The purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in School District A perceived the program’s effectiveness in preparing them to demonstrate Florida’s principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles within School District A. This study was conducted at the request of the professional development services designee in School District A and is a companion study to research conducted by Eddie Ruiz and Wesley Trimble. The Preparing New Principals Program Completer Survey was sent to 90 administrators in School District A who completed the preparing new principals program between 2008 and 2011. Follow-up interviews were conducted with six volunteers in order to further clarify responses to the survey and to gather additional input from program completers. Survey results as well as interview data were analyzed in order to give the professional development services designee information for designing a new principal preparation program for School District A. The literature review and the results of this study supported the premise that preparing principals for school leadership in 2013 involves more than developing management skills and knowledge of the functions of a school. Principals must be instructional leaders with an unwavering focus on student achievement. Overall, results of the study found the PNPP in the urban school district supported the participant’s awareness of the FPLS and also showed they perceived they were prepared to demonstrate the majority of the standards. However, the individual requirements and experiences of the PNPP had varying levels of perceived value to iii the professional practice of the participants. Results of the study recommended the PNPP experiences perceived to be invaluable or not practical should be evaluated for applicability, revised accordingly or possibly eliminated to improve the effectiveness of the PNPP. Although the structure of principal preparation programs in the state of Florida are unique due to laws that created a two leveled principal certification process, the findings and conclusions of this research study could be useful to any school district working to develop future principals. Suggested improvements to the PNPP included a longer principal internship, a strengthened mentor relationship, an application process for initial program entry, differentiated experiences, and an emphasis on increasing teacher effectiveness

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 149-153).

Thesis (D.Min.)--Dallas Theological Seminary, 2004. / Includes abstract. Includes bibliographical references (leaves 527-542).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1996. / Abstract. Includes bibliographical references (leaves 275-277).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 149-153).

Thesis (D. Min.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1999. / Abstract. Includes bibliographical references (leaves 226-227).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 149-153).

Introduction: The field of SLP continues to expand, posing challenges to academic and clinical preparation of SLPs (Roth, 2015; Mason et al., 2020). According to Carozza (2019), this rapid growth has led to an increase in the roles and responsibilities for SLPs, including managerial and leadership roles. Leadership in healthcare professions is a developing field and has gained new importance with the global COVID-19 pandemic. According to ASHA’s Professional Issues Statement on the roles and responsibilities of Speech-Language Pathologists in schools (ASHA Practice Policy, 2019), leadership is an important core role and responsibility. This leadership role is performed in advocacy, supervision and mentorship, professional development, parent training and research (ASHA, 2016). Current literature reveals an emphasis on leadership in both Interprofessional Education (IPE) and Interprofessional Practice (IPP). This development emphasizes the importance of exploring leadership in school-based SLPs. Secord (2007) stated that SLPs who are in a leadership capacity can profoundly influence school-based practice. Aim: The purpose of this study is to explore leadership from the perspective of school-based SLPs through survey research. Methods: An exploratory, descriptive, quantitative research design was selected to explore the personal perspectives of school-based SLPs regarding their training in, perceptions of, and experiences regarding leadership. An online survey was developed to answer the following research questions: (1) What leadership training have school-based SLPs been exposed to? (2) What leadership positions do school-based SLPs hold? (3) What leadership characteristics do school-based SLPs consider to be essential for leadership in schools? (4) Which specific needs do school-based SLPs have relating to their leadership roles and goals? A total of 112 practicing school-based clinicians acted as respondents. Descriptive and inferential statistics were used to analyze the data. Thematic analysis was done on the results obtained from the open-ended question. Summary: 92% of the respondents reported that they did not receive any form of leadership education in their graduate program. Only 7% responded that they felt prepared for a leadership position upon graduation. 54% of school-based SLPs reported that they currently hold a leadership position within their school. Some of the leadership characteristics, skills, and strategies identified to be the most important include building trusting relationships; strong collaboration skills; being a good communicator; demonstrating inclusivity; prioritizing students; communicating regularly with teachers; and implementing evidence-based practice. Additionally, the important leadership characteristics to implement during a crisis such as the COVID-19 pandemic were identified as effective and clear communication, flexibility, and the ability to provide clear directions to initiate and maintain action. 59% of the respondents indicated that they would be interested in receiving further information on developing leadership skills in the schools, the most popular preferences being continuing education courses, in-service training, and ASHA annual conventions. The findings indicate an urgent need for increased leadership training in SLP graduate institutions, which may serve to increase both the numbers of school-based SLPs who hold a leadership position, as well as the quality of leadership that school-based SLPs provide within their positions.

This dissertation examines how 17 school leaders from six at-risk schools in the Golden Triangle of Thailand perceived the development of their leadership qualities through an Action Learning (AL) leadership development program and what factors in the AL program enabled that development. The Golden Triangle is the border area between Thailand, Myanmar, and Laos. This area in Thailand is considered one of the largest human and drug trafficking destinations, sources, and transit countries. The schools here regularly encounter leadership and administrative problems, as well as limited resources, while trying to deliver a quality education to at-risk students. The Ministry of Education, Thailand (MOE) uses the National Institute of Development of Teachers, Faculty Staff, and Educational Personnel to provide professional development programs for pre-service and in-service school administrators. These programs have not proven effective. To provide a more effective development method for leadership behavior, the researcher recommended an AL program to MOE. AL is an approach to working with and developing people through the real work of the school/organization. The recommendation was accepted by MOE, and the researcher co-designed an AL program with AL designers and practitioners and local experts and leaders. The researcher then designed a qualitative case study to determine if participants perceived a change in their leadership behaviors and characteristics and what factors in the AL program may have supported that change. The study employed five research methods: a survey with an expert panel, self-administered surveys, critical incident questionnaire (CIQ) interviews, debriefing sessions with the program coaches, and document analysis. The findings from the study showed the school context had a strong influence on the results. The design of Critical Success Factors in the AL program helped support the development of some leadership qualities and the transfer of that learning back to the schools. Results/conclusions indicated participants perceived some improvement in nine leadership qualities with strongest results in Communication Leadership, Caring Leadership, Collaboration, and Confident Leadership. Recommendations were suggested for AL designers and practitioners, MOE administrators, and future research.

Organisationer investerar årligen avsevärda summor pengar i ledarskapsutbildningar enligt tidigare forskning. Ledarskapsutbildningen UL är en av Sveriges mest etablerade. Det är av intresse att studera hur utbildningens målsättning uppfylls hos dess deltagare. Denna studie är en kandidatuppsats i Personal och arbetslivsprogrammet på Högskolan Dalarna. Studiens syfte är att undersöka förståelsen för det egna ledarskapet i relation till UL:s målsättningar mellan respondenter som genomgått utbildningen år 2020 respektive 2022. Studiens utgångspunkt grundar sig i ett medarbetarperspektiv men resultatet är även av intresse ur ett arbetsgivarperspektiv. Tolkningen av denna kvalitativa studies empiri grundar sig i den begränsade tidigare forskning som finns kring en av Sveriges mest etablerade ledarskapsutbildningar. Åtta intervjuer med chefer inom kommunal verksamhet ligger till grund för studiens datainsamling. Respondenternas svar har sedan sammanställts via en tematisk analys. Resultatet visar att förståelsen för det egna ledarskapet i relation till UL:s målsättningar skiljer sig mellan respondenter som genomgått utbildningen år 2020 respektive 2022. En mindre skillnad mellan respektive respondentgrupp kunde utläsas gällande upplevelsen av dialog för att uppnå högre effektivitet. I den ena gruppen återger flera respondenter endast vad som bör göras hypotetiskt medan merparten av den andra gruppen ingående beskriver genomförandet knutet till faktiska handlingar och situationer. Respondentgrupperna kunde ej skiljas åt gällande reflektionens betydelse, dock så återgavs tidsbrist i det dagliga arbetet av samtliga respondenterna som ett hinder för utförandet samt prioriterandet av reflektionen. Den markanta skillnaden mellan grupperna återfanns i användandet av självinsikt för att utveckla det egna ledarskapet. Den ena gruppen beskrev aktivt hur de använde sig av självinsikt samt medvetenhet kring det, något som ej kunnat identifierats i den andra gruppen som endast återgav förmodade svar i form av vad som borde göras eller övergripande svar om hur ledare i allmänhet bör agera. / Organizations annually invest significant amounts of money in leadership training, according to previous research. The leadership training UL is one of Sweden´s most established. It is of interest to study how the objectives of the education are met by its participants. This study is a bachelor´s thesis in the Human Resources and Labour Relations Programme at Dalarna University. The purpose of this study is to examine the understanding of one's own leadership in relation to UL's objectives between respondents who completed the education in 2020 and 2022. The study's starting point is based on an employee perspective, but the results are also of interest from an employer perspective. The interpretation of this qualitative empirical study is based on the limited previous research that exists around one of Sweden's most established leadership educations. Eight interviews with managers in municipal operations form the basis for the study's data collection. The respondents' answers have then been compiled via a thematic analysis. The results show that the understanding of one's own leadership in relation to UL's objectives differs between respondents who completed the training in 2020 and 2022, respectively. In one group, several respondents only reproduce what should be done hypothetically, while most of the other group are involved in the detailed implementation of actual actions and situations. The respondent groups could not be separated as to the significance of the reflection, however, lack of time in the daily work was reproduced jointly by the respondents as an obstacle to the execution and prioritization of the reflection. The marked difference between the groups was found in the use of self-insight to develop their own leadership. One group actively described how they used self-insight and awareness about it, something that could not be identified in the other group that only reproduced presumed answers in the form of what should be done or overall answers about how the leader in general should act.