Houston, Texas, the fourth largest metropolitan area in the United States, has several structures named after historically male leaders of the city―George R. Brown Convention Center, Mickey Leland Federal Building, William P. Hobby Airport, and Jesse H. Jones Hall. However, Houston women have also had a history that included positions of leadership in the community. Not only were women instrumental in creating the city’s cultural institutions such as the Houston Symphony, Alley Theater, and Houston Public Library, but female community leaders were also responsible for social and political reforms including the integration of public facilities in Houston and the campaign for women’s suffrage. These women leaders have not been recognized, and there are no public buildings in Houston that bear the names of women. This study seeks, in part, to make known the achievements of two women―one white, one black―who played an integral part in the political and cultural fabric of twentieth century Houston. The purpose of this dissertation was to analyze the relationship between educational experience and community leadership in the lives of two female community leaders in Houston, Texas, Ima Hogg and Christia Daniels Adair. Utilizing published interviews, government records, and manuscript collections, I detail the beliefs and values taught and modeled by parents and reinforced by church, school, and community, as well as the knowledge and skills developed through organizational work and self-directed study. Upon initial observation, the lives of Ima Hogg and Christia Adair seemed quite different, separated by issues of race and class. However, by examining both the formal and informal educational experiences of these two women, common patterns or themes emerged. The themes were identified as service to community, expectations of success and leadership, a belief in the value of education and lifelong learning, and the development of leadership skills. The informal educational experience, in particular, proved to be especially significant in the development of leadership skills for these women and in their eventual roles as community leaders. Using these themes, this study analyzes the education of two female community leaders as a way of understanding the relationship between women’s education and women’s achievement.

Community development places emphasis on community members¡¦ cooperation, to which the role of a leader is a key factor. In other word, leadership has great impact on community development. Researchers look to gain a deeper understanding on leadership in community development. Through assessing their background, character, role-awareness and performance, as well as their social experience in the community setting, researchers examine and compare the social capital that each community leader accumulates. To interpret quantified research result, this researcher engaged in literature review and in-depth interviews. In the three general surveys conducted, ninety community leaders were selected to answer the questionnaire survey. After analysis, they are categorized as natural leaders, hereditary leaders, situational leader, and behind-the-curtain leaders. The research findings include: 1. different leader type results in different amount of social capital accumulated. 2. Social capital generated by leaders is different based upon their character. 3. Leader¡¦s role-awareness also influences the amount of social capital generated. 4. Leader¡¦s performance impacts the amount of social capital generated. 5. Leader¡¦s social experiences also influence the amount of social capital generated. 6. Gender difference impacts the amount of social capital generated. 7. Female are often behind-the-curtain leaders, thus they are often not as productive in social capital accumulation as compared to their male counterparts. 8. A regression model of social capital can be built based on the variables of community leader¡¦s role-awareness, performance and social experience. This research has weakness in theoretical construct and methodological method. The author would like to propose some suggestions as follows. When doing research on this field, researchers are always limited by inevitable obstacles. A comparison among the districts in Kaohsiung is suggested to be conducted and later, a comparative analysis of community leaders between Taipei and Kaohsiung is to be followed. Moreover, there is little research regarding community leaders, let alone the character analysis of community leaders in terms of social capital. It is suggested that the occupation of the leader¡¦s spouse and the leader¡¦s devotion to community service be included in independent variables for the further research. The author provides suggestions for further studies as follow: 1. Further researchers who have further interest in this field can adopt the questionnaires in this study to design their survey questionnaire. 2. The model of accumulating social capital can be used by the further researchers.

The purpose of this study was to assess the self-perceptions of leadership skill development and attitudes of experienced collegiate sophomore student leaders who elected to take an undergraduate collegiate leadership course. Leadership attitude, for the purpose of this study, consisted of one's group or leader orientation. The five leadership skills studied were working in groups, positional leadership, communication, decision-making, and understanding self. A post-then methodology was utilized with self-reporting as the process by which data was collected following completion of an academic leadership course. The major findings of this study were as follows: After the semester course, there were no significant differences among sophomore student leaders regarding their attitude toward the construct leadership orientation and their attitude toward the construct group orientation. In addition, the sophomore student leaders who completed the academic leadership course displayed a self-perceived increase in their ability to work in groups, work in positions of leadership, communicate, make decisions, and in their awareness of self. No relationship was found between the self-reported attitudes on leader or group orientation of sophomore student leaders with the amount of high school leadership courses that were completed. No statistically significant relationship was found between the self-reported attitudes on group orientation of sophomore student leaders and the amount of leadership activities in which the subjects participated in high school. A statistically significant positive relationship was found between the self-reported attitudes on leader orientation of sophomore student leaders and the amount of leadership activity participation in high school. No statistically significant relationship was found between the post-class self-perceptions of the leadership skills of sophomore student leaders and their high school leadership education. A statistically significant relationship was found between the self-perceived communication skills of sophomore student leaders and the amount of leadership activities completed in high school. The more high school leadership activities in which students participated, the less confidence the students perceived in their communication skills. Statistical analysis failed to reveal a relationship between an attitude of group orientation and any one type of leadership skill.

<p>Abstract</p><p>Problem: Leadership studies have mostly concerned top management. However, as many researchers suggest, middle management has a great impact on the success of an organization, especially in change when they need to take on the role as a leader. Successful leaders motivate employees, and within the public sector they need to use non-financial means. In addition, the publicsector’s management is perceived to be insufficient.</p><p>Purpose: The purpose of this thesis is to describe the middle managers role in a public sector organization and how they motivate their employees.</p><p>Method: In order to answer our purpose, we have chosen to use a qualitative approach, using semi-structured interviews with six middle managers and six employees at three different local offices of Arbetsförmedlingen, in Jönköping County. Interviewing about leadership may cause discomfort providing honest answers, why full anonymity to all respondents has been applied.</p><p>Result: In this thesis we have come to the conclusions that the middle management at AF should be named middle leaders as they use their leadership skills rather than management skills to achieve the organization’s goals. They motivate their employees by providing continuous feedback and recognition, and providing autonomy and a sense of importance through empowerment.</p><p>We have further found that middle leaders are a vital resource for any organization, especially during change.</p>

Thesis (doctoral)--Göteborgs universitet. / "FRIB-projektet 2." Extra t.p. with thesis statement inserted. Summary in English. Includes bibliographical references (p. 237-242).

With over 200 definitions of leadership, the question has evolved from ‘what is leadership?’ to ‘what is good leadership?” This paper analyzes the importance of personal ethics in leadership and how ethics produce effective leaders. The importance of understanding ethics, motivation to act as a role model and developing a plan of action for an organization are discussed because of their importance regarding development of good leadership. These key aspects suggest personal ethics positively affect leadership and when made a priority for leaders will produce ethical and effective leadership.

Today, digital technologies (DT) can be said to play an important role in the Swedish school system. The goal of this essay was to describe DT use by school leaders, in relation to their views on schools’ goals and visions, and teachers’ and students’ use of DTs. Semi-structured interviews were conducted with five school leaders of secondary schools in Umeå municipality, Sweden. The results show that school leaders’ use of DTs center on three key tasks: communication, information and administration. Further, it is shown that school leaders’ views vary in regards to DTs’ role in school goals, and visions, for digital use. In the discussion/analysis it is argued that school leaders’ views on DTs in schools can be explained as functionalistic, and that this view may inhibit new uses for DTs in schools, and also give a dysfunctional view on the technologies that school leaders do not use. In conclusion it is argued that school leaders might need to reflect more about the DT use of schools

Relevance of the subject. A learning organization is one of learning society cells, therefore the diagnostics of learning organization features expression in organizations is of different a types (including development institution) is an important factor while developing concrete organization towards learning organization model and influencing creation and development processes of the learning society. It is obvious that in such organizations heads take the main role. In the contemporary learning society attitude to head is changing cardinally, as the leaders of theses organizations should be obvious team leaders, taking a decisive role, ensuring work efficiency of all organization; and new attitude to leadership in educational institutions is based on more subtle and more important tasks. Applying leadership as one of the most efficient leadership ways, organization becomes more harmonious, inter-relationships are created among the workers, which encourages improving of learning. Consequently, in this context a scientific problem raises: what are heads-leader’s expression opportunities in contemporary school, as a learning organization? The object of the work: leader’s expression opportunities in contemporary learning organization. The aim of work: to analyze and evaluate leaders’ expression opportunities in contemporary organization. The objectives: 1. To ground theoretically heads-leaders’ expression opportunities in contemporary learning organization. 2. To research... [to full text]

This study responds to the critical question: How could I as an educational leader in Manitoba improve educational outcomes for students who are the least privileged in society? I envisioned a leadership development program which would enhance the ability of teacher leaders to facilitate change from within schools. This critical action research study aimed to: 1) identify the knowledge, skills and dispositions teacher leaders required to be agents of change in educational contexts; 2) identify the learning processes that developed agency; and 3) determine the impact of a co-constructed community on teachers who participated in the leadership development program. As a participant-researcher I facilitated six full-day leadership development sessions with a cohort of nine teacher leaders committed to social justice. Qualitative data sources which captured the processes influencing teacher leader development included: videotapes of focus groups and leadership development sessions; participants’ and researcher’s written reflections, journals and action research cycles; pilot test feedback forms, self-assessment and peer reflection instruments; audio-recorded mentoring conversations; and curricular and design process notes. Data analysis was ongoing, cyclical and reflexive; it included content and thematic analysis, “themeing” (Saldaña, 2013, p. 175), and crystallization across multiple sets of data. Research outcomes include the creation of the Social Justice Teacher Leadership Self-Assessment (SJTLSA) and Peer Reflection (SJTLPR) tools offered for use in various educational contexts to promote self-knowledge, reflection and dialogue. A theory-in-context is proposed which synthesizes the knowledge, skills, dispositions and agency of teacher leaders for social justice. Seven elements were found to promote critical reflection and agency of teacher leaders: action research, learning-focused conversations, dialogue, self-assessment, peer feedback, journals and critical reflection. The co-constructed community contributed to participants’ feelings of acceptance, validation, belonging and challenge. A three phase modular leadership development model is proposed which summarizes the design, enactment and outcomes of the leadership development sessions. Positive outcomes for teacher leader participants were transformative experiences, frameworks for action and a community to support sustained engagement. The iris is used metaphorically to describe the catalytic potential of the leadership development sessions. Implications of the study for teacher leaders, facilitators of adult learning, theory and future research are identified.

Syfte Syftet med studien är att beskriva och förstå generation Y:s föreställningar om chefer och ledare, med utgångspunkt i generationens ekonomistuderande. Problem Vilka föreställningar har dagens ekonomistudenter i Sverige om chef- och ledarskap? Metodologi Denna studie är baserad på kvalitativ metod. Enskilda intervjuer har gjorts med tio olika personer från generation Y som studerar ekonomi, varav fem män och fem kvinnor. Teoretisk referensram I denna studie används ledarskapsteorier, avseende perspektiv som individer kan appliceras på ämnet. Individernas föreställningar beskrivs på ett djupare plan genom individernas olika bakgrunder. Slutsats Ett antal föreställningar var möjliga att se i det genererade materialet. Det individcentrerade perspektivet var framträdande, men även delar av det kontextuella perspektivet markerades. Det var dock svårare att erhålla svar gällande distinktionen chef och ledare, men det visade sig att undersökningsgruppen i större utsträckning talade om chefer än om ledare.