願景是壹個組織未來的、理想的目標。在願景的文獻中，對驅動人們追求願景的內部動力知之甚少。這篇論文提出，願景激情是人們追求願景的內部動力。通過兩個研究，這篇論文對願景激情進行了定義，開發了測量工具，並且探索了願景激情和變革型領導的關系。 / 基於態度的三維模型和行動識別理論，願景激情被定義為壹種關於組織未來、理想目標的強烈、積極的態度。願景激情表現為態度、認知和動機三個成分。通過研究壹中的驗證性因素分析，假設的願景激情的結構得到了證實。願景激情和積極情緒、工作滿意度也得到了實證上的區分。研究二重復驗證了研究壹中關於願景激情結構的發現。研究二還探索了願景激情和變革型領導的關系。結果顯示，領導的願景激情和變革型領導行為正向相關。但是，假設的自我概念層次對願景激情和變革型領導關系的調節作用沒有得到支持。假設的願景激情對大五人格和變革型領導關系的調節作用也沒有得到支持。 / 這篇論文從提出願景激情的概念和探索願景激情和變革型領導的關系兩個方面對願景的文獻做出貢獻。願景激情解釋了人們追求願景的內部動力。這篇文獻確認願景激情為變革型領導的壹個前因變量，對變革型領導的文獻也有所貢獻。最後，對論文的局限和未來的研究方向進行了探討。 / Vision refers to the future, ideal goal of an organization. In the literature of vision, individuals’ internal driving force for vision has not received enough attention. The dissertation proposes that passion for vision is individuals’ internal driving force for vision. Through two studies, the dissertation conceptualizes passion for vision, develops a scale for measuring it, and explores the relationship between leaders’ passion for vision and transformational leadership. / Drawing from the tripartite model of attitude and the theory of action identification, passion for vision is conceptualized as a strong, positive attitude towards the future, ideal goal of an organization. Passion for vision is manifested as affective, cognitive and motivational components. The confirmatory factor analysis contained in Study 1 supported the proposed structure of passion for vision. Passion for vision was empirically shown to be distinct from positive emotions and job satisfaction. Study 2 replicated the findings on the structure of passion in Study 1. Study 2 also explored the relationship between leaders’ passion for vision and transformational leadership. Results showed that leaders’ passion for vision was positively related to transformational leadership. However, the proposed moderating effects of levels of self-concept on the relationship between passion for vision and transformational leadership were not significant. Neither were postulated moderating effects of leaders’ passion for vision on the relationships between Big Five personality factors and transformational leadership. / The dissertation contributes to the literature on vision by conceptualizing passion for vision and exploring its relationship with transformational leadership. Passion for vision explains why individuals are internally driven towards the vision. The notion also extends the literature on transformational leadership by identifying it as an antecedent of transformational leadership. Finally, the limitations and future directions of the dissertation are discussed. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Qin, Yi. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 116-131). / Abstracts also in Chinese.

<p> As if we live in two worlds, humans face a paradoxical situation. We have two fundamental and conflicting views of how to interpret and respond to reality. In the first and most dominant case we rely on objectively derived data describing the external world. In the second case, we have subjectively derived experience. The field of educational leadership has tended to polarize the two views giving preference to objectivity through strong advocacy of scientific methods, and short shrift to aesthetic methods with almost no effort to balance the two views. The purpose of this basic research is to seek a novel way of understanding the work of educational leadership using both objective and subjective orientations: leadership as both science and art. To observe the interactions between the objective and the subjective worlds, and to meaningfully communicate the findings the methodology needs to match data. The chosen methodology for this purpose is evocative narrative autoethnography, a method that focuses on the researcher (myself) as both instrument and site of study in order to investigate how I negotiate between my inner and outer world encounters. Putting this study in narrative form most closely matches the narrative structure of subjective experience, just as mathematical principals structure the material universe. Finally, I seek to produce a verisimilitude of experience so that the educational leader reading this study may have opportunity to vicariously experience the data and maintain the objective/subjective paradox in the reading. </p><p> Findings indicate clear evidence of the interplay of objective external conditions interacting with subjective internal conditions in a variety of circumstances. The truth of this condition is understood both intellectually as well as through embodied experience apprehended vicariously. The research has pointed to the value of seeing oneself within the context of the natural world. Balancing the external and internal worlds requires a recognition of the place of nature in our institutions and of the value of illusion as a way of understanding, coping with and enjoying reality.</p>

Background: Saudi Arabian women’s leadership in medical education is evolving. As in Western contexts, the number of women in formal leadership positions in Saudi medical education is increasing. However, given the unique cultural context, Saudi women health professionals may have less influence in their organizations than their counterparts in the West. Novel digital approaches may offer women a form of leadership by which their influence might be increased. Using the Mededlam.com “LAM” digital initiative, an online digital community dedicated to helping medical professionals in their leadership, teaching, and research roles by disseminating digital content that tackle different topics in medical education, this study explores the emergence of women’s leadership through their participation in an online professional community. Objectives: 1) Establish a common understanding of leadership in a digital context amongst women who are members of the LAM community. 2) Investigate why they have turned to the LAM digital initiative to exercise influence in their profession; and, 3) Explore women’s opinions regarding their online interactions on LAM, including how those opinions have influenced their leadership identities and professional influence/development. Methods: To explore the emergence of women’s leadership in a digital context, a sequential explanatory mixed method approach was adopted. In phase one, a questionnaire was developed based on literature review findings. The questionnaire was disseminated through the LAM website and affiliated social media pages. Seventy-nine women took part in the quantitative phase and data were analyzed using descriptive statistics. Women who expressed willingness to participate in phase two were invited through email to take part. In phase two, 15 semi-structured interviews were conducted. Qualitative data were analysed using framework analysis. Results: In the first phase, respondents agreed or strongly agreed with definitions provided for leadership in a digital context. Respondents were reluctant to define their use of digital tools as a bid for influence in medical education. In the second phase, qualitative data revealed that women perceived digital tools as novel method of influence for women. However, they identified several issues that deter them from utilizing such tools, including fear of appearing unprofessional and a lack of knowledge on how to influence people online. Conclusion: The potential of digital media as a tool to exercise influence and leadership for women in their profession is promising. For Saudi Arabian women health professionals in medical education, media such as LAM can provide a complementary forum to their real-world leadership and can extend their influence beyond their work environments.

This qualitative study examined the career progression of African American women mid-level administrators in student affairs. A conceptual framework that integrated Career Advancement Factors (Coleman, 2002) and Black Feminist Thought (Collins, 2000) was used analyze the narratives of nine participants. The major findings of this study are that African American women mid-level administrators in student affairs are negotiating their careers by developing mentoring relationships, developing a professional skill set, earning a doctoral degree and navigating institutional politics. They believe their career progression has been impacted by their race and gender albeit in varying degrees. Race was perceived to be a factor by all women whereas gender was perceived to be more of a factor based on their student affairs area. Not all women were actively trying to move up to a senior-level administrative role and were content with their current position. There was a notable difference between the new mid-level administrators (5-10 years in student affairs) and the seasoned mid-level administrators (11 years or more). Seasoned mid-level administrators had a greater level of self-awareness that was used to make important decisions about the future of their career. These findings have implications for practice and for considerations for future research.

The purposes of this study were to conduct a formative evaluation in the third year of one district's implementation of a balanced literacy model to determine the degree of fidelity of implementation as well as to identify successes and challenges experienced by instructional staff. The evaluation model was designed from the constructivist paradigm using Scriven's (1991) goal-free evaluation as a framework. In conducting the evaluation, lesson plans were analyzed, classroom observations were conducted and interviews and focus groups were facilitated. The resulting qualitative data and descriptive statistics revealed implementation gaps and needs in the areas of writing and word study instruction as well as in the use of some resources. Participants identified the materials, release time for planning and increased collaboration as successes, and identified lack of time to plan and to teach, the scope and sequence of the curricula, writing and word study instruction, assessment and professional development as challenges. Leadership behaviors emerged from the evaluation as an important consideration when implementing initiatives; in the end, the literacy model's implementation evaluation served as the context from which leadership challenges at the school and district level emerged.

The purpose of this study was to examine both the motivators and the inhibitors that influence graduate education students' decisions to either pursue school building-level administration jobs or avoid applying for these positions. Across the country, educational administration programs are producing more than enough graduates to fill every principal or assistant principal position (Levine, 2005). Yet, many of the students completing these programs are not rushing to fill these vacancies. Therefore, this study provides insight on the students in the Educational Leadership Program at The College of William and Mary. The findings of this study may benefit colleges and universities that have similar programs. For this paper, Herzberg, Mausner, and Snyderman's motivation-hygiene theory, Vroom's expectancy theory, and Behling, Labovitz, and Gainer's job choice theory were three job satisfaction theories chosen for an in-depth examination by the researcher. Additionally, the researcher gathered data by using a focus group as well as a survey.;Keywords: educational administration students, job satisfaction, motivators and inhibitors.

One issue that continues to impact higher education is students entering college without the skills and dispositions necessary for success at the postsecondary level. While instructors and educational leaders and often pay significant attention to addressing students’ lack of the prerequisite content knowledge in mathematics, reading, and writing, students are often also in need of information and skills for strategic learning. With the current emphasis on student retention and completion, institutions are using high-impact interventions, such as first-year seminar courses, to equip students with these attributes early on in their academic careers. This study examined the relationship between participation in a compulsory first-year experience course and students’ skill, will, and self-regulation using regression methods. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2019. / January 31, 2019. / first-year experience, first-year seminar, self-regulation, skill, will / Includes bibliographical references. / Toby Park, Professor Directing Dissertation; Elizabeth M. Jakubowski, University Representative; Patrice Iatarola, Committee Member; Linda Schrader, Committee Member; Robert A. Schwartz, Committee Member.

<p>The purpose of this investigation is to reveal those hidden factors, which influence how leadership is practised, as well as the roles male and female play in their professions. Furthermore this investigation aims to elude the expectations and demands that leaders experience and their origin.</p><p>The investigation is based on six interviews of senior managers, two male and four female. A qualitative approach has been utilized to penetrate the subject and understanding of the identified phenomenon. </p><p>The theories employed to analyse the finding are Lincoln, Gerth & Mills and Merton. To further highlight certain specific results parts of Ahrne, Beck & Beck-Gernsheim theories have also been empoyeed. </p><p>This study has generated a new concept, “Dual Leadership”, with the aim of understanding the more diffuse concept of “Female Leadership”. Via investigating how and if the respondents interact between their rolls, an understanding of the </p><p>Socialisationprocesse significance identified factors that indirectly influence the shaping of leadership.</p><p>The primary conclusion is that via disregarding the epithet female leadership and instead introduces the concept of Dual Leadership, both leaders and organisations despite gender can benefit and generate a richer and more equal society where experiences and knowledge are adopted.</p>

As distance learning opportunities foster a wide array for online mentoring, program administrators are in need of research supporting the successful development and management of such efforts. This qualitative research examined the leadership perspectives, skills, and strategies involved in developing and administering an online support program (also referred to as electronic mentoring) designed to help beginning teachers transition into the profession and improve their retention (National Commission on Teaching and America's Future, 2003). The population was comprised of all known programs established to date in the United States. Interviews were conducted of 28 program administrators representing 20 online programs for new teachers. Data were collected via interviews and triangulated with multiple artifacts. Consistent with practices by Strauss and Corbin (2007), data were analyzed using open, axial, and selective coding to identify, organize, and relate categories and themes. Through this analysis process, the core category, "The Leadership Role in Online Support Programs for Beginning Teachers," emerged and was based upon the interrelationships among five subcategories: (a) needs and benefits of participants, (b) program development, (c) professional development, (d) technology considerations, and (e) leadership strategies. The grounded theory resulting from these findings concluded that, successful administrators need to develop a detailed plan for online programs, weighing necessary program components including (a) an educationally diverse program team; (b) early establishment of program goals; (c) reliable methods of assessment of outcomes using constant formative evaluation; (d) a secure, reliable, non-evaluative environment; (e) training in effective online communications and relationship building; and (f) a value-added experience for participants. The leadership role of online support programs for beginning teachers requires administrators to have an in-depth understanding of the developmental needs of new teachers in concert with principles of adult learning theory and means of maximizing professional development. Of greater import than technology skills were the ability to effectively communicate online and manage in a collaborative, facilitative, ever-changing environment. Future studies should examine requirements for participants' online engagement, comparative technology for online support systems, roles adopted by facilitators, and methods of assessment of program effectiveness.

A large body of literature regarding professional development and its effects on teaching and student achievement and learning has emerged over the last decade. There are many teachers who either have limited access to professional development activities or who have access and choose not to take part in professional development activities. This qualitative study employed a phenomenological tradition in describing the "lived experiences" of participants involved in the implementation of new curriculum. Fourteen teachers and seven principals were purposefully selected to be part of this study in a rural school jurisdiction in southern Alberta. Through a qualitative analysis, this study shared teachers' perceptions as they described the role professional development plays in enhancing teacher efficacy and changing teaching practices in the implementation of new curriculum. Data were collected during face-to-face, semi-structured interviews, and the analysis of data revealed six topics: the need for change, professional development and curriculum implementation, professional development and teaching practices, professional development and teacher efficacy, professional development and student learning and motivation. Major findings from this study concluded that teacher participants recognize PD as the common thread that motivates teachers, improves their sense of efficacy, assists them in successful curriculum implementation, heightens their awareness of the need to improve teaching practices and the need to become student-centered and improve student learning. Principal participants concurred with teacher participants, and recognize the role leaders play in motivating teachers to become actively engaged in professional learning activities. Professional development plays a key role in providing teachers with knowledge and skills to hone their teaching practices, to rejuvenate them, and to improve student learning. It also assists teachers in successfully implementing new curricula. As teachers become aware of the need to change teaching practices in order to improve teacher efficacy, professional development provides opportunities to gain confidence and heighten their sense of personal efficacy.