Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2004. / Abstract and vita. Includes bibliographical references (leaves 275-279).

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

Thesis (D. Min.)--Logos Evangelical Seminary, 2006. / Vita. Includes bibliographical references (leaves 225-239).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2005. / Abstract and vita. Includes bibliographical references (leaves 178-184).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2005. / Abstract and vita. Includes bibliographical references (leaves 145-148).

No description available.

Project (D. Min.)--New Orleans Baptist Theological Seminary, 2005. / Abstract and vita. Includes final project proposal. Includes bibliographical references (leaves 97-102, 46-49).

Project (D. Min.)--New Orleans Baptist Theological Seminary, 2005. / Includes abstract and vita. "April, 2005." Includes bibliographical references (leaves 97-102).

This thesis explores the impact and effects of a leadership development programme in-depth and over time. There has been a lack of attention given to understanding the impact of such interventions in the academic literature. Where studies do investigate the impact (s) of leadership development they tend to focus almost exclusively on positive outcomes or the achievement of pre-determined targets and tend to be short-term in focus. This research finds that there is also a shadow side of leadership development, defined as the unintended effects of leadership development programmes which can be counter-productive and dysfunctional. A longitudinal case study approach was adopted comprising documentary analysis, observation and interviews, the latter of which were conducted with multiple stakeholders at three different junctures in time during and beyond the length of the leadership development programme. Three conceptual dimensions of identity, organisational culture and organisational context were identified which together facilitated a multi-faceted understanding of the changing impact and effects of the leadership development programme over time. In conclusion this thesis makes both a theoretical and methodological contribution by adding a longitudinal, multi-level analysis and evaluation of leadership development, evidencing both positive and shadow impacts and effects.

The purpose of this survey research is to unveil the leadership styles of elementary school principals. 350 principals and 700 teachers participated in this study which was conducted in Turkey. Leadership Orientations Questionnaire (Bolman and Deal, 1991) was used to gather data. According to the results of the study, the dominant leadership frame that the principals employ was the human resource frame as to principal and teacher ratings.