Thesis (M. Ed. (Education))--Rhodes University, 2006. / In partial fulfilment of the requirements for the degree of Masters in Education (Education Leadership and Management).

Thesis (D. Min.)--Dallas Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 124-127).

This research sets out to provide enhanced knowledge on the impact of transformational leadership on employees' innovation behavior. In particular, drawing on leadership and innovation literature, this research attempts to examine such a relationship by both theorizing and testing the extent to which employees' readiness for change mediates on it. Moreover, this research takes the view that the effectiveness of transformational leadership varies according to the presence of different moderating variables. As such, employees' perceived high commitment work system of their firm as well as these employees' learning capability are examined as moderators on the aforementioned relationship. I collected multi-source and supervisor-employee matched data from two hotels, and the results of data analysis supported the total effect of transformational leadership on innovation behavior, the mediating effect of readiness for change, as well as the moderating effect of employee learning capability. The moderating role of high commitment work system was also found significant but opposite to the initially hypothesized direction. Practically, this research offers implications to managers the importance of leadership on facilitating the change and innovation processes in organizations.

This research focuses on the perspectives and capabilities held by leaders as they seek to develop an effective engagement strategy when leading change. It has brought together aspects of change, leadership, engagement and leadership development theory in seeking to understand what helps and hinders leaders in developing engagement capabilities. The concept of engagement has taken on increasing significance in recent years, due to its link with higher performance and profitability in organisations. Much existing literature focuses on processes that encourage the involvement of others, and measuring engagement using survey questions. The surveys tend to focus on identifying if someone finds meaning in their role, and whether the environment they operate in enables engagement. This research has sought to use research methodologies based on action learning that encourages the development of capabilities enabling engagement, whilst examining the psychological and contextual factors that help and hinder development. The research draws on adult maturity theory which is used as a framework to aid analysis. This theory suggests that the capability to engage may unfold with the maturing process. This theory aligned with the findings resulting in a profile of what engagement looked like at various levels of maturity. This is useful in that by understanding the capabilities associated with engagement at various levels of maturity it supports leaders and HR consultants to identify development required, and potentially can aid the choice of leader for running change programmes. Four key themes were identified during the analysis. Firstly, the impact of context and how it impacts choices made. Secondly, the importance of capabilities associated with authenticity. Thirdly, the link with emotional intelligence. Finally, the importance of developing a learning practice. The implication of this research is that intent to engage is insufficient as is the focus on process and policy aspects of engagement. Engagement capabilities can be developed and the development of the individual needs as much consideration as the need to ensure strategy, policy and process is appropriate for the engagement strategy. It suggests that when considering major change in organisations focus should be placed on the mindset and capabilities of potential change leaders, to identify whether they have the capabilities likely to align to a particular engagement strategy and to support their understanding of their development needs.

The aim of this study is to examine the role of teacher as agent for change in the school environment after the provision of in-service teacher training. Ministry of Education provides in-service teacher training in collaboration with the International English Language Education Association (INGED- Turkish acronym- for short) in order to keep English language teachers up to date and adapt to the changing nature of the modern world. To what extent in-service teacher training enables teachers perform as leaders, whether they act as agents for change and more importantly whether teachers contribute to school improvement are the areas that this study conducts a research on. Qualitative research method was employed in this study. Data were collected through interviews in two phases in the city of &Ccedil / anakkale. Phase 1 took place during the Ministry of National Education in-service teacher training seminar, Phase 2 was after six months of the seminar. Sample in the first phase was v made up of 19 course participants, in the second phase the sample contained both 19 course participants and their 38 peers and 10 principals. Findings revealed that some teachers who work in a more democratic school environment were enabled with their change agentry roles as their principals created a flexible institutional culture. However, teachers who work in more rigid and centralized work environment were not given the freedom for applying the ideas that they were encouraged through in-service teacher training. This shows that on the one hand even one shot in-service teacher education contributes to teacher development in building change agents by raising teacher awareness on her subject knowledge and role but on the other hand to practice leadership and change agent role very much depends on the school culture.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 199-224).

Thesis (Ph.D.)--Pennsylvania State University, 2008. / Includes bibliographical references (p. [149]-169) and abstract.

Thesis (Ph.D.)--Pennsylvania State University, 2008. / Includes bibliographical references (p. [149]-169) and abstract.

Thesis (Ed. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 135-140). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 123-132). Also available on the Internet.