The principal is an important key to school success and student achievement (Anderson & Togneri, 2003; Met & Lorenz, 1997). Considering the role of principals of dual immersion schools, few studies have considered factors leading to their success (Nicholson, Harris-Johhn, & Schimmel, 2005; Simmons et al., 2007). With current advancements in skill mapping and meta-analyses, the understanding of skill and trait theory has improved, greatly enhancing the researcher's ability to effectively identify a leader's skills and traits (Derue, Nahrgang, Wellman, & Humphrey, 2011; Marzano, Waters, & McNulty, 2005; Scouller, 2011; Zaccaro, 2007). A clearer understanding of the skills and traits dual immersion principals need would help other dual immersion principals and the districts and states that train these principals (Waters, Marzano, & McNulty, 2003). Through a set of interviews and surveys, the researcher explored themes and patterns based on principals' opinions of the skills and traits they use. The researcher compared one-way dual immersion schools with two-way dual immersion schools in an effort to distinguish how principals' opinions vary between these two contrasting immersion paradigms. An analysis of principal responses from the surveys and interviews revealed that a number of traits and skills identified in previous research are also important for dual immersion principals. In addition, the research found a number of new skills and traits unique to the dual immersion context. This research also found that many skills and traits of dual immersion principals varied between the contexts of one-way and two-way. These findings indicate an important shift in our understanding of the role of principal and the ways that dual immersion principals are trained.

The purpose of this study was to address a gap in the organizational leadership research related to the sharing, or alignment, of leadership vision across organizational levels, with a focus on educational vision alignment in Florida K-12 public school districts. The study also sought to determine to what extent, if any, there were differences among Florida school districts exhibiting different levels of educational vision alignment. The broad question addressed by the current research was this: To what degree are the educational visions of superintendents and principals aligned within Florida K-12 public school districts? The following research questions further guided the study: 1. What common themes can be found in the published vision statements of the 67 Florida K-12 public school districts? 2. To what extent, if any, do Florida K-12 public school district superintendents and their respective principals agree with one another on the importance of the common themes found in Florida school districts' published vision statements? 3. What is the relationship, if any, between educational vision alignment levels in Florida K-12 public school districts and principals' perceptions of their superintendents' leadership styles? 4. To what extent, if any, are there differences among Florida K-12 public school districts exhibiting different levels of educational vision alignment? The Florida Educational Vision Questionnaire Superintendent Form (FEVQ-S), a researcher developed questionnaire, was administered to all 67 Florida K-12 public school district superintendents. With superintendent approval, two additional questionnaires were administered to a sample of 242 principals in 23 school districts. The Florida Educational Vision Questionnaire Principal Form (FEVQ-P) and the Multifactor Leadership Questionnaire Form 5X Rater (MLQ-5X) (Avolio, Bass, & Jung, 1999) were returned fully completed by 105 principals in 21 districts. A total of 81 principal responses in 20 districts were usable, yielding overall usable response rates of 29.9% (superintendents) and 33.5% (principals). Comparisons of FEVQ responses of superintendents and principals in each school district were made using a researcher developed measure, the Educational Vision Alignment Index (EVAI). Within each district, the EVAI was compared with the superintendent's leadership style as measured by the principals' responses to the MLQ-5X. School districts were then compared using data obtained from the FEVQ demographic items, the Florida School Indicators Report (FSIR) (FLDOE, 2003a), the 2004 School Grades by District Report (FLDOE, n.d.), and the online Florida Public School Superintendents report (FLDOE, 2005c). The FSIR contains data on district characteristics such as operating costs, per pupil expenditures, school staff composition, student membership, student mobility rates, student stability rates, and teacher descriptors. The 2004 School Grades by District report contains both the school grades for each district and the total number of schools per district. The Florida Public School Superintendents report contains general school district information and superintendent status (i.e., elected or appointed) information. Detailed data analyses related to each of the four research questions indicated that: 1. Several common themes can be found in the published vision statements of the 67 Florida K-12 public school districts, 2. Florida K-12 public school district superintendents and their respective principals agree with one another on the importance of some of these common themes, 3. Several relationships exist between the educational vision alignment levels in Florida K-12 public school districts and principals' perceptions of their superintendents' leadership styles, and 4. There are differences among Florida K-12 public school districts exhibiting different levels of educational vision alignment. The current study illustrated that in Florida K-12 public school districts whose superintendents were perceived to be transformational leaders, a strong alignment of educational vision between the superintendents and their principals was also apparent, particularly in those districts having elected superintendents. Using the two researcher developed tools, the Florida Educational Vision Questionnaire (FEVQ) and the Educational Vision Alignment Index (EVAI), it was shown that this alignment pertained to specific content items, or themes, derived from an analysis of the educational vision statements of the 67 Florida school districts. These results indicate that the current emphasis in Florida on the development of transformational leaders who are knowledgeable in techniques for developing and communicating shared visions is therefore warranted.

No description available.

Students are coming to school with myriad issues that teachers and schools cannot address alone. ecological systems theory posits that the environments with which a child comes into contact, either directly or indirectly, can impact her or his development (Bronfenbrenner, 1979). With the support of community partner organizations in the local community, community schools can effectively respond to students’ needs and help them navigate the interconnected web of environments. Through interviews, focus groups, and a document review, this cross-site case study explored the practices that are employed by community school leaders (school staff and employees of community partner organizations) at two pilot high schools in the Los Angeles Unified School District (LAUSD), to implement six guiding principles of community schools. The study also captured impacts of these practices through participants’ perceptions, documents, and the application of transformative leadership theory. The findings revealed that the pilot school model is a natural avenue for the community schools strategy, and that intentional practices and a shared vision by all stakeholders can result in transformative impacts on students and the school as a whole. District and school leaders could consider developing processes and systems for implementing a community schools strategy district-wide by providing funding for community school coordinators for school sites, working with school leaders to develop their shared decision-making skills, and leveraging the assets and resources of community partners.

Knowledge management (KM) has been cited as a strategic asset and a source of competitive advantage for organisations. While the issues of KM have been widely discussed by many researchers, there is a paucity of studies pertaining to the role of KM in enhancing organisational performance, especially in the banking sector. The focus of this research was to investigate the role of KM in enhancing organisational performance in selected banks of South Africa. The objective was to find out how knowledge was identified, captured, organised and retained in order to enhance performance of the banks. There is uncertainty about whether the use of KM could partly solve the banks‟ approaches to improving their quality of service to their communities in the modern information environment. Though KM has been implemented in commercial and business environments towards operational advantages and financial gains, KM survival principles and tools might help South African banks improve performance and fulfil their mandate. Knowledge, when properly managed, can significantly enhance an organisation‟s performance. The research design that was used in this study was an embedded case study design. Quantitative data were collected from a sample of middle level managers with the aid of a survey whilst interviews and document analysis were used to collect qualitative data. The findings of this study indicated that KM concepts were not universally understood at selected banks. The findings showed that collaboration between banks and the communities in creating a meaningful and relevant knowledge environment was essential for the survival of organisations. The banking industry practices were not deliberately based on KM but the study established that they were amenable to KM practices. The recommendation was to perform a knowledge inventory which could help develop appropriate institution-wide policies and practices for proper and well-organised methods of integrating work processes, collaborating and sharing (including the efficient use of knowledge technology platforms), and developing an enabling institutional culture. / Psychology / Ph. D. (Consulting Psychology)

Spiritual leadership for the church in Africa is facing a crisis. While much of traditional African leadership shares the same basic values found in the Scriptures; modern manifestations of African leadership have been corrupted by various influences. This has resulted in traditional African leadership being grossly misunderstood and culturally unappreciated. Through the use of dialogue between cultures and theologies, and utilizing leadership theory as analytical tools and a frame of reference, this study looks at biblical leadership models, and aims toward a rediscovery, an appreciation, and a mature reappropriation of traditional African leadership values and practices for the African Church. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

This dissertation on negating, resisting or affirming cosmological principle towards an African humanism leadership theory and model has evolved through an embryonic process that arose from the research ‘itch’ as regards the way in which post-colonial African leadership has been critiqued. This research ‘itch’ also focused on how the postcolonial leadership in Africa, were trail blazers in formulating liberation philosophies and ideologies that did not, unfortunately, translate into sustainable peace and development. Thus, this dissertation has been a journey of immersion into the public and macro-level discourse contained in pre-colonial, colonial and postcolonial African leadership case studies. This enriching journey revealed a postcolonial African leadership which had focused on ideologies and philosophies and had deviated from the spirituality embedded in indigenous cosmologies and knowledge systems. Hence, this dissertation examines relevant cosmological principles embedded in indigenous cosmologies and knowledge systems for analysing African leadership; for the embryonic process that begins with the universal humanism perspective of African leadership, cognitive justice and transformation by enlargement, and basic African humanism perspectives. Thus, this study examines cognitive justice as the enabler of indigenous cosmologies and transformation by enlargement as the enabler of indigenous knowledge systems, both of which provide relevant cosmological principles for analysing African leadership. In addition, the dissertation analyses indigenous cosmologies and knowledge systems from the African continent in an effort to distinguish between the various forms of leadership found in Africa and to generate an African humanism leadership theory and model. The indigenous cosmologies and knowledge systems in this dissertation are from four regions in Africa, namely, North Africa (Egypt); West Africa (Ghana-Akan); the Horn of Africa (Ethiopia) and Southern Africa (Bantu). The methodologies used in the study include Afrikology and critical discourse analysis and enabled the research study to ascertain whether cosmological principles embedded in indigenous cosmologies and knowledge systems are relevant for analysing African leadership. Critical discourse analysis enabled the geographic triangulation of African leadership and the indigenous cosmologies and knowledge systems, thus resulting in the development of the African humanism leadership theory and model of individual dualism leadership. / Educational Studies / M. Ed. (Philosophy of Education)

Gender discrimination is an ongoing topic, including discrimination that occurs in higher education. Previous studies have shown female faculty experience a variety of workplace discrimination including sexual harassment/bullying, salary disparities, and lack of worklife balance. This dissertation aimed to analyze equity issues for female faculty at a private university. The researcher utilized a narrative inquiry methodology, conducting interviews with five full-time female faculty. The purpose of this dissertation was to understand the participants’ everyday stories and lived experiences. The researcher utilized critical feminist theory and leadership theory to examine the notion of equity at this campus. The findings, shown through narrative profiles, demonstrate the five women have experienced equity issues at the institution including workplace bullying and lack of work-life balance. It also found the women utilize a self-silencing voice, struggling between challenging equity issues while maintaining their positions at the university. In addition, gender issues experienced prior to working at the university were discussed, demonstrating larger societal issues in relation to gender equity. This dissertation adds to the current studies on equity issues in higher education by focusing on the participants’ stories rather than quantitative or coded data. In addition, it bridged two seemingly disparate frameworks, critical feminist theory and leadership theory, to demonstrate how these concepts can work toward alleviating equity issues in organizations.

Knowledge management (KM) has been cited as a strategic asset and a source of competitive advantage for organisations. While the issues of KM have been widely discussed by many researchers, there is a paucity of studies pertaining to the role of KM in enhancing organisational performance, especially in the banking sector. The focus of this research was to investigate the role of KM in enhancing organisational performance in selected banks of South Africa. The objective was to find out how knowledge was identified, captured, organised and retained in order to enhance performance of the banks. There is uncertainty about whether the use of KM could partly solve the banks‟ approaches to improving their quality of service to their communities in the modern information environment. Though KM has been implemented in commercial and business environments towards operational advantages and financial gains, KM survival principles and tools might help South African banks improve performance and fulfil their mandate. Knowledge, when properly managed, can significantly enhance an organisation‟s performance. The research design that was used in this study was an embedded case study design. Quantitative data were collected from a sample of middle level managers with the aid of a survey whilst interviews and document analysis were used to collect qualitative data. The findings of this study indicated that KM concepts were not universally understood at selected banks. The findings showed that collaboration between banks and the communities in creating a meaningful and relevant knowledge environment was essential for the survival of organisations. The banking industry practices were not deliberately based on KM but the study established that they were amenable to KM practices. The recommendation was to perform a knowledge inventory which could help develop appropriate institution-wide policies and practices for proper and well-organised methods of integrating work processes, collaborating and sharing (including the efficient use of knowledge technology platforms), and developing an enabling institutional culture. / Psychology / Ph. D. (Consulting Psychology)

Many barber salons and other small businesses in the United States fail to succeed beyond the first 5 years. The factors responsible for the low survival rate of salons may include the limited training and education levels mandated by state certification requirements. The purpose of this multiple case study was to identify business strategies successful barber salon owners use to overcome the business management and staffing challenges associated with a small pool of skilled barbers and the high turnover in a low wage profession. The theory of transformational leadership served as the conceptual framework. The data collection included interviews of 3 successful barber salon owners who met the study participation eligibility criteria of licensed, registered, operating a salon business in the Indiana region for more than 5 years, and over the minimum age of 25 years. The 4 themes emerging from the interview data analysis were (a) barber salon operating structures, (b) salon leadership and managerial strategies, (c) licensed barber skill enhancement, and (d) salon operating strategies effectiveness and sustainability. The data analysis also involved the triangulation of the primary research against secondary data from the Small Business Administration and barber industry reports. The expertise and knowledge shared by the interviewees could serve the quest of barber salon businesses in the Indiana region to overcome the profitability and financial sustainability challenges of this industry. The study findings may potentially contribute to positive social change by improving the economic standing and welfare of barber salon owners and professionals in the community.