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Self-awareness and school leadership...

Wilson, Thomas Lloyd.

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Self-awareness and school leadership development: The case for transformative practice.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Self-awareness and school leadership development: The case for transformative practice./
作者:	Wilson, Thomas Lloyd.
面頁冊數:	232 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3605.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424901
ISBN:	9781124255262

Self-awareness and school leadership development: The case for transformative practice.
Wilson, Thomas Lloyd.

Self-awareness and school leadership development: The case for transformative practice. - 232 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3605.

Thesis (Ed.D.)--Teachers College, Columbia University, 2010.

The purpose of this study was to understand how graduates of the Summer Principals Academy (SPA) at Teachers College, Columbia University assess their training experience and to determine the degree to which the training holds lasting value for participants. After conducting focus groups with graduates of the program to learn more about the content and verbiage shared by members of each of the four graduated cohorts, seven program variables were defined for study: Leadership, Emotional Intelligence, Self-Awareness, Mindfulness, Cohort Membership, Program Structure, and Program Value. The impact training in SPA had on graduates was assessed using a 65-question impact inventory created by the researcher.

ISBN: 9781124255262Subjects--Topical Terms:

1035576
Education, Leadership.

Self-awareness and school leadership development: The case for transformative practice.
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245 1 0 $a Self-awareness and school leadership development: The case for transformative practice.
300 $a 232 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3605.
500 $a Adviser: Craig Richards.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2010.
520 $a The purpose of this study was to understand how graduates of the Summer Principals Academy (SPA) at Teachers College, Columbia University assess their training experience and to determine the degree to which the training holds lasting value for participants. After conducting focus groups with graduates of the program to learn more about the content and verbiage shared by members of each of the four graduated cohorts, seven program variables were defined for study: Leadership, Emotional Intelligence, Self-Awareness, Mindfulness, Cohort Membership, Program Structure, and Program Value. The impact training in SPA had on graduates was assessed using a 65-question impact inventory created by the researcher.
520 $a One hundred forty-nine of the potential pool of 220 graduates responded to the survey, representing over 67% of all possible graduates. The data were analyzed using paired t-tests and paired and one-way ANOVAs. Results of the impact inventory suggest that the majority of graduates have a high level of satisfaction with most aspects of the training they received in SPA. This study explored whether there has been lasting positive gain for participants since the program's inception in 2006 and also examined if doubling the size of the 2009 cohort to nearly 90 members had an effect on the perceptions held by this recent group of graduates.
520 $a The value of this study is noted in several areas. First, this study attempts to describe a model for school leadership training that includes areas of focus that are relatively new and untested in the field. This study is also valuable as it describes for the first time what graduates believe the worth of the SPA training model has been on their personal and professional growth. The results of this study may be useful to SPA program organizers invested in both continuous program improvement and in the further development of recruitment strategies. This study may also be of interest to others in the field interested in changing an existing leadership program or starting a new program designed around aspects of personal enhancement in the context of effective school leadership.
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