東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An investigation of the relationship...

Ray, Joris M.

FindBook

Google Book

Amazon

博客來

An investigation of the relationships among leadership effectiveness, types of organizational culture, and programmatic focus in Tennessee alternative schools.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An investigation of the relationships among leadership effectiveness, types of organizational culture, and programmatic focus in Tennessee alternative schools./
作者:	Ray, Joris M.
面頁冊數:	121 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3188.
Contained By:	Dissertation Abstracts International71-09A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3420211
ISBN:	9781124158679

An investigation of the relationships among leadership effectiveness, types of organizational culture, and programmatic focus in Tennessee alternative schools.
Ray, Joris M.

An investigation of the relationships among leadership effectiveness, types of organizational culture, and programmatic focus in Tennessee alternative schools. - 121 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3188.

Thesis (Ed.D.)--The University of Memphis, 2010.

The primary purpose of this study was to conduct an investigation to determine the relationship among leadership effectiveness, types of organizational culture and school focus (academically or behaviorally) as perceived by staff in Tennessee alternative schools. In this quantitative study, the Tennessee Alternative School Questionnaire was used to gather data about participant demographics, leadership and cultural perceptions, school focus and the satisfaction level of staff in Tennessee alternative schools. The survey instrument was distributed to 850 principals, teachers and educational support staff with 388 (45.6%) responding. Descriptive statistics, Analysis of Variance (ANOVA), Multiple Regression, and Multiple Analysis of Variance (MANOVA) were used to examine demographic data which included gender, ethnicity, educational level, professional status and experience. The study yielded several significant findings. First, as the educational levels increased, the staff's rating of their leaders' effectiveness increased as well. Additionally, African Americans rated their leaders' effectiveness higher than other ethnicities. Consequently, ethnicity was the only significant variable related to school focus. African Americans also rated their school more academically focused than other ethnicities. Third, professional status and experience were variables that were significant to the four organizational cultural types examined: Human Relations, Open Systems, Internal Processes, and Rational Goals. Principals and Assistant Principals observed more examples of Human Relations culture at their school than any other staff members. Staff members with more years of experience observed more Human Relations culture present at their schools. In contrast, staff with less experience observed more Rational Goal culture. Last, the higher the levels of Human Relations and Open Systems culture, the higher the satisfaction level of staff The lower the Internal Processes and Rational Goals culture, the higher the satisfaction level of the staff. Staff satisfaction levels increased with the effectiveness of the leaders and a focus on school academics. Therefore, leadership effectiveness and alternative schools focus on academics are the best indicators of staff satisfaction not school culture. This study is useful to legislators, policy makers, and educators who design and implement alternative education programs and services because it provides descriptive and quantitative data on alternative education. Additionally, the findings will provide legislators and policy makers with a greater understanding of alternative schools in Tennessee, which will allow them to achieve legislation needed to enhance academic effectiveness.

ISBN: 9781124158679Subjects--Topical Terms:

1035576
Education, Leadership.

An investigation of the relationships among leadership effectiveness, types of organizational culture, and programmatic focus in Tennessee alternative schools.
LDR:03742nam 2200289 4500 001 1395642
005 20110520122414.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124158679
035 $a (UMI)AAI3420211
035 $a AAI3420211
040 $a UMI $c UMI
100 1 $a Ray, Joris M. $3 1674354
245 1 3 $a An investigation of the relationships among leadership effectiveness, types of organizational culture, and programmatic focus in Tennessee alternative schools.
300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3188.
500 $a Adviser: Larry McNeal.
502 $a Thesis (Ed.D.)--The University of Memphis, 2010.
520 $a The primary purpose of this study was to conduct an investigation to determine the relationship among leadership effectiveness, types of organizational culture and school focus (academically or behaviorally) as perceived by staff in Tennessee alternative schools. In this quantitative study, the Tennessee Alternative School Questionnaire was used to gather data about participant demographics, leadership and cultural perceptions, school focus and the satisfaction level of staff in Tennessee alternative schools. The survey instrument was distributed to 850 principals, teachers and educational support staff with 388 (45.6%) responding. Descriptive statistics, Analysis of Variance (ANOVA), Multiple Regression, and Multiple Analysis of Variance (MANOVA) were used to examine demographic data which included gender, ethnicity, educational level, professional status and experience. The study yielded several significant findings. First, as the educational levels increased, the staff's rating of their leaders' effectiveness increased as well. Additionally, African Americans rated their leaders' effectiveness higher than other ethnicities. Consequently, ethnicity was the only significant variable related to school focus. African Americans also rated their school more academically focused than other ethnicities. Third, professional status and experience were variables that were significant to the four organizational cultural types examined: Human Relations, Open Systems, Internal Processes, and Rational Goals. Principals and Assistant Principals observed more examples of Human Relations culture at their school than any other staff members. Staff members with more years of experience observed more Human Relations culture present at their schools. In contrast, staff with less experience observed more Rational Goal culture. Last, the higher the levels of Human Relations and Open Systems culture, the higher the satisfaction level of staff The lower the Internal Processes and Rational Goals culture, the higher the satisfaction level of the staff. Staff satisfaction levels increased with the effectiveness of the leaders and a focus on school academics. Therefore, leadership effectiveness and alternative schools focus on academics are the best indicators of staff satisfaction not school culture. This study is useful to legislators, policy makers, and educators who design and implement alternative education programs and services because it provides descriptive and quantitative data on alternative education. Additionally, the findings will provide legislators and policy makers with a greater understanding of alternative schools in Tennessee, which will allow them to achieve legislation needed to enhance academic effectiveness.
590 $a School code: 1194.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, School Administration. $3 1669346
650 4 $a Education, Special. $3 606639
690 $a 0449
690 $a 0461
690 $a 0529
710 2 $a The University of Memphis. $3 1025952
773 0 $t Dissertation Abstracts International $g 71-09A.
790 1 0 $a McNeal, Larry, $e advisor
790 $a 1194
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3420211