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Urban school district African-Americ...

University of Southern California.

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Urban school district African-American female superintendents: Their level of perceived self-efficacy and their leadership type.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Urban school district African-American female superintendents: Their level of perceived self-efficacy and their leadership type./
作者:	Watt, Chiquita.
面頁冊數:	61 p.
附註:	Adviser: William B. Michael.
Contained By:	Dissertation Abstracts International57-03A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9621732

Urban school district African-American female superintendents: Their level of perceived self-efficacy and their leadership type.
Watt, Chiquita.

Urban school district African-American female superintendents: Their level of perceived self-efficacy and their leadership type. - 61 p.

Adviser: William B. Michael.

Thesis (Ph.D.)--University of Southern California, 1995.

Purposes. For a sample of six African-American female superintendents of six large urban school district, the four major purposes of this study were (a) to identify factors concerning life experiences that could be interpreted to be contributing to a perception or some sense of self-efficacy, (b) to ascertain a possible relationship between standing on a measure of self-efficacy and any recognizable pattern of responses resulting from the interviews, (c) to determine similarities as well as differences in leadership styles as revealed by responses realized from the interviews and from scores on a standardized measure reflecting personal preferences or styles of behavior, and (d) to obtain indications from perceptions of the six African-American female subjects concerning their contributions to and input upon organizational behavior.Subjects--Topical Terms:

1017673
Black Studies.

Urban school district African-American female superintendents: Their level of perceived self-efficacy and their leadership type.
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245 1 0 $a Urban school district African-American female superintendents: Their level of perceived self-efficacy and their leadership type.
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500 $a Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 0968.
502 $a Thesis (Ph.D.)--University of Southern California, 1995.
520 $a Purposes. For a sample of six African-American female superintendents of six large urban school district, the four major purposes of this study were (a) to identify factors concerning life experiences that could be interpreted to be contributing to a perception or some sense of self-efficacy, (b) to ascertain a possible relationship between standing on a measure of self-efficacy and any recognizable pattern of responses resulting from the interviews, (c) to determine similarities as well as differences in leadership styles as revealed by responses realized from the interviews and from scores on a standardized measure reflecting personal preferences or styles of behavior, and (d) to obtain indications from perceptions of the six African-American female subjects concerning their contributions to and input upon organizational behavior.
520 $a Method and procedures. Each superintendent submitted a copy of her resume or a curriculum vitae. There were three instruments used: (a) the Interview Protocol, which provided information regarding family background, role models, and the perceptions of each superintendent regarding her level of self-efficacy, (b) the Scale of Self-Efficacy (SES), a general measure of the construct of self-efficacy, and (c) the Myers-Briggs Type Indicator (MBTI), which furnished a classification of one's personality typology in terms of 16 possible categories.
520 $a Conclusions. (1) The development of a sense of perception of self-efficacy would seem to be heavily dependent on a stable and supportive family unit during their childhood in which one or more mentors or role models would be available. (2) SES scores suggested that levels of self-efficacy were positively associated with early childhood experiences. (3) Perceptions of the six African-American female superintendents indicated that their major contributions were enhancement of students' academic achievement and at least a partial realization of improved professional relationships and of increased productivity. (4) MBTI scores suggested that the superintendents tended to reflect a Thinking rather than a Feeling and a Judgmental rather than a Perceptive orientation in their behavioral preferences in day-to-day encounters.
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