ratings of achievement and importance of organizational outcomes. A statistically significant correlation was also found between student ratings of importance of organizational outcomes and student ratings of the achievement of organizational outcomes. This indicates the existence of a relationship between the transformational leadership qualities of Florida community college student government advisors and the perceived importance and achievement of student government organizational outcomes. Secondary results were also given. Results of this study suggest that Florida community college student government advisors who exhibited higher levels of transformational leadership qualities engendered higher levels of organizational outcomes in Florida community college student governments. Implications were discussed for the study findings, and recommendations for future research were made.
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Date Issued
2005
Identifier
CFE0000771, ucf:46557
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000771
TRANSPARENT TEMPLATES OF PRINCIPALS
Title
TRANSPARENT TEMPLATES OF PRINCIPALS.
Creator
Chang, Mary, House, Jess, University of Central Florida
Abstract / Description
This exploration of the personal constructs of principals was intended to reveal the transparent templates they create and attempt to fit over the realities of their world. This study sought to go beyond externally imposed descriptions of the leadership behavior of principals by exploring their personal constructs to discover the meaning that principals ascribe to their leadership behavior in anticipation and interpretation of events. Kelly's (1955) personal construct theory provided the...
Show moreThis exploration of the personal constructs of principals was intended to reveal the transparent templates they create and attempt to fit over the realities of their world. This study sought to go beyond externally imposed descriptions of the leadership behavior of principals by exploring their personal constructs to discover the meaning that principals ascribe to their leadership behavior in anticipation and interpretation of events. Kelly's (1955) personal construct theory provided the conceptual framework for this study. The research questions were addressed through qualitative inquiry. Data were collected in a process that began with full context elicitation, laddering, and triadic analysis, and proceeded to full grid quantitative analysis. Findings from this study may increase the awareness level in the professional community of the meaning that principals ascribe to their leadership behavior. It was recommended that results from this study lead to the development of a process that can be implemented in principal leadership preparation and professional development programs to develop more self-aware, productive, and effective principals (Petri, Lindauer, & Tountasakis, 2000).
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Date Issued
2005
Identifier
CFE0000732, ucf:46606
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000732
COMMUNITY COLLEGE LEADERSHIP IN THE 21ST CENTURY
Title
COMMUNITY COLLEGE LEADERSHIP IN THE 21ST CENTURY.
Creator
Van Dusen, Laurie, Bozeman, William, University of Central Florida
Abstract / Description
The purpose of this study was to explore with community college presidents of 292 Southern Association of Colleges and Schools Level 1 institutions their perceptions as to the extent to which selected leadership styles presently required in the performance of presidential duties may be required in the future. Also investigated were leadership succession planning and professional development initiatives aimed at identifying and developing future leaders. A total of 209 (71.6%) presidents...
Show moreThe purpose of this study was to explore with community college presidents of 292 Southern Association of Colleges and Schools Level 1 institutions their perceptions as to the extent to which selected leadership styles presently required in the performance of presidential duties may be required in the future. Also investigated were leadership succession planning and professional development initiatives aimed at identifying and developing future leaders. A total of 209 (71.6%) presidents completed a researcher designed survey. Data analysis resulted in the following major findings. The presidents indicated a high level of support for each of the five leadership styles for current presidents as well as for future leaders. A consultative style of leadership was deemed to be the most important form of leadership for current leaders and increasing in importance for future leaders. Participative leadership was ranked second and could be considered as a transitional alternative for new presidents. The delegative and negotiative leadership styles were cited as the third and fourth most important forms of leadership for current and future leaders. Fifth ranked was the directive or autocratic style of leadership. Three-fourths of community college presidents indicated that they were actively engaged in the identification and development of potential leaders. Presidents were highly supportive of six developmental areas (budgeting, financial management, fund raising, governing boards, internal governance, and politics/relationships) but perceived politics and relationships as being the most critical area of development for future presidents. Presidents, with less than 10 years of service, were more actively engaged in identifying potential future leaders than their longer tenured counterparts. Those planning to retire within the next 6 years indicated the highest level of engagement. Institutional leaders who had been identified for advancement in a succession plan during their careers were more likely to have a succession plan in place in their institution; however, succession planning was largely informal.
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Date Issued
2005
Identifier
CFE0000850, ucf:46664
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000850
A COMPARISON OF MENTORED AND NON-MENTORED NOVICE ELEMENTARY PRINCIPALS IN RESPECT TO JOB SATISFACTION
Title
A COMPARISON OF MENTORED AND NON-MENTORED NOVICE ELEMENTARY PRINCIPALS IN RESPECT TO JOB SATISFACTION.
Creator
Skinner, Colleen, Pawlas, George, University of Central Florida
Abstract / Description
The purpose of this study was to determine if mentoring programs had an impact on job satisfaction for beginning elementary principals in the state of Florida. It also examined if the following factors impacted job satisfaction: (a) length of the mentoring program, (b) frequency of meetings, (c) selection process for the mentor, (d) the position of the mentor, or (e) age and gender of the beginning principal. The population for the study consisted of 108 elementary principals with more than...
Show moreThe purpose of this study was to determine if mentoring programs had an impact on job satisfaction for beginning elementary principals in the state of Florida. It also examined if the following factors impacted job satisfaction: (a) length of the mentoring program, (b) frequency of meetings, (c) selection process for the mentor, (d) the position of the mentor, or (e) age and gender of the beginning principal. The population for the study consisted of 108 elementary principals with more than six months and less than fours years of experience in the state of Florida. Twenty-four districts participated in the study, covering all five regional areas in Florida. An online questionnaire, consisting of Bowling Green State University's Job Description Index and Job in General, was administered. The Job Description Index contained five subcategories of Work, Pay, Opportunities for Promotion, Supervision, and People at Work. The instrument Job in General provided an overall job satisfaction rating. An analysis of the Pearson Correlation found there was no statistically significant relationship for those who were in a mentor program compared to those who were not in a mentor program as a beginning principal. However, a Pearson Correlation found a statistically significant relationship between the frequency a mentor met with the beginning principal and job satisfaction in four subcategories: (a) Supervision, (b) Promotion, (c) Pay and (d) People at Work. There was also a significant relationship between the frequency of meeting with a mentor and the Job in General score. Additional analysis showed no statistically significant difference based on the length of the mentoring program, age and gender of the beginning principal, and the position held by the mentor. Recommendations based on this study include providing a formal mentoring program with established guidelines for the frequency of meetings. A school district may design mentor programs to meet the needs of their beginning principals, but close attention should be given to guidelines ensuring regular contact between the mentors and beginning principals. Future studies may continue the research into other factors of mentoring, such as whether a reporting system is in place or follow-up is required by the mentor. Also, this study may be replicated with secondary principals or expanded beyond the state of Florida.
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Date Issued
2006
Identifier
CFE0001434, ucf:47045
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001434
LEADERSHIP ORIENTATIONS OF SENIOR ADMINISTRATORS AT AMERICAN METROPOLITAN UNIVERSITIES
Title
LEADERSHIP ORIENTATIONS OF SENIOR ADMINISTRATORS AT AMERICAN METROPOLITAN UNIVERSITIES.
Creator
Trees, Diane, Taylor, Rosemarye, University of Central Florida
Abstract / Description
Universities in the United States continue to evolve far beyond traditional concepts. While problems of an academic, economic, governmental, and educational nature beset any university, the metropolitan institution must grapple with these issues not as an individual entity but as a partner in a group of many players. Educational leadership for the American metropolitan university necessitates distinct and unique skills. This study sought to explore leadership behaviors of senior...
Show moreUniversities in the United States continue to evolve far beyond traditional concepts. While problems of an academic, economic, governmental, and educational nature beset any university, the metropolitan institution must grapple with these issues not as an individual entity but as a partner in a group of many players. Educational leadership for the American metropolitan university necessitates distinct and unique skills. This study sought to explore leadership behaviors of senior administrators at American metropolitan universities as conceptualized by Bolman and Deal's Four-Frame Model of Leadership (1991). Using Bolman and Deal's (1990) Leadership Orientations Survey (Self) instrument with an additional Respondent Information section, 407 surveys were sent to senior administrators at 74 institutions identified as members of the Coalition of Urban and Metropolitan Universities. Of the 245 who replied, 25 of these individuals declined to participate. Thus, the total number of useable surveys for data input in this study was 220 (54.1%) representing a total of 71 out of 74 institutions in the response data. Descriptive statistics and analysis of variance were used to analyze data. Senior administrators in this study indicated that the human resource frame (76.9%) dominated all other frame choices. The structural frame emerged as second choice (57.2%) with the symbolic frame (55.4%) and the political frame (52.2%) in close proximity. Nearly half of the administrators (49.5%) reported multiple frame usage with the most frequent combination consisting of the human resource, political, and symbolic frames. Two personal characteristics, age and gender, influenced utilization of the frames. Younger administrators showed statistically significant higher mean scores than older administrators for both the structural and political frames. Female administrators showed statistically significant higher mean scores than male administrators for the political and symbolic frames. Job title, years as an administrator, size of campus, and location of campus in proximity to city limits did not influence utilization of frame usage for administrators in this study.
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Date Issued
2006
Identifier
CFE0001231, ucf:46898
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001231
AN INVESTIGATION TO DETERMINE THE PERCEPTIONS OF RESILIENCE IN EDUCATIONAL AND BUSINESS LEADERSHIP PERSONNEL IN CENTRAL FLORIDA
Title
AN INVESTIGATION TO DETERMINE THE PERCEPTIONS OF RESILIENCE IN EDUCATIONAL AND BUSINESS LEADERSHIP PERSONNEL IN CENTRAL FLORIDA.
Creator
Domeck, Craig, Murray, Ken, University of Central Florida
Abstract / Description
Leadership is a challenging task. Vibrant enduring leadership over time is a greater challenge. Cultivating "leaders that lasts" is the desire of this study. The purpose of this research was to determine the resiliency of leaders in Central Florida. Additionally, this study examined the resilience of educational leaders in Central Florida along with leaders from the business community. The analysis and comparison of the results revealed beneficial information regarding the factors that are...
Show moreLeadership is a challenging task. Vibrant enduring leadership over time is a greater challenge. Cultivating "leaders that lasts" is the desire of this study. The purpose of this research was to determine the resiliency of leaders in Central Florida. Additionally, this study examined the resilience of educational leaders in Central Florida along with leaders from the business community. The analysis and comparison of the results revealed beneficial information regarding the factors that are substantial in resilient leaders and how these factors might be further cultivated. Educational leaders were randomly selected from school administrators in the Central Florida region, as well as department leaders at two primary local universities. Participants from business were selected from a list of business leaders from the Rollins College Crummer Graduate School of Business MBA Alumni, as well as participants in the Palm Beach Atlantic University Executive Leadership series. The study utilized the Resilience Factor Inventory (RFI) from Adaptive Learning Systems. The RFI is a valid 60-question on-line questionnaire that evaluates the four resilience factors identified in the Review of Literature: (a) realistic optimism, (b) emotional intelligence, (c) relational abilities, and (d) problem-solving abilities. Participants were invited to complete the RFI through a series of four emails explaining the study and the Resilience Factor Inventory with a sufficient response rate (83 leaders). Analysis of the data revealed the following findings: (a) all three of the sampled leader populations were significantly above the national norm in resilience, with those in education the highest; (b) educational leaders, both Pre K – 12 and university leaders, were statistically higher in several resilience components, with emotional intelligence being a strong component in both educational groups; (c) leaders from the business realm were significantly higher in several resilience factors with their distinguish component being problem-solving; (d) while education leaders were strong in emotional intelligence, this population could develop their problem-solving capabilities; (e) in direct contrast, the business were strong in problem-solving, but could enhance their emotional competence; and (f) an examination of leaders who have served the longest have a statistically significantly higher relational abilities and realistic optimism suggesting that these two resilience factors would be important for longevity.
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Date Issued
2008
Identifier
CFE0002336, ucf:47801
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002336
AN EXAMINATION OF AN ANTECEDENT AND CONSEQUENCES OF SUPERVISOR MORALLY QUESTIONABLE EXPEDIENCY
Title
AN EXAMINATION OF AN ANTECEDENT AND CONSEQUENCES OF SUPERVISOR MORALLY QUESTIONABLE EXPEDIENCY.
Creator
Greenbaum, Rebecca, Folger, Robert, University of Central Florida
Abstract / Description
Supervisor morally questionable expediency occurs when subordinates perceive that their supervisors engage in morally questionable behavior to expedite their work for self-serving purposes (Greenbaum & Folger, 2008). A supervisor's preoccupation with the bottom-line (Greenbaum, 2007; Greenbaum & Folger, 2008; Wolfe, 1988) is examined as an antecedent of morally questionable expediency. It was hypothesized that subordinates experience deontic reactions (Folger, 2001) in the form of a moral...
Show moreSupervisor morally questionable expediency occurs when subordinates perceive that their supervisors engage in morally questionable behavior to expedite their work for self-serving purposes (Greenbaum & Folger, 2008). A supervisor's preoccupation with the bottom-line (Greenbaum, 2007; Greenbaum & Folger, 2008; Wolfe, 1988) is examined as an antecedent of morally questionable expediency. It was hypothesized that subordinates experience deontic reactions (Folger, 2001) in the form of a moral psychological contract violation. Consequently, subordinates were hypothesized to reduce performance, engage in antisocial behavior and supervisor-directed deviance. Survey data from 259 subordinate-supervisor dyads provided general support for this hypothesized model. However, post hoc analyses of alternative structural equation models suggest that a moral psychological contract violation may not always be the best explanation for why employees respond to supervisor morally questionable expediency by reducing performance and increasing antisocial and deviant behavior. Implications, limitations, and future directions are discussed.
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Date Issued
2009
Identifier
CFE0002619, ucf:48266
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002619
Deadly Premonition: Does Terrorist-Leader Psychology Influence Violence Lethality?
Title
Deadly Premonition: Does Terrorist-Leader Psychology Influence Violence Lethality?.
Creator
Besaw, Clayton, Schafer, Mark, Jacques, Peter, Mousseau, Michael, University of Central Florida
Abstract / Description
This thesis seeks to address a theoretical and empirical gap within terrorism studies, and more specially the study of terrorist-group lethality. This research updates a model of terrorist-group lethality by including terrorist-leader psychology as an individual-level variable in predicting terrorist-group lethality. Terrorist-leader statements were analyzed by using two novel coding schemes called Operational Code and Leadership Trait Analysis to create quantified measurements of leader...
Show moreThis thesis seeks to address a theoretical and empirical gap within terrorism studies, and more specially the study of terrorist-group lethality. This research updates a model of terrorist-group lethality by including terrorist-leader psychology as an individual-level variable in predicting terrorist-group lethality. Terrorist-leader statements were analyzed by using two novel coding schemes called Operational Code and Leadership Trait Analysis to create quantified measurements of leader cognitive beliefs and personality traits. The empirical portion of this study utilizes pooled cross-sectional time-series data within the framework of fixed effects and multi-level estimation models. The results find that terrorist-leader psychology, and more specifically Instrumental (Strategic) Beliefs and Distrust, are significant predictors of subsequent group-lethality.
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Date Issued
2014
Identifier
CFE0005132, ucf:50679
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005132
PRINCIPALS' LIVED EXPERIENCES IN CHILDHOOD POVERTY IMPACTING RESILIENCY OF STUDENTS IN POVERTY
Title
PRINCIPALS' LIVED EXPERIENCES IN CHILDHOOD POVERTY IMPACTING RESILIENCY OF STUDENTS IN POVERTY.
Creator
Rasmussen, Jonathan, Martin, Suzanne, Lue, Martha, Taylor, Rosemarye, Brown, Deborah, University of Central Florida
Abstract / Description
The number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty....
Show moreThe number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty. The purpose of this study was to examine principals' lived experiences in childhood poverty impacts the decisions they make. More precisely, it examines how their childhood affects their decision making in regard to creating a culture of academic resilience for students living in low socioeconomic conditions. Additionally, this study identified strategies that are effective, as perceived by school principals who grew up in low socioeconomic conditions, in creating a culture of resilience to improve academic success for students living in low socioeconomic conditions. This study provides valuable information to school leaders who strive to create an environment that fosters educational resilience in children living in poverty. The results are particularly salient to principals, as the information comes directly from the perspective of school principals who grew up in poverty, were educationally resilient, and are now creating a school atmosphere that fosters educational resilience in their students who live in poverty.
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Date Issued
2015
Identifier
CFE0005696, ucf:50119
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005696
A Study of the Relationship Between Second-Order Change Leadership Behaviors of High School Administrators and Student Achievement from 2016-2017
Title
A Study of the Relationship Between Second-Order Change Leadership Behaviors of High School Administrators and Student Achievement from 2016-2017.
Creator
Pringle, Eugene, Taylor, Rosemarye, Storey, Valerie A., Johnson, Jerry, Lacava, Gonzalo, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement from the school year 2016 to 2017 on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts. This study further sought to determine the leadership behaviors that high school administrators felt had the most...
Show moreThe purpose of this study was to investigate the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement from the school year 2016 to 2017 on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts. This study further sought to determine the leadership behaviors that high school administrators felt had the most impact on student achievement.As a mixed-method research study (N = 69), quantitative and qualitative data were collected for analyses. Quantitative data were collected via the Principal Actions Survey (PAS) developed by La Cava (2009). A Pearson r correlation was conducted to determine if there was a relationship between individual principal scores on the PAS and changes in student achievement from school years 2016 and 2017. Qualitative data were collected via telephone interviews through the use of the Second-Order Change Principal Interview Protocol (Taylor, 2007). A thematic analysis was utilized to determine themes among administrator responses, specific to the seven leadership responsibilities determined by Marzano, Waters, (&) McNulty (2005). Themes were determined by frequency of occurrences among interviewees.The quantitative analysis determined that there was no statistically significant relationship among the mean scores of principals on the PAS and changes in student achievement. Qualitative analysis revealed themes specific to administrator change implementation. Themes included: creating a culture of change, data-driven professional learning communities, professional learning, development, and administrator leadership.
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Date Issued
2017
Identifier
CFE0006905, ucf:51725
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006905

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