1232 research outputs found
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TEACHERS’ PERSPECTIVES ON SUPPORTING STUDENTS WITH DYSLEXIA
Get PDFThis study explored the perspectives that teachers in Florida have about dyslexia. Researchers have found that many classroom teachers may not feel prepared to provide support for students with dyslexia. The research problem addressed in this study was to discover the degree to which teachers’ perceptions align with the misconceptions about dyslexia. A quantitative, nonexperimental research design was used to address the study’s topic using a survey adapted from an existing, standardized research instrument. Descriptive and inferential statistical techniques were used to analyze study data from 30 participants. A series of between-subjects tests of statistical significance were conducted to evaluate the effect that participant demographic variables exert upon their level of agreement with the statements represented on the study’s research instrument. Participants working in the field for over 10 years were better able to identify true and false statements, but a large percentage of respondents answered with uncertainty for many of the statements. For the true statements on the study’s research instrument, the independent variable of dyslexia training status was the only independent variable to reflect a statistically significant effect favoring participants who had received prior dyslexia training. The findings achieved in the current study reinforced the impact that formal training about dyslexia has on educators. From the findings, teachers with under 10 years of experience appear to need more specific training on dyslexia. The high percentage of uncertain responses to many of the items in the survey appears indicative of the need for enhanced, quality training on dyslexia for teachers
Does Participation Matter? Exploring the Role of Participation in Corporate Leadership Development Programs on the Intent to Stay of High-Potential Employees in the Biotech Industry
Get PDFThe idea of leadership development programs for high-potential employees within organizations has long been a standard for driving employee retention within organizations. Yet, employee retention is different from employee intent to stay. Retention metrics measure historical data, looking back to determine how long an employee has stayed in the organization. Employee intent to stay measures, at that moment, data that contribute to an employee’s motivation to stay with the organization. Employers spend significant budgets on leadership development programs for high-potential employees and report on that participation in company retention metrics. Does the investment in these programs also support an employee’s internal motivation to stay with the company, or are these programs better categorized as a development tool? Understanding the factors that compel employees to stay with the organization would reduce turnover and retraining costs by a significant margin. The aim of this bounded case study was to determine the factors of intent to stay for employees working in the biotechnology industry within the United States. Eight interviews were conducted with employees in the biotechnology industry, including four participants in leadership development programs and four non-participants in a leadership development program. Three themes emerged that drive overall employee intent to stay: positive employee experience, significant employee engagement, and a supportive employee ecosystem. Additional research is suggested to support these findings further and provide specific tactics employers can implement to increase the intent to stay for all employees
How Leaders Make Sense of ESG to Lead Sustainable Businesses: Multiple Case Studies
Get PDFThis multiple case qualitative research study involved an exploration of ESG leadership in four publicly-traded Midwestern U.S. sustainability-oriented companies to determine what the process of leading ESG looks like, how sustainability leaders integrate environmental, social, and economic goals, and how an organization’s internal and external affect sustainability leadership. Numerous quantitative studies have linked prevailing behavioral leadership theories to improved financial performance outcomes for sustainability-oriented companies, but qualitative research into ESG leadership practices has been limited, creating a gap that is addressed through this study. Using a conceptual framework grounded in upper-echelon and stakeholder theories, the ESG leadership practices of an energy, manufacturing, retail, and consumer goods company were examined. The methods encompassed an analysis of published sustainability reports and supplemental ESG schedules, investor presentations, policies and procedure documents, and governing charters, and interviews with sustainability leaders, resulting in the identification of seven themes. Specifically, ESG leaders strove for integration of ESG into strategy, pursued business leader ownership of ESG, executed organizational transformation, sought different skillsets aligned with sustainable innovation, laser focused on the top ESG issues identified through a stakeholder-informed prioritization process, evolved strategy in response to a rapidly shifting environment, and expanded organizational competence and capacity by bringing the outside in. The leaders did not subscribe to a particular leadership theory but used a mix of transformational, authentic, and sustainability leadership styles to guide continuous organizational change that was incremental, radical, multi-leveled, and stakeholder driven. This research has implications for stakeholder engagement, organizational change strategies, sustainability leadership theories, and leader development
THE INFLUENCE OF COACHING BEHAVIORS ON GEN Z COLLEGIATE ATHLETES AND TEAM MORALE
Get PDFA coach\u27s behavior significantly influences both athlete and team morale. As a generational change occurs, the behaviors exhibited by coaches may also require change. As members of Generation Z (Gen Z) begin to fill collegiate sports rosters, understanding their unique characteristics and preferences becomes critical for effective coaching strategies. Drawing upon generational studies and the interviews of six collegiate athletes within the Gen Z cohort, how coaching behavior influences collegiate athletes\u27 athletic performance and team morale was analyzed within this cohort. Using a qualitative approach, data gathered from the six Gen Zaged collegiate athletes were analyzed to reveal patterns of the nuanced interactions between coaching styles, athlete motivation, and team morale. The findings underscore the significance of coaching techniques that resonate with the values and expectations of Gen Z athletes that are conducive to motivation. This study also illuminates the differences between Gen Z athletes and their predecessors, highlighting the need for generation-specific coaching approaches. Whereas previous generations may have responded to authoritative coaching styles, Gen Z athletes often thrive in environments characterized by collaboration, technology-based feedback, and personal care. By recognizing and adapting to this generation\u27s unique needs and preferences, coaches can effectively harness the morale of the athlete and team, possibly leading to successful outcomes
THE EFFECT OF MODALITY ON SPIRITUALITY OUTCOMES IN THEOLOGICAL HIGHER EDUCATION
Get PDFThe purpose of this research study was to examine differences in perceptions of spirituality outcomes between online and in-person students taking theology courses at a Christian liberal arts college in the Midwestern United States. Using a validated instrument, the Religious Education Survey (RES), 71 students were surveyed. A one sample t test was used to evaluate the statistical significance of mean perceptions of spirituality between the online and in-person students. The difference in mean score perceptions of spirituality between online and in-person students was not statistically significant, and the null hypothesis was retained. An analysis of covariance (ANCOVA) was used to evaluate the effect of covariates in the comparison of mean perceptions of spirituality by participant instructional modality. The effect of participant instructional modality upon perceptions of spirituality while controlling for the identified covariates (age, course, school term, and ethnicity) was not statistically significant, and the null hypothesis was retained