<p> A number of studies have emerged over the past several decades attempting to pinpoint potential factors for occupational inequity and inequality for prospective and current female educational leaders. Although women are increasingly obtaining leadership positions in the field, one position remains elusive to the aspiring female educational leader: the superintendency (Bilken &amp; Brannigan, 1980; Brunner &amp; Bj&ouml;rk, 2001; Brunner &amp; Grogan, 2007; Dana &amp; Bourisaw, 2006; Mertz, 2006; Shakeshaft, 1987). Overcoming societal perceptions, handling hardships associated with attaining and maintaining one's position, and building powerful, meaningful relationships are some of the foci of previous research; however, there seems to be a piece missing from the current available literature. While one may evaluate the struggles females have faced in attaining district-level superintendent positions, research detailing the female's journey to the <i>state</i> superintendency remains incredibly limited to nonexistent. Through a postmodern-feminist lens, this qualitative study employs Harter and Monsour's (1992) Self-in-Relationship (SIR) interview protocol, in addition to open-ended interview questions, to explore a conceptual framework blending perceptions, reality, and relationships that potentially impact females on the journey to and in service within the state superintendency. From a constructivist, Grounded Theory approach, the study investigates a glaring gap in the current available literature in an effort to answer the overarching question: Do female superintendents perceive gender as playing a role in fulfilling one's duties at the state level?</p>

<p> 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 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. </p><p> Information provided in this dissertation includes an introduction, the study&rsquo;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.</p><p> <i>Keywords: leadership, public office, empowerment, motivation. </i></p>

<p> Teacher attrition has become a concern at local, state, and national levels. As a result, a number of researchers have examined the factors that affect teacher job satisfaction and retention. However, in spite of all the efforts in research to find a solution, problems associated with teacher attrition have not significantly improved. This study was developed to examine new teachers' job satisfaction as based on their perceptions of principals' transformational and transactional leadership behaviors. Hezberg, Maunser, and Snyderman's 2-factor theory and Burns's and Bass's transformational and transactional leadership theory guided the research questions. A convenience sample of 71 new teachers with 1 to 3 years of experience participated in this study. Instruments used to collect data for the study were the Multifactor Leadership Questionnaire and the Job Satisfaction Survey. Pearson product-moment correlations and partial correlational methods were employed to examine the relationships between the variables. Findings revealed statistically significant positive relationships between new teachers' perceptions of principals' transformational leadership behavior and their overall job satisfaction. Further, the findings showed that perceptions of more transactional leadership behavior were significantly and negatively related to their overall job satisfaction. Results suggest that organizational leaders who adopt the transformational leadership model and implement effective leadership practices can cultivate positive change within the organization through the development of a team-centered environment that fosters inclusion, support, growth, recognition, stability, and satisfaction. </p>

<p> The purpose of this qualitative survey study was to explore the student performance expectations, classroom management and instructional practices, and related professional experiences and specialized training of Career Technical Education (CTE) instructors at a Regional Occupational Center in Southern California in order to learn more about how these instructors achieved 80% or higher CTE course completion rates for adult students for 2 or more consecutive semesters. The study was grounded in the <i>Pygmalion Effect Theory, </i> which postulates that instructors create a <i>Self-Fulfilling Prophecy</i> based on the instructors' perceptions of student academic abilities. </p><p> Data were collected from 6 CTE instructors and 126 adult students via an anonymous online survey that consisted of 18 questions for instructors and 14 questions for students organized into 4 categories. Analysis of the data resulted in 4 conclusions: </p><p> 1. CTE instructors who have high expectations for students promote high student achievement by exhibiting behaviors that require students to learn independently. Participating instructors implemented independent activities in which students had to seek answers prior to asking instructors for assistance. </p><p> 2. Instructors who have high expectations for student achievement utilize multiple and diverse instructional strategies, assess students frequently, and provide frequent feedback throughout the course. This approach provided students with sufficient opportunities to be successful in class. </p><p> 3. Establishing high expectations for classroom behavior when the course first starts and dealing with individual students when behavioral issues arise discourages inappropriate behavior. Participating instructors reviewed behavioral expectations throughout their courses. </p><p> 4. CTE instructors who participate in ongoing professional development after completing a credentialing program promote high student achievement. Each participating instructor participated in ongoing professional development after completing the credentialing program. </p><p> Based on the findings and conclusions of this study, it is recommended that: (a) CTE instructors continue to implement instructional strategies that are student-centered and fully engage students, (b) ROC/Ps continue offering and placing a heavy emphasis on professional development, (c) ROC/Ps require instructors to create and review the course syllabus on the first day of class to assist in establishing expectations for classroom behavior, and (d) CTE administrators continue to monitor new instructors' progress throughout the credentialing process.</p>

<p> This qualitative, practitioner research study, conducted by a school leader-as-researcher, was designed to gain insight into instructional leadership and teacher learning through the perceptions of high school teachers participating in a voluntary, school-based, self-organized, self-directed, cross-curricular teacher learning group within a diocesan, Catholic secondary school setting. Using qualitative research methods to gather participant perceptions, the study explored the work of the group, its impact on participants in relation to self, students, colleagues, and the larger school family, and the role of the instructional leader in relationship with the group. Using lenses of instructional leadership, adult learning theory, the relationships between knowledge and practice, and professional/teacher learning communities, I analyzed the legitimacy of this particular type of teacher learning and highlighted leadership dilemmas that may be encountered when a voluntary teacher learning group self-directs. These conceptual frameworks also allowed opportunities to think about issues and practices that matter to an instructional leader and to challenge assumptions about teaching, learning, and leading within a strong, academic tradition in a resilient secondary setting. The inquiry provided a rich analysis of one context through which educational leaders may expand their understanding of teacher learning in different educational settings.</p>

<p> With the many challenges that Chinese American churches are facing, together with the ever-changing needs of their members, Chinese American churches need to look for ways to nurture their members and to develop them into mature leaders. This thesis project is designed to explore the leadership development strategies of selected Chinese churches in North America that have demonstrated certain effectiveness and success in developing leaders, in hopes of discovering some common effective leadership development strategies. This author has interviewed eleven large Chinese American churches, with Sunday attendance ranging from 500 to 2600, regarding the strategies they use and the challenges they face in developing leaders. Using qualitative analysis, this author has discovered some common principles that have been used by these churches to develop leaders and has formulated some practical pointers that may be applicable to other Chinese American churches and beyond. </p><p> The findings reveal that faith and character development precedes skill training. Likewise, Christ-like character, spiritual maturity, and a willingness to serve are more important than a person's natural abilities and talents. In addition, the pastoral staff should be highly involved in designing and executing the leadership development programs. Moreover, the church should create a learning atmosphere by publicizing and offering life-relevant and need-based trainings through classrooms, small groups, or other venues. Outside resources such as guest speakers, seminars and conferences should also be utilized. Furthermore, opportunities should be provided for lay people to participate in service with the help of on-the-job training and ongoing support.</p>

<p> Assistant principals enact a plethora of work roles within their single position. They are required to manage multiple work roles with constant contradictions of role expectations. The position of assistant principal "is acknowledged to be an important actor on the school scene despite the rather limited attention given to that role by educational researchers, administrator preparation programs, and professional associations" (Greenfield, 1985, p.7). This study explored the role conflict and role ambiguity assistant principals face in their multiple work roles and the relationship these variables have to the secondary assistant principal's general perceived self-efficacy. A social theoretical lens was used to examine identity theory and self-concept in order to gain insight into the paradoxical nature of the interrole conflict and role ambiguity of secondary assistant principals in two regions of Virginia's public schools. Role conflict (RC) and role ambiguity (RA) were measured using the Rizzo, House, and Lirtzman (1970) scale. The General Self-Efficacy (GSE) scale developed by Schwarzer and Jerusalem (1995) was used the collect data on the general perceived self-efficacy of assistant principals. The data indicated that there was a significant relationship between role ambiguity and general self-efficacy; there was not a significant relationship between role conflict and general self-efficacy; and that neither role ambiguity nor role conflict were predictive of general self-efficacy. </p><p> <i>Keywords:</i> role conflict, role ambiguity, general self-efficacy, secondary assistant principals, role theory.</p>

<p> Since their origin in 1925, standards for elementary school library programs have outlined role expectations for the school librarian. As the passage of time introduced new technologies into the world of education, these standards were reviewed and revised. After each revision, the standards, which were later referred to as guidelines, reflected an updated view on the school librarian's position with additional responsibilities listed in the form of roles. Researchers have explored perceptions of educator groups regarding these roles, to determine if they were accepted by the members of the school community (Church, 2008; Dorrell &amp; Lawson, 1995; Gustafson, 1982; Kaplan, 2006; McCracken, 2001; Mohajerin &amp; Smith, 1981; Person, 1993; Roach, 1989; Schon, Helmstadter, &amp; Robinson, 1991; Scott, 1986; Shannon, 1996; Shelton, 2002). Repeatedly, findings indicated disagreement among the educator groups and an overall lack of support of these roles from teachers, administrators, and even school librarians themselves, in some cases. If a lack of support for the fulfillment of these roles exists, the school library program cannot develop to its full potential. Consequently, the school librarian cannot fully contribute to student achievement, and a valuable resource is wasted. This study explored perceptions held by educators at the elementary level on the roles of the school librarian, in light of the latest revision to the guidelines (American Association of School Librarians, 2009) which added the role of leader to the list of expectations for school librarians, to determine if a lack of support for the fulfillment of these roles persists.</p>

<p>Identity research requires a multidisciplinary approach for a comprehensive understanding. Even with acceptance of multiple perspectives, one is left with ambiguous terminology and indiscrete concepts (Ashmore, Deaux, &amp; McLaughlin-Volpe, 2004). </p><p> The inquiry into the identity of a nontraditional college population such as student-athletes is no less complicated and challenging (Gohn &amp; Albin, 2006). The role development and role demands confronting these students make for a unique undergraduate experience (Greer &amp; Robinson, 2006). The identity balance achieved through role salience necessitates that these students learn self-regulation and self-management skills in order to perform both academic and athletic roles effectively (Adler &amp; Adler, 1987; Killeya-Jones, 2005; Melendez, 2009). Nonetheless, proficiency at these roles does not preclude the inevitable role foreclosures that all these student-athletes face at the end of their undergraduate experience (Ogilvie &amp; Taylor, 1993; Pearson &amp; Petitpas, 1990). </p><p> This dissertation is a three-part examination of this dual identity phenomenon. It explores the experiences of seven former NCAA Division I student-athletes who participated in the revenue-producing sports of basketball or football. All three of the analyses utilize a phenomenological methodology and rely on both an interview and projective stimulus. The interviews consist of three sets of open-ended questions, and the projective data instrument utilizes Card 1 (Boy with violin) of the Thematic Apperception Test (TAT) (Murray, 1943). </p><p> The initial inquiry looks at the developmental process of the student-athlete, including how the two identities are formed, sustained, and foreclosed. Many college student-athlete studies examine identity issues while the students are enrolled as undergraduates, but this inquiry focuses on those former NCAA Division I athletes who successfully navigated the dual role dynamic. The reports of those who have been able to play and graduate give insight to particular problems and the solutions these athletes developed. The results reveal a pre-collegiate dual identity development that is sustained through college by role salience strategies and role foreclosure recognition. </p><p> The second inquiry identifies those individual identity elements that may be active in the formation of the dual role identities for these former student-athletes. The dominant identity themes for the interviews were framed by Ashmore, Deaux, and McLaughlin-Volpe (2004). The narratives were scrutinized for identity themes from the participants&rsquo; high school and college experiences. The narratives consisted of the following identity elements: self-categorization, evaluation, importance, affective commitment, and content and meaning. The assessment of the TAT projections was grounded in McClelland, Atkinson, Clark, and Lowell&rsquo;s (1953) achievement motivation scoring criteria. High-achievement content was found in five of the seven stories. Implications of the findings are discussed for future research into the complexity of college student-athlete identity. </p><p> The final inquiry examines the motivational and self-regulatory underpinning of these former student-athletes. Delay of gratification (DOG) has been recognized as a psychological trait involving both ego control and ego resiliency (Funder &amp; Block, 1989). It is also recognized as an important psychological condition for academic success (Bembenutty &amp; Karabenick, 1998). </p><p> The same two data collection instruments were used: an open-ended question interview and Card 1 (Boy with violin) of the TAT. The interview yielded recall data concerning DOG in both the high school and college experiences of these participants. The TAT gave a projective story and fictional response to the structured stimulus in the TAT picture card. There were similar responses between the data sets alluding to DOG when the narratives were assessed according to Academic Delay of Gratification strategies (Bembenutty &amp; Karabenick, 1998). Implications for further research, policy, and practice as well as a need for more expansive qualitative inquiry into this studentathlete subpopulation are discussed. </p>

<p>Researchers have connected student achievement to teacher collaboration; however, there is a paucity of studies conducted on how teachers use identified advantages and disadvantages of cross grade level collaboration to improve collegial interactions to achieve better student performance, professional development, teacher effectiveness, and job satisfaction. The purpose of this case study was to investigate how rural southeast Georgia elementary school teachers use identified advantages and disadvantages of cross grade level collaboration to improve collegial interactions. The theory of collegial coaching provided the conceptual framework for this study. The research questions focused on improving teacher effectiveness and student learning via collaborative dialogue. Data were collected via interviews, observations, and archival records from 14 teachers and administrators (maximum variation used) and analyzed for overarching emergent and dominant themes, patterns, issues, topics, ideas, relationships, cases, cross-cases, and concepts. Hatch&rsquo;s typological analysis was employed to decipher the data. Ethnograph v6.0 and QDA Miner 4.0 were used to code the data for triangulation. Quality control and validation were achieved through triangulation and member-checking. The findings illustrated the merits of ongoing collaboration and effective collegial interaction for teaching and learning. They also highlighted the potential of meaningful discussion in achieving effective collegial interaction. This study can lead to positive social change by providing teachers, administrators, and collaboration facilitators 2 models that can be used as guides for planning quality collegial interaction opportunities and in justifying time to collaborate across grades. </p>