Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 200-209).

The purpose of this study was to determine the perceptions of Aboriginal school-site administrators regarding effective leadership behaviors in First Nations schools. Thirteen Aboriginal educational administrators were interviewed over a period of one month and a half using a semi-structured interview approach. The sample of participants was drawn from a list of Tribal Councils and Independent First Nations in Saskatchewan. The interviews lasted approximately 45 minutes to 70 minutes. Participants were asked to reflect on: (1) what leadership characteristics an effective administrator of a First Nation school must possess; (2) whether ethnicity and gender of the educational administrator were important considerations in First Nations schools; (3) positive characteristics of role models of Aboriginal educational administrators; (4) personal and social problems on First Nations that affected the role of the educational administrator; and (5) what training activities were helpful in the preparation of potential educational leaders. <p>Findings suggested that the main characteristics of effective administrators in First Nations schools included being person-oriented and flexible. All thirteen administrators interviewed considered the ability to speak a First Nation language important, although not essential, if the major language spoken on the First Nation was English. Ethnicity of the administrator may not be a necessary consideration for administrators in First Nations schools. Being able to adapt to the cultural milieu of the First Nation was more important. Findings further suggested that gender of the administrator in a First Nation school was not an important consideration. Female administrators could be effective if given the opportunity. Role models in the lives of the participants played a major part in the overall success of the participants. <p>Findings of this study further suggested that effective administrators had definite plans and programming in place when dealing with social problems which exist on First Nations. Being knowledgeable about the types of support services available at the Band level was important. The main strategy employed by the interviewees involved the utilization of a team approach to problem solving. When dealing with student behavioral problems, most administrators followed policies set by the school board. Last of all, the participants made recommendations which potential Aboriginal educational leaders could use in order to move into administrative positions at the First Nation level.

The purpose of this study was to determine the perceptions of Aboriginal school-site administrators regarding effective leadership behaviors in First Nations schools. Thirteen Aboriginal educational administrators were interviewed over a period of one month and a half using a semi-structured interview approach. The sample of participants was drawn from a list of Tribal Councils and Independent First Nations in Saskatchewan. The interviews lasted approximately 45 minutes to 70 minutes. Participants were asked to reflect on: (1) what leadership characteristics an effective administrator of a First Nation school must possess; (2) whether ethnicity and gender of the educational administrator were important considerations in First Nations schools; (3) positive characteristics of role models of Aboriginal educational administrators; (4) personal and social problems on First Nations that affected the role of the educational administrator; and (5) what training activities were helpful in the preparation of potential educational leaders. <p>Findings suggested that the main characteristics of effective administrators in First Nations schools included being person-oriented and flexible. All thirteen administrators interviewed considered the ability to speak a First Nation language important, although not essential, if the major language spoken on the First Nation was English. Ethnicity of the administrator may not be a necessary consideration for administrators in First Nations schools. Being able to adapt to the cultural milieu of the First Nation was more important. Findings further suggested that gender of the administrator in a First Nation school was not an important consideration. Female administrators could be effective if given the opportunity. Role models in the lives of the participants played a major part in the overall success of the participants. <p>Findings of this study further suggested that effective administrators had definite plans and programming in place when dealing with social problems which exist on First Nations. Being knowledgeable about the types of support services available at the Band level was important. The main strategy employed by the interviewees involved the utilization of a team approach to problem solving. When dealing with student behavioral problems, most administrators followed policies set by the school board. Last of all, the participants made recommendations which potential Aboriginal educational leaders could use in order to move into administrative positions at the First Nation level.

The purpose of this study was to understand the experiences of women who have children and work in mid-level student affairs positions. The study of this phenomenon was driven by four problems: (a) women face barriers in rising to upper-level leadership positions, (b) women are more likely than men to leave the field of student affairs, (c) there is a dearth of research related to women who have children and work in student affairs, and (d) the mid level has received inadequate research attention. These issues for women in student affairs called for further examination of career development strategies and work-life balance support and initiatives. Without meaningful support for career development and work-life balance, women professionals may continue to leave the field at a higher rate than men. Within the naturalistic inquiry research paradigm, I adopted a phenomenological approach. Fifteen women at colleges and universities in Texas, who held mid-level student affairs administrator positions and were mothers, were interviewed. Data were analyzed using the content analysis method. The findings indicated that the dual roles of being a mother and an administrator presented challenges and rewards for each participant. The women often experienced overlap or collision between the two roles and the navigation of the role collision prompted the women to develop strategies to address these challenges. The five most common strategies that participants used were (a) building support systems, (b) defining boundaries, (c) managing time efficiently, (d) focusing on family, and (e) taking care of self. An analysis of the women's experiences related led to five major conclusions: (a) mother + administrator = a potentially rewarding challenge, (b) acknowledging role interconnectedness is important, (c) combining the two roles comes at a cost, (d) career path is shaped by dual identifies, and (e) personalized strategies are key to success. Based on the findings, a new conceptual framework was developed to capture the essence of women administrators in student affairs. Implications for human resource development were drawn to address career development and work-life balance issues in the field of student affairs.

Dissertation (MHSc--Health Science) -- AUT University, 2009. / Includes bibliographical references. Also held in print (vii, 62 leaves ; 30 cm.) in the Archive at the City Campus (T 362.173068 FRA)

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 145-155). Also available on the Internet.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains x, 157 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 112-126).

Thesis (Ph. D.)--Joint Doctoral Program in Educational Leadership (California State University, Fresno and University of California, Davis). / Typescript. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).

Thesis (Ed. D.)--Illinois State University, 1967. / Title from title page screen, viewed July 2, 2004. Dissertation Committee: Elwood F. Egelston (chair), Henry J. Hermanowicz, and James S. Patterson. Includes bibliographical references (leaves 167-170). Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.