Local school boards are complicated governing bodies wrapped in the political tangle of their legal responsibilities, constituents' wishes, and the educational needs of the children. How then do some school board chairpersons unravel this political tangle and move their board forward while others become entrapped in the political web? This concept and question lead to the examination of the leadership orientations of local school board chairpersons in the Commonwealth of Virginia. Literature was reviewed concerning school board leadership. The historical perspective of school boards as well as the legal responsibilities granted them as agents of the state were also reviewed. A questionnaire was sent to all Virginia School Board chairs, superintendents, and school board members in which they rated the chairperson on desirable board characteristics. Based on the responses of the three groups of participants, these characteristics were categorized according to the four leadership orientations described by Bolman and Deal (1984). The lack of validity evidence undermined confidence in drawing inferences about identification of a dominant leadership orientation although modestly higher means were reported for the structural and humanistic orientations. The lack of convergent and discriminate validity evidence in this analysis preempted any meaningful test of the theory advanced by this research concerning local school board chairs in Virginia. / Ed. D.

The purpose of this study was to examine the perceived leadership orientations of leaders and general members affiliated with the Corps of Cadets at Texas A&M University, assess the validity and reliability for the Competing Values Instrument for the cadet population, and identify differences in leadership orientations of leaders and members of a student organization. The survey instrument used was an adaptation of Quinn's 1988 Competing Values Instrument. The two-part 32-item instrument was theoretically based on Quinn and Rohrbaugh's (1981, 1983) Competing Values Framework of managerial-leadership. The instrument divided the items into eight groups of leadership role orientations: Innovator, Broker, Producer, Director, Coordinator, Monitor, Facilitator, and Mentor. The instrument was administered to 520 cadets enrolled in 28 randomly selected Reserve Officers' Training Corps (ROTC) and School of Military Science (SOMS) courses at Texas A&M University. Responses were compared using various background information and environmental factors. Responses were also examined to establish validity and reliability for the instrument when used with college student members of this student organization. Factor analysis procedures resulted in slight alteration of items within specific factors. Results supported the idea that perceived leadership orientations are associated with academic classification, Corps classification, gender, age, leadership experience prior to college, involvement in college leadership experiences other than the Corps of Cadets, contract status, level of leadership position in the student organization, and military service affiliation. The contributions the student organization made to the development of leadership were assessed, and a better understanding of leaders' and members' perceptions of their leadership tendencies and practices was obtained. Survey instrument data indicated the Corps of Cadets was effective in enhancing students' perceptions of their leadership orientations. Recognizable differences were found to have existed in relationship to the complexity and nature of the leadership position. The higher the level of leadership position held by members of the Corps of Cadets, the more frequent those members' practice of leadership and management behaviors became. Military cadets were also more likely to practice leadership and management behaviors more frequently than non-military cadets. The study provided evidence that the Corps of Cadets has some effect on leadership development.

The purpose of this research was to explore how Nunavut Educational Leadership (ELP), a school principal preparation program in Nunavut Territory, Canada, fulfills Inuit (the indigenous people of the territory) educational aspirations. In accordance with this purpose, the study focuses on answering four specific questions: (1) what are Inuit educational aspirations? (2) What is the context for Inuit education? (3) How is the Nunavut Educational Leadership Program organized to meet its objectives? (4) How do the activities of the Nunavut Educational Leadership Program (ELP) fulfill Inuit educational aspirations? Adopting an exploratory case study design grounded in qualitative approaches and undergirded by critical interpretative perspective, the research triangulates both primary and secondary sources of data. The primary data sources come from individual semi-structured interviews of 35 respondents (18 community members, 3 program development members, 3 presenters/facilitators, 7 program participants, and 4 educational officials) selected across Nunavut Territory. These sources are complemented with relevant secondary documents from 1987 to 2010. Using constant comparative and word-in-context as the main data analysis methods, concepts and themes were delineated from the data sources to form categories, with the research questions and conceptual framework guiding the process. The research results revealed, among many other things, that the Nunavut ELP partially fulfills Inuit educational aspirations as defined in the research. Issues arising from the data analysis and interpretation are also discussed under (1) Inuit culturally appropriate education/ self-determination in education, (2) Issues associated with Inuit and mainstream relationship, (3) The relationship between context and principal preparation and development programs, (4) Preparation programs for fulfilling local educational aspirations, (5) Framework for principal leadership practice, (6) Educational Governance Related-Issues, (7) University contribution to principal leadership preparation and development programs, (8) Nunavut ELP goals, and (9) Leadership Conceptualizations. Along with these are recommendations, theoretical implications and directions for future or further research. Though the research does not purport to design an educational leadership program for Nunavut school leaders, its evidence-based analysis and results may assist in any conversations toward the restructuring, improvement or enhancement of the Nunavut ELP as well as any educational leadership development programs in post-colonial societies.

The purpose of this research was to explore how Nunavut Educational Leadership (ELP), a school principal preparation program in Nunavut Territory, Canada, fulfills Inuit (the indigenous people of the territory) educational aspirations. In accordance with this purpose, the study focuses on answering four specific questions: (1) what are Inuit educational aspirations? (2) What is the context for Inuit education? (3) How is the Nunavut Educational Leadership Program organized to meet its objectives? (4) How do the activities of the Nunavut Educational Leadership Program (ELP) fulfill Inuit educational aspirations? Adopting an exploratory case study design grounded in qualitative approaches and undergirded by critical interpretative perspective, the research triangulates both primary and secondary sources of data. The primary data sources come from individual semi-structured interviews of 35 respondents (18 community members, 3 program development members, 3 presenters/facilitators, 7 program participants, and 4 educational officials) selected across Nunavut Territory. These sources are complemented with relevant secondary documents from 1987 to 2010. Using constant comparative and word-in-context as the main data analysis methods, concepts and themes were delineated from the data sources to form categories, with the research questions and conceptual framework guiding the process. The research results revealed, among many other things, that the Nunavut ELP partially fulfills Inuit educational aspirations as defined in the research. Issues arising from the data analysis and interpretation are also discussed under (1) Inuit culturally appropriate education/ self-determination in education, (2) Issues associated with Inuit and mainstream relationship, (3) The relationship between context and principal preparation and development programs, (4) Preparation programs for fulfilling local educational aspirations, (5) Framework for principal leadership practice, (6) Educational Governance Related-Issues, (7) University contribution to principal leadership preparation and development programs, (8) Nunavut ELP goals, and (9) Leadership Conceptualizations. Along with these are recommendations, theoretical implications and directions for future or further research. Though the research does not purport to design an educational leadership program for Nunavut school leaders, its evidence-based analysis and results may assist in any conversations toward the restructuring, improvement or enhancement of the Nunavut ELP as well as any educational leadership development programs in post-colonial societies.

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本研究旨在探討幼托機構園(所)長領導取向知覺及其相關因素。本研究採問卷調查法進行資料蒐集，問卷調查對象以國內北中南東四區的公私立幼稚園、托兒所共計3242位園(所)長為母群體，採分層隨機抽樣的方式進行抽樣，共發出653份問卷，回收328份有效問卷(回收率50%)。研究工具乃參考Bolman&Deal(1991)所編製的「領導取向量表」(Leadership Orientation Scale)以及鄭燕祥(1994)的「校長領導五度向量表」，經題意修正及預試的過程後所發展成適用於國內的「幼托機構園(所)長領導取向量表」。問卷回收後以SPSS10.0套裝軟體進行資料分析。資料分析方法主要採描述性統計、信度分析、因素分析、t考驗、單因子變異數分析、薛費及LSD多重比較法作維資料處理的方法。本研究之主要發現如下： 一、幼托機構園(所)長知覺自身的領導取向包含「教育與人際領導」、「結構領導」與「政治領導」。 二、幼托機構園(所)長知覺領導取向整體表現良好，其中以「教育與人際領導」最高，其次是「結構領導」，而以「政治領導」表現最低。 三、在不同背景變項中，「年齡」、「擔任主管年資」、「園所性質」、「園所規模」對於幼托機構園(所)長領導取向有顯著差異；「性別」、「擔任教師年資」、「園所所處地區」、「園所成立時間」對於幼托機構園(所)長知覺領導取向則無顯著差異。 最後依據本研究結果分析與結論，對於幼托機構園(所)長、幼教師資培育機構、幼教行政機關與後續研究者提出具體建議以茲參考。 關鍵字：幼稚園、園所長、幼教領導、領導取向