The purpose of this study was to establish and describe the validity and reliability of an instrument based on a model of teaching behaviors conceived as magnetic lines of force.Content validity was established by reviewing the literature and identifying possible teaching behaviors which researchers felt contributed to increased pupil learning. These behaviors were presented to a panel of judges from faculty in the Teachers College, Ball State University, to ascertain behaviors which they felt increase the likelihood pupils would increase comprehension in reading. After the panel had made their suggestions, the list of behaviors was revised and used with two middle school classes at the Burris Laboratory School. Pupils were asked to identify the behaviors which they felt were associated with their increased learning. A final list of twenty items became the revised instrument for use in the study.A group of practicing teachers critiqued the list of twenty behaviors. This group was directed to identify how strongly they agreed with the placement of each of the behaviors under one of the four scales postulated. Construct validity was established by discussing the research supporting each of the scales, subscales and behaviors listed in the instrument.Each of the twenty items was judged as valid by a minimum of 70 percent of the selected panel members and two classes of selected middle school pupils. Each of the twenty items included was recognized as a valid example of the constructs identified with the exception of those items assumed to reflect firmness.I t was possible to relate each of the twenty items in the instrument to research studies accepted by editors and authors in the field despite inherent weaknesses in definitions, experimental designs, and theoretical orientation. In this sense, the instrument has acceptable construct validity.The instrument was then used to gather data on a group of teacher trainees assigned to a laboratory school at Ball State University. After each teacher trainee had taught a short unit, the pupils taught filled out the instrument which had been devised. Reliability measures consisted of computing coefficient alpha for various major scales and subscales of the instrument. Computations were run by the Ball State University Center using the reliability program from the SPSS Statistical Package for the Social Sciences DEC system -10.The coefficient alpha reliability indexes of .90 for the total scale, .86 for the cognitive scale, and .78 for the affective scale were judged acceptable for use in additional research studies in the field. The coefficient alpha reliability index of .82 for the clarity subscale, .81 for the flexibility subscale, and .78 for the warmth subscale were also judged acceptable for use in additional research studies in the area. The coefficient alpha reliability index of .68 for the firmness subscale suggests questionable reliability for all but the most general research purposes.Recommendations were formulated to encourage further development of the model and refinement of the instrument (particularly the "firmness" subscale).

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 123-124).

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 42-45).

Thesis (Ph. D.)--Columbia University, 1933. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 556. Bibliography: p. 64.

Thesis (M. Ed.)--Ohio University, August, 2004. / Includes bibliographical references (p. 66-71).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 101-114). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 101-114). Also available on the Internet.

Thesis (M.Ed.)--Ohio University, August, 2004. / Title from PDF t.p. Includes bibliographical references (p. 66-71)

Dissertation (PhD) Florida State University, 2006. / Advisors: Brian Gaber, Clifford K. Madsen, Florida State University, College of Music. Title and description from dissertation home page (viewed 7-16-07). Document formatted into pages; contains 527 pages. Includes biographical sketch. Includes bibliographical references.

The thesis argues that there is a statistically significant positive relationship between a leadership style and creativity. There is a higher statistically significant positive relation between Transformational Leadership style and creativity than between creativity and the other leadership styles. Creativity (fluency and originality of thought), can be accounted for by the Multifactor Leadership Questionnaire. To demonstrate this, the research in this study firstly uses the Multifactor Leadership Questionnaire to identify leadership style, and secondly three measuring instruments that measure creativity. The argument is substantiated by the results of a statistical analysis of leadership style and creativity. A discussion of the areas that were researched, leadership style and associational/ideational fluency of thought and originality, as elements of creativity, provide the context in which the research should be viewed. A detailed discussion of the method, which was employed and the measuring instruments used to establish whether there is a statistical correlation between leadership style and creativity, precedes the experimental results. A critical discussion of the results obtained from the statistical analysis and the literature on leadership style and creativity provides a foundation for recommendations for organisations on how to use the results of this study. The dissertation recommends that, in order to improve on research of leadership and creativity, the Multifactor Leadership Questionnaire (MLQ) could be considered as a starting point. It would also be worthwhile pursuing means of improving the Multifactor Leadership Questionnaire as creativity could be accounted for by the MLQ. This measuring instrument could be recommended as a test during the selection process. It is recommended that the manager of the person also completes the instrument and rates the person from his/her perspective when similar research is done in future. Although scoring seems to be a difficulty characteristic of any measurement that involves divergent thinking, it would be of value to pursue means of further improving the Remote Associates Test (RAT) for future research purposes in the South African context. Objectivity in the scoring of divergent thinking tests seem to be difficult to achieve. In order to score fluency and originality of thought objectively, use can be made of experts, who have the knowledge and skills required, to provide such evaluations. The findings in this research are valuable because of a lack of previous research on the relationship between creativity and leadership style. / Dr. J. Zaaiman