Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references. Also available in print.

Thesis advisor: Stephen Dunbar, Catherine Welch. Includes bibliographic references (p. 143-149).

Thesis (Ed.D.) -- Central Connecticut State University, 2010. / Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctor of Education ." Includes bibliographical references (leaves 143-153). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Pittsburgh, 1991. / Includes bibliographical references (leaves 144-154).

Thesis (Ph. D.)--University of Pittsburgh, 1991. / Includes bibliographical references (leaves 144-154).

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed June 30, 2006. Dissertation Committee: Larry McNeal (chair), George Padavil, Lemuel Watson, Joe Parks. Includes bibliographical references (leaves 114-126) and abstract. Also available in print.

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education and Human Development, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed June 25, 2007; title from title screen. Includes bibliographical references (p. 95-103).

The purpose of this study was to determine the relationships between certain personality traits and leadership actions of elementary school principals. To achieve this purpose it was necessary first to obtain a description of the leadership actions of elementary school principals. Second, it was necessary to obtain data concerning the personalities of these elementary school principals. Third, the significance of the relationships between personality and leadership actions was tested statistically. Fourth, the significant relationships between personality and leadership actions were expressed in the form of mathematical equations so that predictions concerning leader behavior could be made.

"Several years ago the faculty of Allie Yniestra Elementary School of Pensacola, Florida, under the leadership of a progressive, professional principal, agreed to place the children into the various rooms of each grade according to their reading ability, the basis of judgment being the scores of the Stanford Achievement Tests given to the children during May of the previous year. Two years later, after much discussion and study, the school returned to its former method of grouping, which was simply dividing the names of the boys and girls among the various teachers of each grade. Test scores of the sixth grade children during two years of each method of grouping were carefully retained and compared. It is as a member of Yniestra faculty, and in the light of those scores, that this study of grouping was undertaken. It is the purpose of this paper to investigate the origin and need of grouping, to examine critically the different methods, and to analyze their possible effect on the objectives and functions of the elementary school of today"--Introduction. / Typescript. / "August, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Mildred Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 30-31).