Thesis (D. Min.)--Trinity Evangelical Divinity School, 2002. / Abstract. Includes bibliographical references (leaves 202-207).

M.Ed. (Educational Management) / Please refer to full text to view abstract

Leadership behavior has been a popular research topic for many years. Much of this research has focused upon the identification of leader behavior that is interactional or determined by the situation which influences leadership style. Current leadership theories raise the question of the relationships between leadership behavior and personal work values. The problem of this research is to investigate the relationship of leadership style with an individual's values for working. The purpose of this study is to examine the relationship between variables which characterize leadership styles and variables related to working values. The hypotheses hold that work values will correlate positively with leadership style. Data were collected through the administration of three research instruments to ninety-two managers of five business firms. The instruments were the participant cover letter providing demographic characteristics, Leader Behavior Analysis II identifying style of leadership, and Values for Working identifying personal work values. Coefficients of determination were calculated to identify possible relationships between leadership style and personal work values. No significant statistical correlation was found. The conclusion is that leadership style appears to be a function of something other than an individual's work values.

In 1993, the Swedish National Agency for Education, Skolverket, coined and implemented the so-called collective morals mission, or “värdegrundsuppdraget,” which subsequently led up to the publication of a new national syllabus for upper-secondary school, LPF94. The collective morals mission constituted the values to be taught in Swedish schools and also positioned the Swedish school system ideologically. However, following its publication, teachers found it difficult to understand how they are to carry out and understand said mission, difficulties that seem to still be present today. Therefore, this project presents a qualitative study on how English teachers reflect upon, and relate their teaching to, the collective morals mission, how they do it, along with the possibilities the English subject has in conveying these aspects of fostering, through explicit education on the subject. Based on prior, personal observations the initial hypothesis was that the English subject is often forgotten, in relation to other subjects, in terms of providing students with education related to the collective morals. However, this is not due to English teachers not acknowledging opportunities for the subject to convey content, but because of the strong selective traditions of the subject, focusing education on form and not content, as it is a foreign language. To evaluate this hypothesis, semi-structured interviews with four English teachers were conducted and three separate curriculum analysis were carried out. This enabled an understanding of how the collective morals evolved over time and became what they are today. The results partly confirmed the initial hypothesis. Teachers do implement many features of the collective morals; however, they do not explicitly characterize them as such. The curricula analyses show a progression of the collective morals to be implemented in the explicit grading criterion for passing grade. These results are discussed, and conclusions regarding what that means for English teachers are presented.

The purpose of this study was to provide descriptive information about values education programs in Texas elementary schools for policy makers, curriculum directors, and educators. Insight into this contemporary issue is augmented by exploring (a) commercially or locally developed values programs that are in place in schools, (b) the relationship between student and school district demographics and values education programs, (c) the role that different interest groups have in the introduction of values education programs, and (d) the extent to which values education programs are accepted by different groups.

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<p>John Clark Murray (1836 - 1917) held the Chair of Mental and Moral Philosophy at Queen's College from 1862 to 1872, and at McGill University from 1872 until his retirement in 1903. The purpose of the present study is to offer a close historical examination of a thinker who has often been treated as a transitional thinker in histories of philosophical activity in nineteenth century Canada. The opening biographical chapter establishes the Scottish cultural tradition in which Murray was raised and whose social and educational values he continued to perpetuate in his own writing and teaching. The Scottish tradition clarifies the critical discussion in Chapter Two of some of the ambiguities of Murray's position with regard to the philosophical movements of the nineteenth century. In particular, the difficulties of classing Murray with either the Scottish Common Sense Realists, the Neo-Kantian or Neo-Hegelian Idealists, or the rising group of 'professional' philosophers are considered. Specific elements of the intellectual framework of John Clark Murray's thought are dealt with in Chapter Three. Such characteristic concerns as the structure of knowledge, the relation of materialism and idealism, freedom and necessity, and moral philosophy are considered in themselves and as components of the unified order of truth which Murray found best expressed in Christianity. The final chapter focuses on Murray's effort to formulate a response to the social problems emerging as a consequence of industrialism. After establishing the ideological strength of Murray's economic and political liberalism, this chapter traces the efforts of a concerned liberal to understand contemporary problems and of fer solutions to them.</p> / Thesis / Master of Arts (MA)

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Changing societal needs and concerns about the educational status of America's students have spawned nation-wide reform efforts. Many of these have targeted principals' practices. This study was focused on one set of variables important in understanding these practices, namely, educational values and beliefs. The participants* in this study were eight elementary school principals whose schools were representative of the linguistic, ethnic, and economic diversity of the community in which the study was conducted. Data regarding decision making events involving complex or ambiguous school issues were obtained from a questionnaire and an interview with each principal. Areas of examination included (a) types of issues perceived as complex or ambiguous, (b) values and beliefs about these issues, (c) the influence of values and beliefs on decisions about these issues, (d) other factors influencing decisions, (e) the use of values and beliefs in responding to these factors, (f) how dealing with these issues affected values and beliefs, and (g) how values and beliefs were used to define roles. Qualitative techniques were used to analyze data: content analysis, Flanagan's (1954) Critical Incident Technique, and interaction schemas. A conceptual model was developed as a framework for analyzing and interpreting interview data. These principals perceived the most complex school issues to originate at the building level, and the most ambiguous at the district level. Principals used educational values and beliefs to clarify goals, guide and evaluate action, and validate judgment. They differed in factors they attempted to influence, goals they established, and problem solving strategies they selected. Understanding the nature and influence of educational values and beliefs on decisions about complex or ambiguous school issues is significant in furthering research on principals' practices, and helping to clarify the kind of vision needed for successful students and effective schools. Note*. "Participants" was selected instead of "subjects" because the researcher was describing phenomena rather than attempting to manipulate variables. By providing information and feedback, these principals participated in the development of a conceptual model and confirmation of the data analysis.

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