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No description available.

The purpose of this research was to investigate the relationship between employees' perceptions of their immediate supervisors' relations-oriented and task-oriented leadership behaviors and different types of organizational commitment. Bass & Avolio's (1995) Multifactor Leadership Questionnaire (MLQ Form 5X) was used to measure relations-oriented and task-oriented leadership behaviors. Meyer & Allen's (1997) Organizational Commitment Questionnaire (OCQ) was used to measure organizational commitment. Participants in the research included 361 employees who worked for the city of Charlottesville, Virginia. These employees were located in eight departments that varied in the area of technical functioning, size, and academic levels. Factor analyses, with principal component extraction and varimax rotation, were performed to determine how the MLQ Form 5X items would load onto a 2-factor model of relations-oriented and task-oriented leadership behaviors. The task-oriented items of contingent reward loaded with the relations-oriented items, and the non-leadership items of laissez-faire loaded with the task-oriented items. These findings resulted in an arrangement of relations-oriented and task-oriented subscales that was different than the arrangement proposed by Bass & Avolio (1995). Correlations for the MLQ Form 5X revealed multicollinearity among all the relations-oriented subscales and two of the task-oriented subscales, preventing any interpretations about the amount of variance that any particular type of relations-oriented or task-oriented leadership behavior might explain in organizational commitment. Factor scores were used to perform regressions and investigate the amount of variance relations-oriented leadership behaviors and task-oriented leadership behaviors explained in organizational commitment. Relations-oriented leadership behaviors explained the greatest amount of variance in affective commitment, somewhat less variance in normative commitment, and no variance in continuance commitment. The results for task-oriented leadership behaviors revealed the same pattern of relationships with the different types of organizational commitment, only weaker. / Ph. D.

This study explores the influence of employee perception of acquisition success and the dispositional antecedents of positive affect and adaptive coping on employee- organization commitment during the 60-day period following a business acquisition. Allen & Meyer's affective, normative and continuance model of commitment was used for the dependent variables. A single sample was analyzed using a hierarchical regression approach. The survey was conducted with TRW's GIT Division, and included 51 employees who participated in three web- based surveys. The surveys were administered at (a) the change of control date, (b) 30 days, and (c) 60 days after the change of control date. Through a full- model regression, the combined dispositional and demographic variables were found to have a significant impact on the three components of employee- organization commitment. Specifically, the dispositional attribute of positive affect had a statistically significant predictive relationship to affective and normative commitment. Employee perception of acquisition success was found to have limited influence only on affective commitment, and finally, company service was determined to have a small predictive value for continuance commitment. The changing nature of the relationships between the independent variables and the dependents over time led to the conclusion that the employee sample was experiencing several symptoms of merger syndrome during the initial post- acquisition time period. As a single case, the study cannot be considered conclusive, however, the study does provide insights into the changing nature of employee- organization commitment during a specific time of organizational change. Research into additional dispositional antecedents to employee commitment is suggested, as well as further research on employee commitment after the initial 60-day post- acquisition integration period. / Ph. D.

Married bisexuals who come out to their heterosexual partners do not invariably divorce. This qualitative study included 14 intact, mixed orientation married couples. The mean marriage duration was 14.5 years, and the mean time since the bisexual spouse had come out was 7.9 years. The research focused the negotiation processes around three constructs: (a) sexual identity; (b) gender identity; and (c) marital commitment. Dyadic interviews were used to generate a grounded theory of the identity and commitment negotiation processes occurring among intact mixed orientation married couples. The findings revealed two sexual identity trajectories: Bisexuals who identify before marriage and reemerge within marriage; or bisexuals who do not identity before marriage but who emerge from within marriage. Two gender identity processes were reported: gender non-conformity and deliberate gender conformity. Finally, two negotiation processes around marital commitment were found: (a) closed marital commitment, and (b) open marital commitment. Closed marital commitment was defined as monogamous. Open marital commitment had four subtypes: (a) monogamous with the option to open; (b) open on one side (i.e., the bisexual spouse was or had the option to establish a tertiary relationship outside the marriage); (c) open on both sides or polyamorous; and (d) third-person inclusive (i.e.. couples had or were seeking a third person to bring into their marriage for both spouses). The implications for research and clinical practice were discussed. / Ph. D.

Riley (1998) indicated that our nation's neediest communities, those with high rates of poverty and all too often large minority populations, suffer most from shortages of qualified teachers. Schools with these characteristics are often our Title 1 schools. Staffing these schools can be a very difficult task. Haberman (1987) attributed the shortage of qualified urban educators to factors such as racism, fear, a generally negative perception of what teaching in an urban setting is like, and the low percentage (5%) of faculty in schools of education who have urban teaching experience, which affects their ability to prepare teachers for urban settings. With the passage of the No Child Left Behind Act (NCLB), a new federal regulation, this task becomes even more arduous. This act requires that, effective the first day of the 2002-2003 school year, new teachers hired to teach in Title 1 schools be "highly qualified" (U. S. Department of Ed., 2002). This study was designed to determine why teachers choose to remain in the urban setting. The researcher surveyed experienced teachers (minimum of 10 years) in the Norfolk Public Schools District, a large southeastern urban school district, to determine the reasons why teachers stay in this urban district. The sample included all current teachers in this district with a hire date of August 1991 or before. The survey instrument used was designed to gather the following information: (1) why do teachers select urban school districts?, (2) why do teachers remain in this urban school district?, (3) what professional development activities are important in urban districts?, (4) what is the level of commitment of teachers who remain?, and (5) what is the relationship between reasons why teachers remain and their level of teacher commitment? Distributions of frequencies, mean scores, and standard deviations revealed survey results as they related to (a) gender of teacher, (b) race/ethnicity of teacher, (c) grade level assignment, (d) number of years of teaching experience in an urban district, (e) age of teacher, and (f) education level of teacher. A composite score was calculated for the teacher commitment section of the survey instrument. Also, a correlation matrix was conducted to determine the significance of the relationship between reasons why teachers choose to remain in this district and levels of teacher commitment. Other statistical analyses used were t-tests, ANOVAs, and Tukey post-hoc tests. The results of the study revealed that teachers choose to remain in this urban school district because they feel they have been effective in working with urban children; they have developed good collegial relationships within the district; and they have gained a sense of self satisfaction from working in this district. These reasons and several others were found to have statistical significance in teachers' levels of commitment. Also, teachers who were female, African-American, middle school teachers, with greater years of experience proved more likely to remain in this urban district. The findings of this study reveal significant implications to this and other urban school districts. Teachers have to feel some intrinsic motivation to remain in urban districts. Districts should use the results of this study to assist in developing opportunities for teachers to enhance their levels of self-satisfaction and to improve their hiring practices. Attention to these issues will increase teacher retention rates in urban districts. This study provides a foundation for future study in the areas of teacher retention, commitment, teacher certification and retention, and teacher quality. / Ed. D.

Teacher burnout, absenteeism, and turnover continue to plague schools throughout the United States. Researchers have suggested that a school principal's transformational leadership may impact teacher commitment, though there are limited findings regarding the differences in commitment levels among rural and non-rural teachers. There are also limited findings regarding how the different elements of a principal's transformational leadership (idealized influence, intellectual stimulation, individualized consideration, and inspirational motivation) impact teachers' professional and organizational commitment, if at all. The purpose of this study was to investigate potential differences in commitment levels among rural and non-rural teachers, as well as urban-rural differences in the links between principal transformational leadership (including its specific sub-domains: idealized influence, intellectual stimulation, individualized consideration, and inspirational motivation) and teacher commitment to the profession and the organization. This quantitative study included a questionnaire that was filled out by 363 urban teachers and 460 rural teachers living throughout the state of Arizona. Statistical t-tests and regression models were used. The findings reveal that, among other things, idealized influence (attributes) consistently proves to be a predictor of professional and organizational commitment among both rural and non-rural teachers and that rural teachers experience greater levels of commitment than do urban teachers. Schools and districts may use these results in their search for hiring and training principals by searching for candidates that display characteristics in line with idealized attributes and by doing more to train current principals in behaviors tied to this element of transformational leadership. Districts and schools may also explore other ways to help non-rural teachers to feel more committed.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

The current study employed an ABA design with a control group to assess the effectiveness of a commitment strategy in reducing meat consumption among university students (n=70). Participants who were randomly assigned to the commitment condition did not consume significantly less meat than participants in the control group, t (48)=.74, p=.47. 79% (n=19) of participants in the control group decreased their meat consumption from baseline to treatment phase, compared with 96% (n=27) of participants in the treatment group. Additionally, when both groups were collapsed, all participants reduced meat consumption from baseline to treatment phase t (51)=8.6, p<.001. Participants' scores on the Motivation Towards the Environment Scale, a measure of self-determined motivation towards environmental behavior, were not significant predictors of meat consumption behavior before or during the intervention, t(67)= -.26, p=.80, t(51)=.53, p=.60. Implications and directions for future research are discussed within the paper. / Master of Science