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LEADERSHIP COMPETENCIES AND DEVELOPMENT FOR SENIOR ADMINISTRATORS IN FLORIDA COMMUNITY COLLEGES
Title
LEADERSHIP COMPETENCIES AND DEVELOPMENT FOR SENIOR ADMINISTRATORS IN FLORIDA COMMUNITY COLLEGES.
Author
Holdnak, John Ramsey, Olson, Arthur H., Aplin, Charles O., Barlar, Alice D., Barry, G. Michael, Wentz, Patricia J., University of West Florida
Abstract/Description
The importance of leadership competencies (roles, values, and skills), as influenced by administrative positions, institutional characteristics, and personal demographics, was examined in this study. In addition, the reported need and support for leadership development activities at selected community colleges were examined. Ninety-eight senior administrators from all 28 of Florida’s community colleges completed a written leadership competencies assessment while 12 also participated in in...
Show moreThe importance of leadership competencies (roles, values, and skills), as influenced by administrative positions, institutional characteristics, and personal demographics, was examined in this study. In addition, the reported need and support for leadership development activities at selected community colleges were examined. Ninety-eight senior administrators from all 28 of Florida’s community colleges completed a written leadership competencies assessment while 12 also participated in in-depth, semistructured interviews. These administrators serve as their colleges’ chief executive, instructional, business, or student development officers. The results of the study indicate that only the variables of administrative position and age significantly influenced the relative importance of leadership competencies, as reported by senior administrators. Also identified was the significant need for but limited support of leadership development activities and programs.
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Date Issued
2005
Identifier
WFE0000045, uwf:60733
Format
Document (PDF)
LIFE EVENTS AND EMOTIONAL DEVELOPMENT IN NORTHWEST FLORIDA ELEMENTARY SCHOOL CHILDREN
Title
LIFE EVENTS AND EMOTIONAL DEVELOPMENT IN NORTHWEST FLORIDA ELEMENTARY SCHOOL CHILDREN.
Author
Richardson, Sharon Mary, Barry, G. Michael, Barlar, Alice D., Olson, Arthur H., Schultz, Marian C., University of West Florida
Abstract/Description
An ex post facto study was conducted to determine whether a predictive relationship existed between exposure to stressful life events and emotional intelligence in a sample of 92 elementary-aged children from Northwest Florida. A regression analyses showed that a predictive relationship did exist, r2 = .47, p
Show moreAn ex post facto study was conducted to determine whether a predictive relationship existed between exposure to stressful life events and emotional intelligence in a sample of 92 elementary-aged children from Northwest Florida. A regression analyses showed that a predictive relationship did exist, r2 = .47, p < .001, between below-average emotional development and above-average exposure to stressful life events. Participant response on self-report measures indicated that exposure to positive life events seemed to mediate the effect of exposure to negative life events. A case study, which explored the experiential insights of mental health therapists on their work in the public school system, determined that the mental health needs of children in the public school system were often more severe with less family support than the mental health needs of children seen in clinical practice.
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Date Issued
2005
Identifier
WFE0000032, uwf:60760
Format
Document (PDF)
ORGANIZATIONAL IDENTITY, SELF-CONCEPT, AND COMMITMENT AMONG TEACHERS IN NORTHWEST FLORIDA
Title
ORGANIZATIONAL IDENTITY, SELF-CONCEPT, AND COMMITMENT AMONG TEACHERS IN NORTHWEST FLORIDA.
Author
Boutwell, Debra Ann Collins, Barry, George M., Zimmerman, Sherri L., Barlar, Alice D., Olson, Arthur H., Pierce, Christine K., University of West Florida
Abstract/Description
Effects of school identity and teacher self-concept as indicators to commitment were examined. A total of 223 elementary, middle, and high school teachers from 7 northwest Florida schools completed instruments and interviews. Teachers’ school (organizational) identities, measured by the Organizational Identification Scale, were combined with their self-concepts, measured by the Adult Self-Perception Profile, to predict 63% in the variance of commitment at work, measured by the Occupational...
Show moreEffects of school identity and teacher self-concept as indicators to commitment were examined. A total of 223 elementary, middle, and high school teachers from 7 northwest Florida schools completed instruments and interviews. Teachers’ school (organizational) identities, measured by the Organizational Identification Scale, were combined with their self-concepts, measured by the Adult Self-Perception Profile, to predict 63% in the variance of commitment at work, measured by the Occupational Commitment Questionnaire. Findings indicated a significant relationship between school identity and teacher commitment (.78), between teacher self-concept and commitment (.21), but not between school identity and teacher self-concept (.13). Teachers valued most highly interactions with students; 66% noted the need to be recognized, praised, and respected as professionals.
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Date Issued
2003
Identifier
WFE0000062, uwf:60677
Format
Document (PDF)
THE IDENTIFICATION OF TEACHER LEADERS THROUGH THE NATIONAL BOARD CERTIFICATION PROCESS IN ALABAMA PUBLIC SCHOOLS
Title
THE IDENTIFICATION OF TEACHER LEADERS THROUGH THE NATIONAL BOARD CERTIFICATION PROCESS IN ALABAMA PUBLIC SCHOOLS.
Author
Henson, Pamela Taylor, Olson, Arthur H., Aplin, Charles O., Rasmussen, Karen L., University of West Florida
Abstract/Description
Supporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, expected that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. The purpose of this quantitative study was to explore the emergence of demonstrated leadership practices of Alabama teachers, both National Board Certified and non-National...
Show moreSupporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, expected that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. The purpose of this quantitative study was to explore the emergence of demonstrated leadership practices of Alabama teachers, both National Board Certified and non-National Board Certified, as measured by the Leadership Practices Inventory (LPI). The LPI is used to examine leadership abilities in the dimensions of Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. A total of 425 teachers from the State of Alabama participated in the study. Of the 425 participants, 167 were National Board Certified Teachers and 258 were non-National Board Certified. A MANOVA and five ANOVAs were conducted to assess if differences exist on the LPI subscales by group (Certified vs. non-Board Certified). The researcher found no significant, statistical difference between the leadership abilities of the National Board Certified Teachers and non-National Board Certified Teachers.
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Date Issued
2007
Identifier
WFE0000078, uwf:60707
Format
Document (PDF)