Project (D. Min.)--Iliff School of Theology, 2005. / Includes abstract. Includes bibliographical references (leaves [146-150]).

Project (D. Min.)--Iliff School of Theology, 2005. / Includes abstract. Includes bibliographical references (leaves [146-150]).

Thesis (MEd)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: In South Africa effective leadership is an important priority in all walks of life. With the implementation of Curriculum 2005, greater emphasis is placed on the development of leadership skills to prepare learners for leadership demands in adult life. In order to do this one must firstly create leadership opportunities. Secondly it is important to convey the knowledge and skills necessary for the optimum fulfillment of their roles as leaders. Personality types and preferences as well as the strengths and weaknesses of the leader and other group members can be utilized to enhance teamwork and improve leadership. The empirical investigation comprised the determination of the personality types of the research group as well as leadership positions held by them during their school careers, and the leadership skills perceived as important by them. Fifty youth leaders, representative of head boys and head girls in former model C schools, who attended the conference for youth leaders annually hosted by Die Burger, were used as the investigation group. For the purpose of this research the Myers-Briggs Type Indicator (MBTI®), Form G, was used. The MBTI® is based on Carl Jung's theory of personality types. The most important findings of the study are that trends exist in the personality types that were reported by the youth leaders. The dominant personality type preference of the youth leaders was ESTJ. This shows a preference for extroversion (E), sensing (S), thinking (T) and judging (J). Good interpersonal relationships, listening skills and high moral values were identified as the most important characteristics for effective leadership. The implications for leadership development, emanating from the knowledge of the personality types and preferences of the youth leaders, are discussed. / AFRIKAANSE OPSOMMING: In Suid-Afrika is effektiewe leierskap op alle vlakke van die samelewing 'n belangrike prioriteit. Ook in die opvoedingsituasie word daar met die implementering van Kurrikulum 2005 groter klem geplaas op die ontwikkeling van leierskapsvaardighede om leerders voor te berei vir leierskapseise wat in hulle volwasse leeftyd gestel gaan word. Om dit te kan doen moet daar in die eerste plek geleenthede geskep word waartydens die leerders leierskap kan beoefen en tweedens is dit belangrik dat kennis en vaardighede wat die leerder kan help om sy rol as leier so suksesvol moontlik te vervul, aan hom oorgedra word. Kennis oor die leier en ander groeplede se persoonlikheidstipes en voorkeure asook elkeen se sterkpunte en leemtes kan suksesvol benut word om groepsamewerking te verbeter en sodoende suksesvolle leierskap te bevorder. Die empiriese gedeelte van die ondersoek het die vasstelling van die ondersoekgroep se persoonlikheidstipes, die leierskapsposisies wat deur hulle beklee is gedurende hulle skoolloopbaan asook die leierskapseienskappe wat deur die betrokke leerders as belangrik geag is, behels. 'n Ondersoekgroep van 50 jeugleiers, bestaande uit 'n seleksie van hoofseuns en -meisies in die vorige Model C skole wat Die Burger se jaarlikse jeugleierskonferensie bygewoon het, word by hierdie navorsing betrek. Vir die doel van hierdie ondersoek word gebruik gemaak van die Myers-Briggs Type Indicator (MBTI®), vorm G. Die MBTI® is gebaseer op Carl Jung se persoonlikheidsteorie. Die belangrikste bevindinge van die ondersoek is dat daar tendense bestaan in die persoonlikheidstipes wat meer algemeen by jeugleiers voorkom. Die oorwegende persoonlikheidstipevoorkeur wat by die jeugleiers voorgekom het, was ESTJ. Dit dui 'n voorkeur vir ekstroversie(E); sintuiglike waarneming (S); denke (T) en beoordeling (J) aan. Goeie luistervaardighede en hoë morele waardes is as die belangrikste eienskappe vir effektiewe leierskap geïdentifiseer. Die implikasies vir die leierskapsontwikkeling van leerders wat voortspruit uit die kennis van leiers se persoonlikheidstipe en -voorkeure, word bespreek.

Thesis (D. Min.)--Covenant Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 212-217).

There is no abstract available for this dissertation.

College basic writers are often misunderstood. Much of the literature available on these writers depicts them as a large homogeneous group. Ignored is the diversity that exists within this population. According to George Jensen and John DiTiberio, personality type as measured by the Myers-Briggs Type Indicator (MBTI) is a neglected factor in most composition research that aids in ascertaining and appreciating the diversity and strengths of basic writers.Case study methodology was used to investigate whether a relationship existed between the personality types of thirty-four basic writers at Ball State University and the writing strategies they used. Triangulation of data provided a thick description of the students. Scores from pre- and post-good writing questionnaires and process instruments (process logs and self-evaluations), student journals, student writing, participant-observers fieldnotes, and the teacher-researcher's journal enriched and supplemented the MBTI results.Findings are presented in a group portrait and four case studies. The group portrait demonstrates that 1) most of the students were not highly apprehensive about writing; 2) they were a diverse group with fifteen of the sixteen MBTI personality types represented; and 3) they displayed a wide variety of writing strategies.The four case study subjects represent four of the sixteen MBTI personality types (ISTJ, ISFP, ESTJ, ENTP) each with a different dominant function. These students demonstrated that they were diverse in their attitudes about writing, degree of writing apprehension, their personality types, and their use of writing strategies. The case study subjects often used strategies that supported their personality preferences, were able to tap into previously unused strategies that coincided with those preferred preferences, or incorporated unpreferred processes into their composing strategies. While personality type apparently played a major role in the students' writing strategies, previous experiences, past writing instruction, successes and failures, and attitudes about "English" also affected them. / Department of English

Lifespan developmental theory suggests that midlife is an important stage where men typically re-evaluate major areas of their life including career, self/masculine identity and primary relationships. Midlife is also seen as a period where the desire to pass on what one has learned, or regeneration, becomes important. These aspects of midlife can be looked at from several perspectives including Jung's theory of personality type which has since been interpreted and extended by Katherine Briggs and Isabel Myers to form the basis of the Myers-Briggs Type Inventory. It can be concluded that personality type does impact on the male midlife experience and thus has implications for counsellors working with men in midlife. / Thesis (PhD)--University of South Australia, 2006.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 144-155). Also available via the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 29, 2009) Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 80-86). Also available on the Internet.