The purpose of this qualitative research study was to determine the best methods for achieving key leadership roles in education. The problem was to define the qualities that are important in leadership positions and to determine how those qualities relate to the top-level positions in school systems across Tennessee. Nineteen female directors of schools were interviewed. Directors also completed the Multifactor Leadership Questionnaire (5X-Short). Characteristics of transformational and transactional leadership styles were included in the study. Most of the directors scored high on using the transformational factors (idealized influence, inspirational motivation, intellectual stimulation, individualized consideration) of leadership and on using the contingent reward style of transactional leadership. The female directors of this study perceived communication skills, a caring attitude, honesty, being a visionary, and having people skills as important leadership characteristics. Other emergent themes included the qualities of males and females in the workplace, barriers to success, and the best practices that leaders are currently using in the workplace. The retention of top leaders in education is important. The perceptions of the 19 directors of Tennessee's public schools in this study are vital in understanding how women in leadership positions work. Mentoring, peer coaching, and providing time for directors to network, collaborate, and receive quality professional development are essential practices that should be promoted and continued to retain these leaders. The implication from this study is that higher education institutions should also consider best practices for preparing future administrators to be successful. Attention should be paid to the differences in which males and females work and to the difference of personality traits and characteristics of leaders that may affect success in top-level positions in education.

abstract: Research in intercollegiate athletics has provided a relatively large body of findings about the kinds of stressors found in high profile intercollegiate athletic environments and their effects on student-athletes. Research is less robust regarding stress and its effects on head coaches in high profile collegiate athletics. This study focuses on the types, frequencies, and intensities of stress experienced by NCAA, Division I head coaches. The purpose of the study is to identify the types, frequency, and intensity of stress common to 20 head basketball coaches participating in the study, as well as differences in their experiences based on gender, race and the intersectionality of race and gender. The participants in the study are 20 head coaches (five Black females, five Black males, five White females, and White males). The conceptual framework guiding the study is a definition of stress as an interaction between a person and her or his environment in which the person perceives the resources available to manage the situation to be inadequate (Lazarus & Folkman, 1984). The study’s design is an adaptation of prior research conducted by Frey, M., 2007 and Olusoga, P., Butt, J., Hays, K., & Maynard, I., 2009, and Olusoga, P., Butt, J., Maynard, I., & Hays, K., 2011. This study used qualitative and quantitative methods that triangulated results scores on Maslach’s Burn-out Inventory and the Perceived Stress Scale with the thick data collected from semi-structured interviews with the 20 head coaches from each of the three data sources to enhance the validity and reliability of the findings. The researcher analyzed the data collected by placing it in one of two categories, one representing attributes of the participants including race and gender; the second category was comprised of attributes of the Division I environment. / Dissertation/Thesis / Doctoral Dissertation Human Systems Engineering 2019

The purpose of this mixed methods study was to explore the relationship between autonomy, student-instructor dialogue, and student satisfaction within a web-based distance Russian language course. Forty six (46) students from two US higher education institutions participated in this study. Using an Exploratory Model with the elements of an Explanatory Model (Creswell & Plano Clark, 2007), the qualitative and quantitative data were collected at the middle and at the end of the course to provide thorough investigation of the three variables, to reveal their interactions with each other, and to discover whether these variables and their relationship change over time. Qualitative data were used to explore the aforementioned constructs, and to enhance the instrument tested in the subsequent quantitative phase. An additional quantitative phase at the end of the course, and follow-up qualitative interviews were provided to discover the changes that occurred in the main variables and in their relationships throughout the course. Content analysis was utilized for the interviews, while reliability (Cronbach alpha) analysis, correlational analysis, t-test, and non-parametric Wilcoxon and sign test were used for the data analysis of the surveys. Findings revealed that autonomy, dialogue, and satisfaction have significant correlation at the beginning and the middle point of the course. All three variables grew throughout the course, however the relationships among them significantly decreased towards the end of the course. The conclusions include suggestions and implications for teachers, students, and course developers.

This multiple case study provides a description and explanation of what, why and how instructional strategies have the potential to promote learning-centered synchronous dialogue online, specifically in the synchronous web-based course system (SWBCS), Elluminate Live! This research was guided by the theory of transactional distance, specifically the dialogue component. Qualitative data collection techniques were employed, including, interviews, observations, researcher's reflective journal, surveys and Delphi. Three cases were examined, consisting of the instructor, their students and the synchronous sessions during the course. Data were analyzed iteratively to garner themes. Member checks were conducted to maintain an active corroboration on the interpretation of data between the researcher and those who provided the data. This study suggests that instructors can promote learning-centered dialogue in the SWBCS by: (a) building social presence, (b) facilitating discussions, (c) providing feedback, (d) assigning group work, (e) respecting diverse talents and perspectives, and (f) emphasizing time on task. The main tools used to implement these strategies in the SWBCS were the duplex audio (VOIP), direct messaging (text chat) and whiteboard. Unique aspects of promoting dialogue in the SWBCS are that it can allow for: (a) relief of communicative anxiety, (b) convenient, inexpensive invitation of guest speakers, (c) facilitation of multiple threads of discussion and (d) extended opportunities to offer office hours. The main tools used to implement these strategies in the SWBCS were the duplex audio (VOIP), direct messaging (text chat) and whiteboard. Two of the three instructors and a majority of the students whom were interviewed perceived the SWBCS effective for implementing instructional strategies that promote dialogue. Further research may examine a greater variety of content areas, more in depth questions of why particular instructional strategies are implemented using the SWBCS or the relationship between dialogue, structure and learner autonomy in the SWBCS.

Interaction with their students during classroom instruction is often a source of stress among many teachers. The academic setting of Disciplinary Alternative Educational Programs (DAEP) poses a risk factor for teachers to experience stress, given that student disruptive behavior has been associated with higher stress levels among teachers. The problem underlying this study was that most studies on DAEP have focused on the experiences of students, with limited information available about the experiences of teachers in this type of academic setting. The purpose of this qualitative phenomenological study was to explore the role of job-related stress and coping on the job performance of DAEP teachers, from a transactional theory of stress and coping approach. This exploration was grounded in the theoretical lens of the transactional theory of stress and coping, which served as the link between the importance of the psychological health of teachers and the successful administration of public programs. The geographical setting of the study was a single DAEP campus. Data were collected using 20 individual, face-to-face semi structured interviews. Data were analyzed using the modified van Kaam method of phenomenological analysis, which involves the systematic analysis of data through the process of dividing large quantities of qualitative data into smaller units of meaning. The results produced significant thematic themes. The findings from this study could help scholars and practitioners gain important insight about job-related stressors in DAEP, which could facilitate the improvement of administration and development policies in order to promote a positive work environment in DAEP settings.

Investing in employee engagement is beneficial to ensuring an organization's ability to sustain and improve productivity and performance. The purpose of this single case study was to explore effective leadership strategies leaders used to increase employee productivity. The population for this study were 6 bank leaders from Mississippi with a minimum of 5 years of experience implementing effective strategies to increase employee productivity. The conceptual framework for this study was Bass's transformational leadership theory. Data were collected using semistructured interviews, observations, and a review of company documents. The data analysis process involved Yin's 5-step approach, methodological triangulation, and member checking to identify common patterns, develop themes, and verify data for accuracy. The 4 emergent themes in the study were lead by example, encourage, promote teamwork, and implement rewards. The findings indicated that bank leaders improved employee productivity using transformational leadership by maintaining active employee engagement, communicating clear goals, and building positive leader-employee relationships. The implications of this study for positive social change include the potential for leaders in the banking industry to improve employee engagement, which may lead to a higher level of employee performance and commitment, reduced turnover, and enhanced organizational profitability. Organizations that are profitable can help stimulate the local economy by contributing earned profits to the community in areas such as schools, housing development, and community centers.

Introduction: Statistics show that a large number of companies struggle for their survival.About 20 % of the EU companies in all the different industries that were born in 2015 couldnot survive till 2016. More specifically, only less than half of the companies that were born in2011 are still active in 2016 (Eurostat, 2018). Moreover, corporate bankruptcies in Swedenincreased by 20 % in the years 2017 to 2018 compared to 2016 (Tillvaxtanalys, 2019 ).Therefore, the main challenge for managers is to consolidate short-term and long-termthinking, encourage visions while remaining focused on execution within employees. Problem background: While the current literature acknowledges both the importance oforganizational ambidexterity for companies’ survival, and the role played by managers todevelop ambidexterity, research on how to achieve such ambidexterity is still narrow.Moreover, the influence of the different leadership styles on contextual ambidexterity and itseffects on individuals have hardly been attended in the literature. Purpose: The purpose of this thesis is to develop an understanding on how leaders, throughambidextrous leadership styles, create a context that enables individuals to achieve contextualambidexterity. More specifically, this master’s thesis aims to define a conceptual frameworkthat shows the influence of the leadership styles on contextual ambidexterity Methodology: In order to answer our research question, a qualitative research was conductedwith a deductive approach. Eight Interviews, four managers and four employees, wereconducted in four project-based organizations within the software industry in Sweden. Findings: The key findings are that transformational leadership style was found to foster “trustand support” in social support, and “stretch” in performance management, while thetransactional leadership style was only found in discipline in the organizational context. Conclusions: This study shows how developing adaptability in an organization requiresmanagers to apply transformational leadership style to the social support dimensions of theorganizational context. On the other hand, developing alignment in an organization requiresmanagers to apply both transformation and transactional styles rather than transactional. Mangers also need to balance the intensity of their leadership styles as both styles need to be emphasized equally well.

Leadership—it is a difficult phenomenon to precisely define, and perhaps even more importantly, it is difficult to identify the effects thereof. In business, it is believed that leadership is important, that it really matters. There have been countless books written on the subject. There have been numerous researchers who have tried to debunk all the myths and rumors, using qualitative, quantitative, and mixed methods research strategies. Over time, leadership theories have changed. Theories that include trait- centered leadership, situational leadership, servant leadership, democratic leadership, Laissez-faire leadership, Theory X, Theory Y, and others have been well documented and researched. Transactional leadership and transformational leadership theories are fairly new concepts on the leadership landscape. Both have provided revolutionary ideas into the way leadership is viewed today. Industrial distribution is an integral component to the manufacturing industry. For many companies, in many different market segments, industrial distributors provide a channel to the market for their products. Therefore, the health and success of industrial distribution companies are critical for the overall strength of the U.S. economy. There has been little research conducted on the effect of leadership at industrial distributors, specifically at the branch level. So, does leadership really matter? This research attempts to quantitatively examine the benefits, or effects of, transformational and transactional leadership style on the success of industrial distributors, at the branch level. Using the Multilevel Leadership Questionnarie (MLQ), leadership data were gathered from both leaders and followers at the branch level of industrial distributors engaged in the sale of construction-related goods and services. Moderated multiple regression techniques were used to analyze the data collected on independent variables (transformational and transactional leadership), moderating variables (age, duration, education, and experience), and the dependent variables (sales and margin). The results of the analysis indicate that transformational leadership style has a statistically significant, positive relationship to year-over-year sales and margin.

The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course.

Online or web-based courses have become prolific in our educational environment over the past several years. The development of these courses can be guided by systematic design models to ensure quality instructional design. Transactional distance, the theory that claims the distance an online student feels is more of a pedagogical distance than a geographic one, consists of three factors: structure, dialogue, and learner autonomy. Accurate measurement of these three factors is needed in order to substantiate its claims and to best determine the delivery implications. This study produced an instrument that measures the structure component of the transactional distance theory as it pertains to the online environment. A total of 20 online courses were evaluated using the Structure Component Evaluation Tool (SCET). Experts in the field validated the instrument and reliability was determined by calculating Cronbachs alpha as well as examining inter-rater reliability. The SCET also excelled in a comparison to other instruments in the field in terms of its ability to produce rich, valid information about the structure of online courses.