Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 111-117). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 111-117). Also available on the Internet.

The aim of this research is to identify and scrutinise current aspects of leadership in small primary schools in order to generate a new context-appropriate model of headship. The research is an in-depth study of leading the small primary school from the perspective of headteachers. There is a dearth of literature concerning leadership that is specific to small primary schools, so this research has accordingly significantly enhanced that body of knowledge. It is also timely as the newly-appointed Government is reviewing the resourcing and management of schools in England. This study has drawn on the descriptive and interpretive aspects of a case study of all the small primary schools in one Local Authority. The resulting response sample was twenty-six headteachers. The study has identified possible changes to enhance educational policy at three levels: school, Local Authority and Central Government. The research is characteristic of the realist tradition, generating rich, qualitative data which have been gathered through the use of interviews, questionnaires, Ofsted reports and ‘naturally occurring’ material. The research identified that the leadership structure in small primary schools is of a flatter and more interlocking nature rather than having a hierarchy of leaders. The headteachers used a combination of leadership styles in order to share the leadership with other members of staff. Headteachers had a multi-faceted role which included a range of both leadership and management activities, and also retained a teaching role. These features of small school headships made them ‘first among equals’ (Ironside and Seifert, 1995) rather than elevated CEOs. A new model of Leadership in Small Primary Schools has been developed which arises from the identified needs of these headteachers with regards to the perceived deficits in training, support and expected school performance and targets. This is relevant not only to all headteachers of small primary schools but also, in particular, to policymakers and educationalists in England at a point when there is an increasing loss of headteachers to retirement and an extreme shortage of applicants for these vacant posts.

No description available.

Despite considerable interest driving prominent studies over many decades' leadership theory and research remains one of the least understood topics. Leadership is still mysterious and complex. This study is a journey of discovery designed to explore the complexities and prominence of leadership as it exists in New Zealand. The journey began with a literature review metaphorically represented as three poles of knowledge. The first pole focused on Māori (ordinary, of this land, native people of New Zealand) and Māori culture where leadership is highly valued. The second explored sport and in particular rugby, which enjoys celebrity status amongst Māori and New Zealanders. The final pole reviewed organisational studies and literature on leadership.The study pursued perceptions of male Māori rugby players concerning leadership, from a Māori, rugby, and New Zealand perspective. The research approach employed by this study is based on the principles of grounded theory, kaupapa Māori methodology and its Western cousin, ethnomethodology. Data was collected through semi-structured interviews with nine prominent past and present Māori rugby players. By focusing on this demographic, this study was able to examine Māori and Pākehā leadership styles, similarities and differences; highlight key cultural characteristics and strengthen arguments claiming a relationship exists between the three poles of knowledge. This approach enabled a review of those beneficial and advantageous qualities considered to have an impact on leadership in New Zealand.Findings from interviews revealed relationships do exist between the three poles of knowledge. The values or concepts whānau (family, extended family), responsibility, collectivism, and tuākana/tēina (elder/leaders to younger/novices) relationships were identified as central qualities of Māori leadership. Collectivism is expressed as concerns of whānau. Reciprocity was embodied in relationships of tuākana/tēina with rugby being a vehicle that enhanced both and encouraged leadership development. Findings combined with evidence from literature prompted discussion aimed at three different audiences: leadership theorists; Māori, and; rugby audiences. The study's implications and limitations are taken into consideration.

Thesis (D. Min.)--Abilene Christian University, 1990. / Abstract. Includes bibliographical references (leaves 219-222).

Thesis (D. Min.)--Ashland Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 219-223).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2006. / Includes abstract and vita. "December 2006." Includes bibliographical references (leaves 92-96).

Thesis (D. Min.)--Northern Baptist Theological Seminary, Lombard, Ill., 1999. / Abstract. Includes bibliographical references (leaves 161-169).

Project report (D. Min.)--George W. Truett Theological Seminary, Baylor University, 2002. / Abstract. Includes bibliographical references (leaves 178-183).