Thesis (D. Min.)--Trinity Evangelical Divinity School, 1990. / Abstract. Includes bibliographical references (leaves 109-115).

Educational researchers, practitioners and policymakers agree that quality of leadership and learning influence the quality of education. In the context of Ghanaian basic schools, previous research has shown that the Leadership for Learning (LfL) framework, an educational theory and practice, has improved the leadership capacities of education stakeholders as well as the quality of teaching and learning. However, the processes which lead to such improvements have not yet been studied. This study aimed to contribute to research on LfL by analysing the processes that accounted for the successful incorporation of the LfL principles. This in-depth case study was conducted in two successful LfL schools in the Central Region of Ghana. It engaged multiple stakeholders and gathered data through semi-structured interviews, focus group discussions, observations, and document analysis. Intra- and inter-case analyses were conducted to understand each case in its own terms as well as to identify areas of convergence and divergence between them. The findings reveal that despite the ubiquity of household poverty, youth unemployment, and paucity of infrastructure, stakeholders recreated structures, reoriented attitudes, developed self-efficacy, and deployed creativity. It has been found that stakeholders were able to come to a shared and contextualised understanding of the LfL principles. This engendered collaboration, co-ownership of the leading, teaching and learning activities, and their successful institutional absorption. Put differently, the successful incorporation of the LfL principles was driven by four practices: the stakeholders understood the principles based on their contextual realities; believed in their understanding; taught what they believed in; and practised what they taught. These findings are of practical relevance for policymakers and practitioners. Policymakers need to appreciate the importance of context in understanding and incorporating policy initiatives. Practitioners need to reorient their attitudes and practice, collaborate, form communal beliefs, and recognise, appreciate and harness their internal human capital to succeed. Further research is needed to understand the impact of communication technology - television soap operas, mobile phones and social media on leading, teaching and learning.

Thesis (M.S.)--Indiana University, 2003. / Includes bibliographical references (leaves 74-79). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Indiana University, 2003. / Includes bibliographical references (leaves 74-79).

This thesis is written from a practitioner-researcher perspective and explores leadership within Learning Disability Theatres, focussing on a series of moments captured within the education and outreach programme of DIY Theatre Company, Salford, UK. The researcher presents a dialogical view of research within which knowledge-production is viewed as dynamic and processual rather than mobilised by the search for a single truth or one prescriptive method of working. Emerging from research undertaken as political activity the thesis engages with, and attempts to disrupt, dominant, normative agendas of power and knowledge which limit our notions of leadership and result in people with learning disabilities all too often being viewed as too disabled to carry out leadership roles. The thesis highlights the challenges and potential for research undertaken collaboratively with disabled co-leaders to be viewed through frameworks of Applied Theatre, Critical Disability Studies and Critical Leadership Studies and articulates a methodology-in-the-making with the potential to inform future research, practice and policy within all three disciplines. Methods include observations, arts-based Inclusive Research and interviews. Descriptions of moments of practice, written from a phenomenological perspective, offer insights into the highly relational nature of leadership practice in Learning Disability Theatres. The researcher suggests it is in such moments of practice, only visible and present in the making that new ways of thinking about and carrying out leadership in participatory theatre can be located. A critical and relational perspective opens up alternative ways of negotiating and describing leadership by and with performers and theatre-makers with learning disabilities. The term workshop-in-the-making has been coined to introduce a view of the drama workshop as an extension of improvised artistic practice within which improvisers work with light structuring, are heedful, generous, able to accept offers and to respond in the moment. Development and research of dialogical leadership are political acts which challenge normative, ableist perspectives and offer significant opportunities for development of practice, research and policy within and beyond Learning Disability Theatres. This thesis does not seek to define a single model of leadership, but highlights the value of a relational perspective in exploring the nuances, shifts and complexities of roles within leadership-in-the-making and, as a result, reveals the rich range of leadership practices often masked by more hierarchical approaches.

Although many business schools seek to develop leaders and accreditation requires assessment of such objectives to document student achievement, the literature is devoid of leadership development approaches, learning objectives, or direct measures. Perhaps, this results from the perception that leadership is too amorphous or complicated to be defined and measured. This paper details the application of a critical relativist approach to define a graduate leadership learning objective, develop an analytic rubric to measure student achievement of that learning objective, and apply the rubric as both a course-embedded and summative measure to evaluate an interdisciplinary leadership minor’s program of study.

Whether leadership can be taught is a decades-long debate. The purpose of this descriptive quantitative research study was to better understand how leadership is taught and learned. One- hundred-and-thirty-two K-12, college, or university faculty, staff, or administrators responded to a survey questionnaire on leadership. The majority (74.54%) of participants who were leaders reported that they felt prepared for leadership positions. The majority (86.36%) of participants reported that leadership can be taught, with only 3.79% indicating that leadership is not a teachable skill. Abilities to create positive work environments, communicate to constituent groups, lead change, and supervise personnel were the top-ranked leadership competencies. Dealing with personnel matters; navigating institutional, local, and state politics; and managing complex budgets were listed as the top challenges leaders face. Participants reported that leadership can be learned through formal education, mentorship, and leadership experience. Participants emphasized the importance of human relations and communication skills for leaders.

Whether leadership can be taught is a decades-long debate. The purpose of this descriptive quantitative research study was to better understand how leadership is taught and learned. Onehundred-and-thirty-two K-12, college, or university faculty, staff, or administrators responded to a survey questionnaire on leadership. The majority (74.54%) of participants who were leaders reported that they felt prepared for leadership positions. The majority (86.36%) of participants reported that leadership can be taught, with only 3.79% indicating that leadership is not a teachable skill. Abilities to create positive work environments, communicate to constituent groups, lead change, and supervise personnel were the top-ranked leadership competencies. Dealing with personnel matters; navigating institutional, local, and state politics; and managing complex budgets were listed as the top challenges leaders face. Participants reported that leadership can be learned through formal education, mentorship, and leadership experience. Participants emphasized the importance of human relations and communication skills for leaders.

Academics and lay persons alike freely acknowledge that principals exert enormous influence over the creation, maintenance and enhancement of the learning environment in schools. They recognise that a turbulent educational world presents principals with multiple challenges in sustaining the conditions necessary for student achievement, and that some principals are more successful in this endeavour than others. This small-scale qualitative study uses a semi-structured interview process to gather data from five Chairpersons of Boards of Trustees who have appointed a principal within the preceding twelve months. The study discusses the professional capabilities that theoretical and empirical research suggests distinguish highly effective principals from capable performers. It adopts a bipartite approach to the literature, examining both academic understandings and the degree to which available official publications inform the thinking of Boards of Trustees prior to embarking on the principal appointment process. The study then explores the extent to which these understandings influence the decision-making of five Boards of Trustees in appointing a new principal. Research findings reveal a dichotomy between the theory underpinning concepts of highly effective principals and the practice of Boards of Trustees in appointing a principal. Largely unaware of the academic literature and inadequately informed by official publications, Boards of Trustees adopt a problematic generic recruitment and selection process. Uncritical acceptance of the professional knowledge and standing of external consultants and misplaced trust in the advice they proffer leads Boards to proceed on a questionable perceptual basis. Secure in the knowledge that they have obtained the educational expertise they freely acknowledge they lack, Boards are further exposed to prevailing market discourses and internal prejudices which undermine their ability to identify and appoint a principal who possesses the capabilities necessary to exercise highly effective, contextually specific leadership. This study suggests that the autonomy of Boards of Trustees in their role as employer be sustained but supported through the mandatory appointment of an appropriately qualified advisor and that the involvement of existing advisors be further scrutinized.

Organisationen haben Strukturen und Prozesse, in denen ihre Führungskräfte Self-Monitoring betreiben, um sich möglichst situationsangemessen zu verhalten. Die These: Self-Monitoring kann wissenschaftlich nicht nur als Eigen-schaft von der Person der Führ-ungskraft aus gedacht werden. Es wird die These begründet, dass Self-Monitoring in Führungsprozessen vor allem vom jeweiligen organisationalen Kontext aus bestimmt werden muss. Der Ansatz: In einer qualitativ-explorativen Studie wird das aus der Psychologie kommende Konzept des Self-Monitoring nach Snyder (1986) untersucht. Das Ziel ist die Erkundung der relevanten Einflussfaktoren und Bedingungen von Self-Monitoring bei Führungskräften in der Bundeswehr. Mit dieser Voraussetzung lässt sich ein strategisches und werteorientiertes Kompetenzmanagement gestalten.