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Title: Assessing the servant organization: Development of the Servant Organizational Leadership Assessment (SOLA) instrument.
Creator: Laub, James Alan., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: This study attempted to answer three questions: How is servant leadership defined? What are the characteristics of servant leadership? Can the presence of these characteristics within organizations be assessed through a written instrument? There were two main parts to the study. Part one involved a Delphi study to determine the characteristics of servant leadership and part two used these characteristics to construct the Servant Organizational Leadership Assessment (SOLA) instrument. The...
Show moreThis study attempted to answer three questions: How is servant leadership defined? What are the characteristics of servant leadership? Can the presence of these characteristics within organizations be assessed through a written instrument? There were two main parts to the study. Part one involved a Delphi study to determine the characteristics of servant leadership and part two used these characteristics to construct the Servant Organizational Leadership Assessment (SOLA) instrument. The three-part Delphi survey was conducted with fourteen authorities from the field of servant leadership. The panel was asked to name and rate the characteristics of the servant leader. All characteristics that were rated from "Necessary" to "'Essential" in the final survey were used in the construction of the SOLA instrument. A significant (p < .05) decrease was found in the interquartile range between round two and round three, indicating a move toward consensus. Seventy-four items were written for the field test version of the SOLA and six items were added to assess job satisfaction, for a total of 80 items. The field test was conducted with 828 people from 41 organizations representing various states in the U.S. and one organization from the Netherlands. The instrument had an estimated reliability of .98. One way ANOVA and correlation tests were run with demographic data and the SOLA score and also with the job satisfaction score. A significant (p < .01) positive correlation of .653 was found between the SOLA score and the job satisfaction score. A factor analysis revealed a two factor solution composed of organization assessment items and leadership assessment items. Potential subscores were considered, but there was a high correlation between the scales; therefore use of the overall SOLA score is recommended for research purposes. This study provides an operational definition of servant leadership and the servant organization as well as a list of the characteristics of servant leadership, as determined by a panel of experts. The SOLA was found to be a reliable tool for measuring servant leadership in organizations and will be useful for further research as well as diagnosis in organizations.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12592
Subject Headings: Leadership
Format: Document (PDF)

Title: LEADER IDENTITY: EXPLORING INTRA-PERSONAL PATTERNS AND DEVELOPING A MULTI-DIMENSIONAL MEASURE.
Creator: McCombs, Kate Marie, Williams, Ethlyn, Florida Atlantic University, Department of Management, College of Business
Abstract/Description: Over the last forty years, there has been ample research examining general leadership development and the characteristics of followers and leaders (Day, 2001). However, although recognized as important for leader development and leadership effectiveness, there is still much to understand about leader identity (Epitropaki et al., 2017). The focus on identity literature has been disproportionately focused on follower identity rather than leader identity (Epitropaki et al., 2017; Johnson et al.,...
Show moreOver the last forty years, there has been ample research examining general leadership development and the characteristics of followers and leaders (Day, 2001). However, although recognized as important for leader development and leadership effectiveness, there is still much to understand about leader identity (Epitropaki et al., 2017). The focus on identity literature has been disproportionately focused on follower identity rather than leader identity (Epitropaki et al., 2017; Johnson et al., 2012). This shortage is unfortunate due to leader identity’s capabilities in developing leaders and effective leader behaviors (Miscenko et al., 2017; Johnson et al., 2012). Due to this deficiency, I focus my dissertation on leader identity and attempt to better grasp the development of one’s leader identity. In line with recent conceptual literature, I examine the four dimensions of leader identity and patterns of development to better understand the development of leader identity. Through the two papers in this dissertation, I aim to enhance our current understanding of leader identity.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013508
Subject Headings: Leadership, Leadership--Research
Format: Document (PDF)

Title: THE PERSPECTIVES OF HIGHER EDUCATION LEADERS AND BUSINESS EXECUTIVES ON THE FUNDING GAP BETWEEN LIBERAL ARTS AND STEM EDUCATION: A CASE STUDY.
Creator: Taal, Badara Alioune F., Warshaw, Jarrett B., Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This qualitative case study investigated the perspectives of higher education leaders and business executive on the funding gap between liberal arts programs and STEM education in a public research level 2 institution in Florida. The purpose of this qualitative case study was to explore and explain participants’ perspectives and finding ways to narrow the funding gap. Historically, Congress has been open in its allocation of funds to higher education research and, recently, allotted 97% to...
Show moreThis qualitative case study investigated the perspectives of higher education leaders and business executive on the funding gap between liberal arts programs and STEM education in a public research level 2 institution in Florida. The purpose of this qualitative case study was to explore and explain participants’ perspectives and finding ways to narrow the funding gap. Historically, Congress has been open in its allocation of funds to higher education research and, recently, allotted 97% to STEM and Science related disciplines and 3% to non-science fields. At the state level, funding to these two programmatic areas showed a comparable pattern to that of the U.S. Congress with 93% of funds allocated to Engineering and Science, and 7% to non-science disciplines and fields. There were four central research questions to help understand participants’ perspectives of the values of these fields. This study included seven participants who met the following criteria: deans, associate deans, provosts, with at least 10 years of work experience in the position; dean, associate deans, or provosts who retired within the last five years; and a business executive, director or a Chief Operation Officer, with working relations to the university and with similar work experiences. Data were collected primarily from semi-structured interviews, which lasted for 45 minutes per session. Additionally, documents were collected from interview sites. Data were codded and analyzed in two cycles.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013697
Subject Headings: Educational leadership
Format: Document (PDF)

Title: The Relationship between Principal Cultural Intelligence and Graduation Rates of Black and Latinx Students: A Study of Cultural Responsiveness in Public High School Principals.
Creator: Stefanovic, Melanie Ann, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Our nation’s culturally diverse public school students require transformative social justice school leadership that values, affirms, and includes all cultures. Studies focused on educational leadership for diverse student populations increasingly center around cultural responsiveness just as empirical studies on cultural intelligence (CQ) outside the field of education are also proliferating. This study was built upon a conceptual framework that highlights the overlaps between culturally...
Show moreOur nation’s culturally diverse public school students require transformative social justice school leadership that values, affirms, and includes all cultures. Studies focused on educational leadership for diverse student populations increasingly center around cultural responsiveness just as empirical studies on cultural intelligence (CQ) outside the field of education are also proliferating. This study was built upon a conceptual framework that highlights the overlaps between culturally responsive school leadership (CRSL) and the multi-dimensional framework of CQ. Based upon evidence of CQ as an antecedent to a number of positive outcomes in culturally diverse settings, the purpose was to uncover the extent to which principal CQ predicts Black and Latinx students’ high school graduation rates. Data collection involved the 20-item Cultural Intelligence Scale (CQS) (Ang et al., 2007) and federal data on high school graduation rates for Black, Latinx, and White students. The sample was drawn from 18 of the state’s 67 districts, and included 28 principals with a tenure at their current schools of three years or more. A bivariate correlation analysis, a multiple regression analysis, estimators of cross-validated R2, a test of differences of R2, and moderation tests were conducted using a new program developed by Morris and Lieberman (2021). Four significant correlations were detected. Black student graduation rates positively correlated to metacognitive CQ and the combination of cognitive CQ, motivational CQ, and behavioral CQ. Cognitive CQ and motivational CQ correlated to one another, as were cognitive CQ and metacognitive CQ. Results indicated that CRSL plays a positive role in education, with particular promise for Black students. However, results could not be cross-validated from the sample to the population. Furthermore, race/ethnicity did not moderate the relationship between graduation rates and CQ and its subscales. Limitations included a lack of power related to the small sample, the use of a course metric (graduation rates) with limited variance as an outcome variable, and the challenges inherent in investigating an indirect relationship such as that between principal and students. This study has begun the task of filling the CQ gap in the educational leadership literature, and recommendations for greatly needed additional research are made.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013682
Subject Headings: School leadership, Educational leadership, Cultural intelligence
Format: Document (PDF)

Title: EMOTIONAL INTELLIGENCE AND ITS IMPACT ON COMMUNITY ASSOCIATION MANAGERS AS TRANSFORMATIONAL LEADERS.
Creator: McKnight, Sharon Faithlyn Dianne, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Community Association Managers (CAMs) are managers licensed by the Department of Business and Professional Regulation to manage planned communities, such as condominiums, homeowner associations, and cooperatives. The purpose of this research focused entirely on licensed CAMs in the State of Florida. CAMs are expected to be transformational leaders of community associations amidst emotionally charged environments with judicial dictates and strict rules and regulations. The impact of emotional...
Show moreCommunity Association Managers (CAMs) are managers licensed by the Department of Business and Professional Regulation to manage planned communities, such as condominiums, homeowner associations, and cooperatives. The purpose of this research focused entirely on licensed CAMs in the State of Florida. CAMs are expected to be transformational leaders of community associations amidst emotionally charged environments with judicial dictates and strict rules and regulations. The impact of emotional intelligence on transformational leadership in CAMs has been under-researched and virtually ignored despite their critical role in community management. Two main theoretic lenses were used to guide this study of CAMs, Goleman’s focus on theory of emotional intelligence and Burns’ theory of transformational leadership.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013709
Subject Headings: Emotional intelligence, Transformational leadership, Community leadership
Format: Document (PDF)

Title: Shaping the Leaders of Tomorrow: An Assessment of Intergenerational Perceptions of Leadership Traits.
Creator: Hidrowoh, Jacob R., Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: In the last few decades, the world has witnessed an unparalleled increase in human longevity, accompanied by more years of employment and declining birth rates. These unusual events have dramatically raised the portion of older employees who are still active in the global labor force. Scholars have recognized that, along with the overall aging of the workforce, older individuals will increasingly occupy leadership positions. Since the current knowledge economy promotes a globalized,...
Show moreIn the last few decades, the world has witnessed an unparalleled increase in human longevity, accompanied by more years of employment and declining birth rates. These unusual events have dramatically raised the portion of older employees who are still active in the global labor force. Scholars have recognized that, along with the overall aging of the workforce, older individuals will increasingly occupy leadership positions. Since the current knowledge economy promotes a globalized, competitive, and rapidly evolving educational and business environment, organizational leaders are increasingly facing challenges to keep their leadership knowledge base current. Organizational leaders must attract and retain the best human capital, competent individuals who can act strategically to move their organizations forward. Consequently, it is prudent to believe that, in order to face the new challenges of an aging work force, organizations will require exceptional leaders to maintain a cohesive organizational system in which diverse generational cohorts may interact and work together efficiently and effectively. Using leadership identity theory, dynamic capabilities, and the leadership trait approach as the conceptual framework, this study assessed intergenerational perceptions of the importance of seven leadership traits: intelligence, decisiveness, compassion, innovation, organization, ambition, and honesty using a national sample of almost two thousand adults in the United States representing four generational cohorts: Millennials, Generation X, Baby Boomers, and the Silent generation. This quasi-experimental quantitative study sought to identify the differences in perception of the importance of leadership traits that each of these generational cohorts may have and the interaction that gender and educational level may have on generational cohort perceptions of the importance of leadership traits. Descriptive statistical analysis and comparative analyses including one-way and two-way ANOVA were conducted to determine any statistically significant differences in means among the differences in means of the perception of the importance of leadership traits among generational cohorts moderated by gender and educational level. Statistically significant findings for some, but not all, of the seven leadership traits included in this study were found by generational cohort and these differences were moderated by gender and educational level. Implications and recommendations for policy, practice, and future research are offered.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013143
Subject Headings: Leadership--Research, Generations
Format: Document (PDF)

Title: EXPLORATION AND COMPARISON OF EFFICACY AND MINDSET PERCEPTIONS HELD BY 9-12 SCHOOL LEADERS AND TEACHERS.
Creator: Keene, Bonnie, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: This quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’...
Show moreThis quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’ perceptions of school leader efficacy and teacher mindset correlated, meaning a significant portion of variance in teacher perceptions of school leadership efficacy can be predicted by the mindset held by the teacher toward capacity to grow in ability and talent. However, school leaders’ perceptions of self-efficacy and teacher mindset did not correlate, suggesting school leader self-efficacy beliefs do not predict their beliefs in teacher growth potential. Over the years, the terms “efficacy” and “mindset” have been thoroughly researched; however, never in a context surrounding school leaders’ and teachers’ perceptions of each other’s capabilities. Therefore, this study sought to explore and compare school leaders’ and teachers’ perceptions of efficacy and mindset for each other to gain insight into the workplace environment within educational 9-12 systems.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014109
Subject Headings: Educational leadership, Teachers
Format: Document (PDF)

Title: BREAKING THE MOLD: IMPLEMENTING RADICAL INNOVATION AT THE DISTRICT AND SCHOOL LEVELS.
Creator: Holcombe, Joseph, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools....
Show moreVery little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did school leaders manage school climate change during the implementation? In this context, radical innovation is defined as an innovation that significantly changes the ways in which the school organization operates and delivers education to students (Zaltman, Duncan, & Holbek, 1973).
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013537
Subject Headings: Public schools, Innovation, School leadership
Format: Document (PDF)

Title: An Investigation of Kindergarten Teachers’ Attitudes, Knowledge, and Reported Practices Regarding Teacher Leadership in the State of Kuwait.
Creator: Aleisa, Bashayer, Bogotch, Ira, Barakat, Maysaa, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school...
Show moreThis study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school districts in the State of Kuwait. The quantitative sample included 560 volunteer participants who completed a survey that measures teachers’ values, practices, and their perspectives on school culture regarding teacher leadership. ANOVA was used to analyze the differences among school district location, years of teaching experience, and teacher’s education level. The findings suggested that there were no statistically significant correlations among teachers’ beliefs regarding teacher leadership and school location, years of experience, and education level. Also, there were no statistically significant correlations between teacher leadership practices and school location, years of experience, and education level. There were significant correlations between school climate conducive to teacher leadership and years of experience, without school location and education level. Moreover, the concept of teacher leadership was ambiguous in Kuwaiti kindergarten schools. There were some indications of opportunity for teacher leadership roles, but those roles were not considered effective by participants. Teacher participants believe that their roles are restricted, and this perspective was supported in part by the heads of department. Teachers enumerated some hindrances to teacher leadership, such as instability of ministry supervisors’ decisions; top-down, unilateral decision-making; and school administrations’ tight control of teachers’ roles to the level of organizing and running classrooms. Broader implementation of Kuwaiti school restructuring efforts employing a distributed leadership model among formal and informal leadership roles and positions is recommended to help improve quality of education, the teaching profession, and school reform. In the end, the most significant benefit would be gained by students.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013167
Subject Headings: Kindergarten teachers, Kuwait, Educational leadership
Format: Document (PDF)

Title: Caribbean Immigrant Women in Educational Leadership: Over Hills and Valleys Too.
Creator: Leblanc, Nadine L., Bryan, Valerie C., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this narrative inquiry was to explore the lived experiences of college educated, immigrant women from the Caribbean in their quest for professional advancement in educational leadership roles in the United States. There were six participants for this study who were selected based on convenience, purposeful, and criterion sampling. Each participant’s lived experience was explored through a triangulation of information provided from two in-depth face-to-face interviews, document...
Show moreThe purpose of this narrative inquiry was to explore the lived experiences of college educated, immigrant women from the Caribbean in their quest for professional advancement in educational leadership roles in the United States. There were six participants for this study who were selected based on convenience, purposeful, and criterion sampling. Each participant’s lived experience was explored through a triangulation of information provided from two in-depth face-to-face interviews, document analyses, and observation/field notes. The findings indicate that Caribbean immigrant women studied navigated hills and valleys that included acculturative stress. Furthermore, the participants are characterized with a militant motivation in their approach to achieving their goals; thus having an attitude of “by any means necessary” was essential to their success. To accomplish their goals and successfully navigate the hills and valleys, the participants shared the support of strong matriarchs in their family and with the added help of the village; they also engaged in adult learning practices in their efforts to excel. Additionally, a Caribbean identity was utilized as a source of resistance and high self-esteem bordering on ethnocentrism against prejudices to facilitate the journey to success.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013228
Subject Headings: Educational leadership, Immigrant women, Caribbean
Format: Document (PDF)

Title: The experience of being a leader during a ropes course program and at work: A heuristic inquiry.
Creator: Starr, Malika, Florida Atlantic University, Bryan, Valerie
Abstract/Description: This study explored the question, "What is the experience of being a leader during participation in a ropes course program and at work?" The ropes course as a training medium provides opportunities for people to engage in challenging activities to improve interpersonal skills. From ten ropes course programs and 130 participants, the researcher purposefully selected thirteen co-researchers who exhibited pre-determined leadership behaviors. Dialogue with each co-researcher provided rich...
Show moreThis study explored the question, "What is the experience of being a leader during participation in a ropes course program and at work?" The ropes course as a training medium provides opportunities for people to engage in challenging activities to improve interpersonal skills. From ten ropes course programs and 130 participants, the researcher purposefully selected thirteen co-researchers who exhibited pre-determined leadership behaviors. Dialogue with each co-researcher provided rich descriptions and metaphors about the experience of being a leader. Using heuristic research methods, the researcher analyzed the data and uncovered redundant themes to better understand the phenomenon of being a leader. While each experience was unique, the composite encompassed the principles of several leadership theories. The significant meaning revealed was that being a leader was a big responsibility and it provided opportunities to transform and be transformed, which was enjoyable, rewarding and sometimes frustrating. Six major findings emerged from the inquiry. The first related to the concept of leaderless groups and emergent leaders. A leader emerged from each of the leaderless groups that started on the ropes course. The second finding was that the experiences of leading on the ropes course and at work closely mirrored each other. The third finding represented the major difference between being a leader on the ropes course and being a leader at work. The ropes course provided a setting for participants to experience being transformational leaders, without the ramifications of office politics, transactions and economic pressures. The fourth finding was that managing followers was the single most frustrating aspect of the experience of being a leader. All of the frustrations occurred when the values and principles espoused by leaders and followers were not aligned. The fifth finding was that the experience of being a leader was holistic because it encompassed who the individuals were, how they performed in two different settings, what feelings this evoked and what significance it held for them. The sixth finding revealed that trait, style, situational, transformational and visionary leadership theories are not mutually exclusive. The study findings serve as a guide for practitioners to design more meaningful leadership development programs.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12073
Subject Headings: Leadership, Adventure education, Experiential learning
Format: Document (PDF)

Title: The public official leadership experience: a case study of leadership collier and its impact on motivating and empowering select citizens.
Creator: Curatolo, Courtney, Bryan, Valerie, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This dissertation explored a type of qualitative case study based on the experiences of 11 graduates from Leadership Collier, a Naples, Florida-based leadership program, who had run for public office after completing the program. The researcher assessed the program goals, participant experiences and motivation with regard to community involvement and running for elected office. It was the belief of the researcher that there was a need for more qualified and effective leaders to run for public...
Show moreThis dissertation explored a type of qualitative case study based on the experiences of 11 graduates from Leadership Collier, a Naples, Florida-based leadership program, who had run for public office after completing the program. The researcher assessed the program goals, participant experiences and motivation with regard to community involvement and running for elected office. It was the belief of the researcher that there was a need for more qualified and effective leaders to run for public office at the local, state, and national levels of government. Therefore, the purpose of this dissertation study was to understand what leadership experiences gained through participating in a leadership training program could empower and motivate a person to run for public office. Information provided in this dissertation includes an introduction, the study’s purpose and research questions, methodology, critical terms, an examination of the literature review, study findings, researcher reflections, and recommendations for future studies. Data analysis codes in this study include sense of community, social capital, program design, confidentiality, diversity, bonding, empowerment, and motivation. Research findings showed that Leadership Collier has motivated and empowered select citizens to run for public office by providing experiences that have enabled individuals to develop leadership skills, become aware of community issues, develop confidence and a sense of community, expand social capital, and increase engagement in the community. Keywords: leadership, public office, empowerment, motivation
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004012
Subject Headings: Political leadership -- Psychological aspects -- Case studies, Leadership -- Case studies
Format: Document (PDF)

Title: TRANSITIONAL TURBULENCE: THE RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE, POWER, AND AN INCOMING PRINCIPAL.
Creator: Varo-Haub, Amy L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This qualitative case study explored the changing relationships and cultural evolution that occurred over the course of the initial year of a principal transition within a private upper school. Collected data included interviews, observations, and documents. All data were reviewed and analyzed in order to understand the experience that the transitioning principal, administrators, faculty, college counselors, and staff encountered during the course of the transition. The conceptual framework...
Show moreThis qualitative case study explored the changing relationships and cultural evolution that occurred over the course of the initial year of a principal transition within a private upper school. Collected data included interviews, observations, and documents. All data were reviewed and analyzed in order to understand the experience that the transitioning principal, administrators, faculty, college counselors, and staff encountered during the course of the transition. The conceptual framework of this study was based on a social constructivist mindset and was ethnographic in nature: the researcher understood and defined the culture and transition experience through data synthesis, revealing varied interpretations of the culture and transition on the place and self.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013424
Subject Headings: Corporate culture, School principals, Educational leadership
Format: Document (PDF)

Title: WHAT’S SCHOOL GOT TO DO WITH IT?PERCEPTIONS OF THE EDUCATIONAL EXPERIENCES OF YOUTH WHO HAVE EXPERIENCED INTERRUPTIONS TO THEIR PUBLIC SCHOOL EDUCATION.
Creator: Judd, Leslie, Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: In today’s educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to a focus on the initial aim of public education and ensure all students are afforded a quality education until graduation. Unfortunately, over 25,000 school-aged children in Florida are arrested for a felony offense annually, which is just one of many paths leading to an interruption in their learning and often entrance...
Show moreIn today’s educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to a focus on the initial aim of public education and ensure all students are afforded a quality education until graduation. Unfortunately, over 25,000 school-aged children in Florida are arrested for a felony offense annually, which is just one of many paths leading to an interruption in their learning and often entrance to the school-to-prison pipeline. Additionally, these students are often not allowed to return or have their return to traditional school settings postponed by being placed at alternative school settings. The purpose of this qualitative phenomenology study was to describe the K-12 educational experience as perceived by males ages 15-21 who had an interruption in their education while attending a public school in Florida. The perceptions of the K-12 educational experiences were generally defined as what each participant reported as his personal experience while attending a K-12 public educational setting.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013611
Subject Headings: Educational administration, Educational leadership, Educational policy
Format: Document (PDF)

Title: The Relationships Among the Behavioral Agility of School Leadership Teams, Culture, and Performance.
Creator: Shaw, Carletha B., Shockley, Robert, Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This quantitative, non-experimental study was conducted to investigate the relationship among the behavioral agility of school leadership teams, school culture, and school performance. Additionally, the study sought to determine whether the influence of these variables and/or their relationships are modified by alterable and unalterable characteristics of the school. The study utilized Pisapia’s (2009) Strategic Leader Questionnaire (SLQ) to measure school leadership team’s behavioral agility...
Show moreThis quantitative, non-experimental study was conducted to investigate the relationship among the behavioral agility of school leadership teams, school culture, and school performance. Additionally, the study sought to determine whether the influence of these variables and/or their relationships are modified by alterable and unalterable characteristics of the school. The study utilized Pisapia’s (2009) Strategic Leader Questionnaire (SLQ) to measure school leadership team’s behavioral agility in using five leadership influence actions (managing, transforming, bridging, bonding, and bartering). Cameron and Quinn’s (2005) Organizational Culture Assessment Instrument (OCAI) was used to determine if the school’s dominant organizational culture type (adhocracy, clan, hierarchy, or market) mediated the behavioral agility of school leadership teams and school performance. The study included 65 schools and approximately 1,500 classroom teachers from a very large urban school district located in the Southeast United States. The results indicate that behavioral agility, unidimensional and multidimensional factors, were significantly correlated to each organizational culture type, with the exception of the managing behavior subfactor in clan and adhocracy cultures. Student suspension moderated the relationship between behavioral agility and school culture. There was no relationship found between school culture and school performance; however, it was found that minority percentage negatively correlated market culture and school performance and student attendance negatively correlated both hierarchy and market cultures and school performance.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005966
Subject Headings: Educational leadership, Organizational culture, Schools, Agility
Format: Document (PDF)

Title: THE INTERSECTION OF QUEERLY LEADING: LIVED EXPERIENCES OF K-12 QUEER SCHOOL LEADERS.
Creator: Evans, Corinth M., Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This phenomenological research study examined the perceived experiences of K-12 queer school leaders in school workplaces. This study discussed events, state laws, workplace polices, and related repeated studies that demonstrate that K-12 queer school leaders experience challenges in school spaces because of their sexual and/or gender identities. The sample population for this study consisted of 10 participants. The data collection consisted of a recruitment survey, individual interviews, and...
Show moreThis phenomenological research study examined the perceived experiences of K-12 queer school leaders in school workplaces. This study discussed events, state laws, workplace polices, and related repeated studies that demonstrate that K-12 queer school leaders experience challenges in school spaces because of their sexual and/or gender identities. The sample population for this study consisted of 10 participants. The data collection consisted of a recruitment survey, individual interviews, and document review of state laws and policies. The analysis of data included survey data, transcribed interviews, and document reviews. The data were coded and triangulated for reliability and the analysis was guided by queer theory, script theory, and Foucault’s work on perspectives on power-knowledge. There were three key findings that emerged: queer school leaders’ suitability, queer negotiations in school spaces, and institutionalized homophobia and gender-based prejudices in the school spaces. The results contemporaneously indicate that policy, procedures, practices, and hegemonic power constitute the producers and pushers of an institutionalize cis/hetero-patriarchy narrative.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013587
Subject Headings: Phenomenology--Research, Educational leadership, Queer theory
Format: Document (PDF)

Title: An analysis of opportunities for middle and high school principals to develop public speaking skills for effective educational leadership.
Creator: Agnon, Doris Stahl., Florida Atlantic University, Gray, Mary B.
Abstract/Description: Recognized leadership skills generally include communication skills and public speaking ability. Some children develop leadership and public speaking skills early in life. Some high schools and colleges emphasize public speaking. Adults frequently enroll in seminars such as Dale Carnegie programs or join organizations such as Toastmasters International. The researcher's own years of teaching and speaking experience have led her to believe in the potential value of public speaking for children...
Show moreRecognized leadership skills generally include communication skills and public speaking ability. Some children develop leadership and public speaking skills early in life. Some high schools and colleges emphasize public speaking. Adults frequently enroll in seminars such as Dale Carnegie programs or join organizations such as Toastmasters International. The researcher's own years of teaching and speaking experience have led her to believe in the potential value of public speaking for children, adults, and leaders in education organizations. Principals must speak competently and professionally. The purpose of this study was to determine how and when secondary school principals learned public speaking skills. The research also assessed their public speaking involvement and the importance they placed on public speaking for themselves, their staff, and their students. The researcher developed a questionnaire which was distributed to 101 middle and high school principals in Broward and Palm Beach county school districts in Florida. Completed responses were received from 52 principals. The most frequently cited-preparations for public speaking were college and high school courses. Public speaking skills were learned during high school and college years for 32 respondents. Only two had taken a Carnegie or Toastmasters course. Six principals said Carnegie or Toastmasters Youth Leadership type programs were offered in their schools, but 33 said they would be interested or wanted additional information. The principals most often cultivated public speaking skills by encouraging teachers to invite students to speak in class, inviting teachers and students to speak at assemblies, or by having drama clubs or debate teams. The last question was, "How important is public speaking in what you do today?" Very important was checked by 48 principals; somewhat important was checked by the remaining four respondents. The researcher believes that public speaking should be cultivated at all levels of education. Future research may consider whether resiliency of at-risk students could be enhanced by offering formal training in public speaking. The findings support the researcher's hypothesis that if school administrators recognize the importance of public speaking in their own experience, they are more likely to support its development among staff and students.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12612
Subject Headings: School principals, Educational leadership, Public speaking
Format: Document (PDF)

Title: PERCEIVED IDEAL LEADERSHIP BEHAVIOR OF PUBLIC HIGH SCHOOL PRINCIPALS IN FLORIDA (SUPERINTENDENTS, KEY DESIGNATED ADMINISTRATORS, FIVE REPORTING REGIONS).
Creator: BECKER, KENNETH RAYMOND, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: Procedure. The Ideal Leader Behavior Description Questionnaire (ILBDQ) was the instrument used with 516 respondents in this study. The ILBDQ provided an Initiating Structure score and Consideration score for each respondent. Findings. On a statewide basis, among participants, no significant differences in perception were observed at the .05 level of confidence except for high school principals on the Consideration dimension. Also, certain significant differences were observed between some...
Show moreProcedure. The Ideal Leader Behavior Description Questionnaire (ILBDQ) was the instrument used with 516 respondents in this study. The ILBDQ provided an Initiating Structure score and Consideration score for each respondent. Findings. On a statewide basis, among participants, no significant differences in perception were observed at the .05 level of confidence except for high school principals on the Consideration dimension. Also, certain significant differences were observed between some regions and within some regions. Differences were noted by years of academic experience, degree earned, age of respondent, and/or position held. Recommendations. (1) Incorporate variables of administrative level, region, years of experience, degree, and age in the development of principal competencies. (2) Initiate follow-up studies using the same methods to determine the impact of competency training. Include elementary and middle school principals and compare results. (3) Investigate the regions that are most widely divergent and explore the cause(s) of divergence. (4) Initiate a follow-up study of a comparison of the items on the ILBDQ with the Florida principal competencies.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11854
Subject Headings: Leadership
Format: Document (PDF)

Title: Principals' perceptions of professional learning communities.
Creator: Ball, Louise A., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: This multi-site case study focused on principals who participated in a unique professional development model: a learning community. The study was twofold. First, research was conducted in order to describe the experiences and perceptions of principals involved in a professional learning community and second, to understand how participation in a professional learning community influences principals' thinking and leadership practice. This inquiry was conducted in two districts located in the...
Show moreThis multi-site case study focused on principals who participated in a unique professional development model: a learning community. The study was twofold. First, research was conducted in order to describe the experiences and perceptions of principals involved in a professional learning community and second, to understand how participation in a professional learning community influences principals' thinking and leadership practice. This inquiry was conducted in two districts located in the northeast and southeast parts of the United States. The sample consisted of twenty-one participants: sixteen principals, four learning community coaches, and one administrative director. Data was collected from 21 interviews, 39 hours of observations, and 66 documents. The study revealed nine major findings. The research found that the learning community provided a new level of professional development for principals and eliminated isolation. It was found that the demands of the principal's position limit the depth of involvement. The role of the learning community coach is significant. It was also found that challenges exist in sustaining the learning community. Goals of the learning community emerged as the group developed and perceptions of principals' work varied. Further, membership in the learning community fostered the principal's role as lead staff developer. Finally, there was evidence that changed professional practice and thinking exists for principals who participated in the learning community. Recommendations for design, establishing a system of accountability, promoting district and state support, and future research are provided. The design of the learning community needs a clearer, more defined role of the principal. A system of accountability, including documentation and evidence of improved performance may assist by giving credibility to the model. Documentation and evidence may also enlist the support of the district and state, which is greatly needed for sustaining this model. Finally, further research is needed regarding professional development for principals, particularly learning communities.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12074
Subject Headings: Career development, Educational leadership, School principals
Format: Document (PDF)

Title: The function of leadership styles and personality types among city managers: An analysis of "fit" and tenure.
Creator: Hanbury, George Lafayette, II, Florida Atlantic University, Washington, Charles W.
Abstract/Description: This dissertation investigated the problem of short-term tenure of city managers as an indicator of the appropriate "fit" between the personality types and leadership styles of city managers and the city councils they serve. Moving from theory to practice in public administration, this research presents findings, not offered to date, based on a rigorous, nation-wide study of city managers. The study focuses on years of service - tenure of city managers as a function of the city managers'...
Show moreThis dissertation investigated the problem of short-term tenure of city managers as an indicator of the appropriate "fit" between the personality types and leadership styles of city managers and the city councils they serve. Moving from theory to practice in public administration, this research presents findings, not offered to date, based on a rigorous, nation-wide study of city managers. The study focuses on years of service - tenure of city managers as a function of the city managers' personality types, leadership styles, and perceptions of support from their city councils. Results of the study were generated through an analysis of data collected in a national survey of city managers, endorsed by the Executive Director of the International City/County Management Association (ICA), using three self-administered instruments: a general demographic city manager questionnaire, the Myers-Briggs Type Indicator(RTM)-Form G (MBTI(RTM) Form G), and the Leader Behavior Analysis II(RTM)-Self (LBAII(RTM)-Self). A theoretical model, "Fit," was created and tested, and the variable relations were found to be statistically significant. The findings revealed that "Fit," measured as years of service - tenure, is a function of the manager's leadership effectiveness and personality compatibility with the orientation and expectations of the city council as indicated by the annual performance evaluation. The findings were tested through predicted values and were confirmed through three case studies of city managers, with long tenure, and their city councils in small, medium, and large cities. Independent variables found to significantly affect, positively or adversely, the dependent variable, years of service - tenure, were: leadership effectiveness scores; personality type dimensions, Introverted (I) and Perceiving (P); and city council perceptions measured by city-council-conducted performance evaluations of the city manager. Other statistically significant independent variables include: experience of the city manager; total number of cities the city manager has served; the manager's age and race; and demographic information of the city in which the city manager serves, such as median household income, cities with a predominant white population, and the percentage of population not born in the United States of America. The "Fit" Model provides a meaningful tool for present and future city managers to become conscious of their respective personality type and dominant leadership style in relationship to the culturally heterogeneous cities they lead and manage. Armed with such awareness, city managers can be empowered with the knowledge of whether they are "appropriately fitted" with the city councils and the citizens they serve.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11620
Subject Headings: City managers--Psychological aspects, Leadership
Format: Document (PDF)

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