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Personalized and Contextualized Tier II
No full textBased on a review of the literature, professors identified an issue with traditional graduate leadership preparation programs concerning the application of program content in the school settings led by the candidates. This issue was highlighted by the need for candidates to develop strong interpersonal skills and collaborative work environments (Moldoveanu and Narayandas, 2019) to address academic challenges and opportunities in their schools. To address this issue, professors developed an innovative, performance-based program for candidates preparing for the principalship. The program applied personalized learning with the following four selected program objectives: 1. Develop skills in working with others as a member of a team starting with the power of relationships, protection of minority voices through consensus, and collaboration. 2. Develop specific skills, competencies, and points of view needed by professionals in the field most closely related to leadership preparation. 3. Learn to apply course material to improve thinking, problem-solving, and decisions impacting school academic challenges and opportunities. 4. Recognize those leadership change initiatives required for sustainable student learning occur by changing beliefs composing the mental models of adults. Candidates applied their learning from these objectives as they led collaborative steering teams to address student learning gaps and achievement challenges facilitating consensus to strengthen relationships, trust, and beliefs associated with both mental models and positive culture. For sustained student learning, candidates implemented change strategies to address an academic challenge by addressing the beliefs associated with adult mental models resulting in positive movement in student outcomes. This presentation will examine the unique features used to achieve the program objectives - including learning outcomes integrated with content and residency work as candidates led the design and implementation of a school-based change initiative that continued for the length of the program
A Mixed Methods Examination Of The Relationship between Workload, Job Satisfaction, and Burnout on Faculty Quitting Intentions at Public, Associate Degree Granting Institutions In Georgia
Get PDFIncreased budgetary constraints for postsecondary institutions may lead to increased workloads for full-time faculty members. Previous studies have shown that a negative relationship exists between workload and job satisfaction, which may lead to faculty burnout and increased faculty turnover. Identifying factors associated with faculty job satisfaction and burnout and understanding and predicting faculty intent to leave is necessary for the retention of qualified faculty and proper functioning of postsecondary institutions. The theoretical framework that was the basis of this research was Herzberg’s Theory of Motivation, which states that certain factors must be in place to prevent job dissatisfaction from occurring. Furthermore, employee satisfaction in one or more work areas does not ensure overall job satisfaction. The purpose of this explanatory sequential mixed methods study was to use quantitative data measuring workload, job satisfaction, and burnout to predict faculty intentions to leave in full-time faculty members at three state colleges in the University System of Georgia. Phase 1 of the study measured faculty job satisfaction, burnout, and intention to leave the institution from answers to a web-based survey instrument. Phase 2 of the study included qualitative interviews with select faculty from the survey respondents in Phase 1. Data analyses included descriptive statistics, a logistic regression, and coding to discover themes that emerged from interview responses. Quantitative results suggested that there were no significant predictors of turnover intention. The qualitative results suggested that there may be other factors affecting faculty turnover intentions. Implications of this study may assist postsecondary administrators in preventing job dissatisfaction and burnout in faculty members, which may lead to increased faculty retention and effectiveness
Relationship of Servant Leadership, Perceived Organizational Support, and Work-Family Conflict with Employee Well-being
Get PDFThe focus of this study was to test for relationships between servant leadership, perceived organizational support, and work-family conflict on employee perception of well-being. Data collection from 132 males and 103 females occurred through Qualtrics data collection service. Servant leadership and work-family conflict showed low to medium positive correlation. Multiple hierarchical regression of the three independent variables and control variables of age and tenure with supervisor showed significance for gender, thus separate multiple hierarchical regressions were used to analyze females and males separately. A significant regression was found for males, but not for females. A qualitative study followed the quantitative study to see what participants’ perceptions of servant-leaders’ behaviors impacted employees’ well-being; how the leaders’ behaviors impacted well-being, and why employees perceived the servant-leaders’ behaviors impacted employees’ well-being. The study concludes with suggested future research
A Case Study of the History, Impact, and Political Reforms of the HOPE Scholarship in Georgia
Get PDFThe qualitative bounded case study examined the HOPE Scholarship including the policy changes it went through since its inception and the impact HOPE has made on postsecondary education in Georgia. HOPE is the largest merit-based scholarship in the United States and is facing issues with funding for future scholars. This dissertation addressed its inception by Governor Zell Miller, the changes that it went through as issues arose, and the impact it has made on postsecondary education since 1993.
The problem addressed by this dissertation was there was a lack of longitudinal research data on the topics addressed in this dissertation. Nine different archival documents were chosen to not only extract data from, but to tell the narrative of this enormous merit-based scholarship. A document content analysis was conducted on each document to answer the research questions. Future recommendations for research were also proposed
School-Level Administrator and Teacher Perceptions of the Impact of Teacher Evaluations on Classroom Instruction
Get PDFTeacher evaluations have a substantial impact on student achievement. Students rely on their teachers to provide them with the necessary knowledge and skills to succeed in today’s ever- changing world. Teachers are required to meet the needs of every student and perform to the best of their ability. Administrators support and evaluate teachers to help them make important decisions about their instructional practices. The purpose of the current study explored teacher and administrator perceptions of teacher evaluation ratings and its impact on classroom instruction. The current study utilized the principle of personal mastery as it assessed the impact teacher evaluations have on teacher practices during classroom instruction. A qualitative research design was used to collect and analyze survey data from Georgia teachers and school-level administrators
Restoring Streams by Removing Dams
No full textGeorgia is home to more than 30,000 dams. These dams range in size from massive US Army Corp of Engineers projects (Walter F. George) to small agricultural earthen dams. Since dams alter flow patterns, reduce migration of sediments downstream, and fragment populations of fish and wildlife, efforts to eliminate dams or mitigate their effects have been a priority of conservation organizations such as the Society for Freshwater Sciences. In this presentation I review what is known about dams and their effects on rivers and streams. I also discuss a novel partnership between CSU and The Nature Conservancy designed to develop new techniques to assess the effectiveness of dam removal for stream restoration
The Impact of Building Art Based Communities
No full textArt transcends boundaries and overcomes differences between people. In recent years social and art-based practices have been playing an important and integrated role in place-based community planning and development. Putting art at the heart of a community enhances our lives by stirring hard-to-discuss issues and inspiring us to look beyond what we believe to be possible and imagine a more vibrant, exciting future. This presentation will address the challenges of creating and integrating public art through important policy decisions, partnerships, close cooperation with stakeholders, and audience assessments. It will explore the utility of public art as a means for cultural development, historical identity, and social change
Non-Traditional Student Community Building
No full textWhen it comes to college, we typically think of a robust housing or Greek Life environment. We think of spirited athletic competitions and bustling campus life. Students living on campus or attending campus full-time often remark that they feel home or like family on their college campuses. But what about the growing population of non-traditional students? Are universities doing everything that they can to promote the same type of community atmosphere for students that attend courses online, at night, or part-time? This presentation will outline how the doctoral program at Columbus State University has created an online community for non-traditional students. Utilizing the University\u27s Learning Management System, the doctoral program has created an online community where students and faculty can interact, collaborate, and communicate while enrolled as non-traditional students
The Impact of Transformational Leadership on Postsecondary Student Affairs Division Employee Job Satisfaction, Commitment, and Engagement
Get PDFLeadership is a transformational process that moves followers to achieve more than is usually expected of them. Research has shown that transformational leadership positively impacts and inspires job satisfaction, organizational commitment and employee engagement among academic lecturers and student populations. But little research has explored the impact of these constructs within the context of non-academic, lower level support staff in higher education. The purpose of this study was to explore the impact of Transformational Leadership characteristics on the perceptions of lower level, support staff’s job satisfaction, organizational commitment, and work engagement in a technical college in Southwest Georgia. The target population for this study was non-academic, lower-level support staff. The instrument of measure was a survey created by combining parts of four surveys, Multi-factor Leadership Questionnaire, Job Satisfaction Survey, 3 Component Model of Commitment, and Utrecht Work Engagement Survey. A quantitative correlation study was conducted to determine the strength of the affect among the continuous variables