<p> The primary purpose of this study was to examine interscholastic athletic director&rsquo;s transformational leadership style and its impact on organizational effectiveness based on 14 legal and moral duties. Two survey instruments were used to collect the data necessary to examine the relationship between the leadership styles of interscholastic athletic directors, gender, and organizational effectiveness. Based on the 14 legal and moral duties specified by the National Interscholastic Athletic Administrators Association (NIAAA), the Multi-factor Leadership Questionnaire (MLQ 5X) rater version and a self-developed questionnaire based on the 14 legal and moral duties specified by the National Interscholastic Athletic Administrators Association (NIAAA) were used to measure the athletic directors&rsquo; organizational effectiveness as perceived by the head coaches. Three hundred forty three head coaches from the Illinois High School Association (IHSA) completed surveys. The research design was a quantitative approach that used Pearson&rsquo;s correlation, and a t-test to examine the impact of directors&rsquo; transformational leadership style and gender on organizational effectiveness. Quantitative results revealed a significant relationship between the five domains of transformational leadership and organizational effectiveness. Results of the <i>t</i>-test analysis revealed statistically significant differences between male and female head coaches in evaluating their athletic directors&rsquo; leadership style and that there are no significant differences between male and female head coaches in evaluating their athletic directors&rsquo; organizational effectiveness. Previous research supports the findings from this study, which identified the need for athletic directors to adapt the transformational leadership style in order to reach a higher level of carrying out their 14 legal and moral duties.</p>

<p> Little to no research has been conducted examining the factors contributing to athletic department competitive success in NCAA Division III intercollegiate athletics. Several studies have linked student-athlete institutional choice factors to academic factors, while Division III student-athletes have indicated that both athletic and academic programs are important in their college choice (Goss, Jubenville, &amp; Oregan, 2006; Konnert &amp; Giese, 1987; National Collegiate Athletic Association, 2008; National Collegiate Athletic Association Research, 2011; National Collegiate Athletic Association Research, 2016). The NCAA Division III philosophy states that student-athletes should be integrated into the whole of the institution, not treated differently than non-student-athletes, and that admissions standards should be the same for student-athletes as they are for non-student-athletes (Stubbeman &amp; Cooper, 2015). This research examined the relationship between institutional academic profile and athletic department competitive success. Academic profile was measured through institutional selectivity (acceptance rates), caliber of incoming students (ACT/SAT scores), four-year graduation rates, and retention rates (first to second year of enrollment). Athletic department competitive success was measured by the institution&rsquo;s placement in the Learfield Sports Directors Cup (LSDC). Spearman rank correlation was used to examine each independent variable against the institution&rsquo;s points earned in the LSDC. Positive relationships were found between each independent variable and points earned in the LSDC &ndash; ranging from -.306 to .563. These positive relationships present various implications and considerations for institutional administration and coaches to consider in recruiting student-athletes and setting expectations for competitive success.</p>

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1996. / Includes bibliographical references (leaves 308-317).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1996. / Includes bibliographical references (leaves 308-317).

Thesis (Ph. D.)--State University of New York at Binghamton, School of Management, 2006. / Includes bibliographical references.

Thesis (D. Min.)--Concordia Seminary, St. Louis, 1992. / Abstract. This is an electronic reproduction of TREN, #020-0100. Includes bibliographical references (leaves [203]-211).

Thesis (D. Min.)--Concordia Seminary, St. Louis, 1992. / Abstract. Includes bibliographical references (leaves [203]-211).

<p> Why are the needs of Division I intercollegiate student athletes important in relation to their overall growth? Answering this question requires a consideration of the way in which student athlete needs continuously evolve and how the quality of leadership from the head coach plays a significant role in orchestrating a team environment that ensures needs are adequately met. The researcher was inspired to study servant leadership and its impact on student athlete personal development and fulfillment to address how Division I head coaches can skillfully serve the needs of their players, enabling them to grow towards self-actualization. Twenty Division I women's soccer student athletes and their head coach were interviewed and observed for four weeks during the fall 2018 season. To corroborate the qualitative data, a survey gauging the degree to which student athletes felt their head coach espoused servant leader behavior, was also deployed to all student athletes within this particular Division I athletic department. </p><p> Findings indicate that it is the head coach who creates an environment fostering peak experiences for the student athlete, allowing them to further identify their needs in and out of the practice setting. Findings also indicate the student athlete prefers a head coach that truly cares for them beyond their athletic identity, serving their needs as a person and not just a student athlete. Ultimately, servant leadership in Division I athletics is demonstrated through an intricate process of head coach balance between harder and softer approaches, identity symmetry, and the accommodation of student athlete needs, impacting the student athlete&rsquo;s overall university experience and their journey to personal fulfillment. Findings are presented as a cultural portrait, incorporating views of the participants and observational impressions from the researcher. This research validates demonstrates the importance of the head coach-student athlete relationship and its influence on the student athlete&rsquo;s self-concept through the espousal of servant leader behavior.</p><p>

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, Charlotte, NC, 2002. / Abstract and vita. Includes bibliographical references (leaves 180-188).

Thesis (D. Min.)--Western Seminary, Portland, OR, 2008. / Abstract. Includes bibliographical references (leaves 148-150).