Thesis (M.S. in Business Administration)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): Susan Hocevar, Alice Crawford. Includes bibliographical references (p. 71-74). Also available online.

Diss. Univ. Frankfurt a.M., 2003.

Inaug.-Diss. Univ. Köln, 2005.

Master-Arbeit Univ. St. Gallen, 2007.

Master-Arbeit Univ. St. Gallen, 2007.

No description available.

No description available.

Thesis (Ph. D.)--University of Chicago, Dept. of Economics, March 2001. / Includes bibliographical references. Also available on the Internet.

The purpose of the research was to investigate the relationship between organisational commitment and work performance in an Agricultural company. Allen and Meyer's Organisational Commitment Questionnaire was used as well as the organisation's verbal performance rating tool. The Organisational Commitment Questionnaire was completed by a sample from the organisation and the performance ratings of the employees in the sample were used as comparison. A positive relationship between the two constructs was established while no statistically significant relationship could be established. Further research in this field is suggested in the South African context. / Industrial and Organisational Psychology / M.A.(Industrial and Organisational Psychology)

This study was based on the assumption that classroom teachers were in an advantageous position to judge their principal's role behavior and their principal's administrative performance. The problem of this study was to determine whether or not significant differences existed between teachers' perceptions of their principal's role behavior; whether or not significant differences existed between teachers' perceptions of their principal's administrative performance; and whether or not there was any relationship between teachers' perceptions of their principal's role behavior and his administrative performance. The findings in this study led to the following conclusions: Factors such as sex, education level, teaching experience, school level, school size, and school district do not effect principal’s behavior or administrative performance. However, differences were found in teacher perceptions for teachers with 5 years or less of teaching experience, rural/urban school setting, principal’s sex don’t differ in their role behavior; differing instead in educational leadership ability. It is concluded that principals are least effective in the area of educational leadership when comparing the four areas of administrative decision-making, communications, general administrative behavior, and educational leadership. They are most effective in general administrative behavior. Principals, in general, tend to exhibit transactional behavior. The majority of teachers do not indicate that their principal's role behavior has any relationship to their administrative performance as school principals.