Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 198-214).

Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 4, 2009) Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed Oct. 11, 2007. Includes bibliographical references (p. 200-205).

Thesis (Ph.D.)--University of Tulsa, 1994. / Includes bibliographical references (leaves 147-165).

Thesis (M.S.)--University of Akron, Dept. of Sport Science and Wellness Education-Physical Education, 2009. / "May, 2009." Title from electronic thesis title page (viewed 9/30/2009) Advisor, Sean Cai; Co-Advisors, Sharon Kruse, Alan Kornspan; Department Chair, Victor Pinheiro; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 171-196).

Thesis (Ed. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [164]-169).

Thesis (Ph.D.)--Ohio University, August, 2004. / Includes bibliographical references (leaves 282-306)

The purpose of this study was to explore the relationship between teachers¡¦ leadership behavior of elementary school and classroom management effectiveness. The subjects were sixth grade students of public elementary school in Kaohsiung. This study used stratified random sampling; 928 questionnaires were taken back including 895 ones valid, at a ratio of 96.44%. This study adopted questionnaire survey, ¡§Teachers¡¦ Leadership Behavior Scale¡¨ and ¡§Classroom Management Effectiveness Scale¡¨ were used as instruments. The collected data were analyzed by t-test, One-way ANOVA, Pearson correlation, and stepwise multiple regression analysis. The conclusions of this study were as follows: 1. The present status of elementary school teachers¡¦ leadership behavior is over the average. They perform best on ¡§intellectual stimulation¡¨ and ¡§active management-by-exception ¡¨ but worst on ¡§passive management-by-exception¡¨. 2. The present status of elementary school teachers¡¦ performance on classroom management effectiveness is over the average. They perform best on ¡§teaching quality¡¨ but worst on ¡§class manners¡¨. 3.Better performance in teachers¡¦ leadership behavior was found for the ones who were female, 6 to 10 years of serving, and at schools with the scale under 24 classes. 4. Better performance in classroom management effectiveness was found for the ones who were female, 6 to 10 years of serving, at schools with the scale under 24 classes,and with the number of students between 21-30 in class. 5. The better is the teachers¡¦ leadership behavior, the more outstanding is their classroom management effectiveness. There exists the strongest correlation between ¡§individualized consideration¡¨ and ¡§classroom atmosphere¡¨. 6. Teachers¡¦ leadership behavior is crucial in enhancing classroom management effectiveness. The prediction capability of ¡§individualized care¡¨ for the whole classroom management effectiveness is the most significant.

Thesis (Ed. D.)--Illinois State University, 1974. / Title from title page screen, viewed Oct. 27, 2004. Dissertation Committee: Elwood Egelston (chair), Clayton Thomas, William Linneman, Gary Ramseyer, Leo Eastman. Includes bibliographical references (leaves 113-117) and abstract. Also available in print.