Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Thesis (M.A.)--Ohio State University, 1953. / Includes bibliographical references (leaves 70-71). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--Columbia University, 1939. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 784. Bibliography: p. [257]-278.

Thesis (Ed.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed February 25, 2010). PDF text: ix, 157 p. : col. ill. ; 2 Mb. UMI publication number: AAT 3379029. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ed. D.)--Illinois State University at Normal, 1966. / Title from title page screen, viewed Aug. 3, 2004. Dissertation Committee: Ben C. Hubbard (chair), Clayton Thomas, Charles B. Porter. Includes bibliographical references (leaves 80-83). Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 174-186). Available also in a digital version from Dissertation Abstracts.

These qualitative case studies explore the experiences of leaders of local and international secondary schools in Hong Kong. The research questions guiding this study centre on Principal leadership during times of crisis and sought to explore how crisis was managed effectively and how if faced with a similar crisis could be improved. The author was interested in finding a similarity between the participant’s responses and whether external influences may have played a significant part their decision-making. The study also explores the relationship of leadership under crisis communication between Principal and staff and Principal and parents. The primary focus of this research is to understand if there was anything learnt during these crisis experiences among the participants as they relate to leadership development. The analysis of data resulted in the emergence of six primary themes: 1) the impact and extent of effective decision making under crises, 2) the quality of leadership after crisis experience and the ensuing consideration of what leadership means, 3) the role of teachers and administrators throughout the crisis, 4) the experiences related to improved leadership development and 5) correct communication among stakeholders, parents, students and staff. These themes were synthesized into three areas of discussion. First, the experiences and perspectives of the participants offer a unique, first hand, framework for exploring what leadership means in a time of crisis. Second, these same experiences begin to shed new light on the role of Principals in times of crisis. Third, the participants’ reflections on experiences related to leadership development provide a bridge between the ideas related to how leadership is learned and how these experiences become meaningful during times of crisis. The results reflect a need for further qualitative research into Principal crisis leadership as well as the opportunity to further examine the leadership role of educational leaders in crisis situations. / published_or_final_version / Education / Master / Master of Education

Not available / text

published_or_final_version / Public Administration / Master / Master of Social Sciences

No description available.