scholarly journals LEADERSHIP SKILLS OF PRE-SERVICE TEACHERS AND CAREER TEACHERS: A QUASI-EXPERIMENTAL STUDY

2021 ◽  
Author(s):  
Becky Glisson ◽  
Jillian. Skelton
Keyword(s):  
Experimental Study ◽  
Classroom Management ◽  
Leadership Skills ◽  
The United States ◽  
Management Skills ◽  
Leadership Skill ◽  
Organizational Skills ◽  
Educational Domain ◽  
Quasi Experimental ◽  
Career Teachers

<p>This quantitative, quasi-experimental study examined the leadership skills of pre-service and career teachers to determine how education influences leadership skills when assessed by two valid and reliable leadership assessments. The general problem was some teachers leave the field of education, due to lack of effective leadership skills in managing the classroom to include practicing leadership power skills, organizational skills, and classroom management skills. This study has revealed the significance of how engaging in effectual leadership skill instruction by embracing leadership power skills and organizational skills, which may assist teachers remaining in the educational domain. The theoretical framework most closely related to this study was transformational leadership theory and concerned whether or not leadership skills can be learned. Three research questions were analyzed and the findings affirmed the second and third hypotheses. The summary of results determined most teachers were rewarding, legitimate, expert, referent, or coercive leaders. The findings suggested doctoral level research was successfully conducted; leadership skills can be learned and further research was recommended. The conclusion was hope was given to future students and future teachers who enroll in leadership training programs. Recommendations derived from this study included universities should require mandatory leadership classes be offered to most all students, especially educational students; continued professional development seminars to career teachers was encouraged in order to educate and support career teachers as they develop into successful leaders in their classrooms, communities, and throughout the United States. </p>

scholarly journals LEADERSHIP SKILLS OF PRE-SERVICE TEACHERS AND CAREER TEACHERS: A QUASI-EXPERIMENTAL STUDY

2021 ◽  
Author(s):  
Becky Glisson ◽  
Jillian. Skelton
Keyword(s):  
Experimental Study ◽  
Classroom Management ◽  
Leadership Skills ◽  
The United States ◽  
Management Skills ◽  
Leadership Skill ◽  
Organizational Skills ◽  
Educational Domain ◽  
Quasi Experimental ◽  
Career Teachers

<p>This quantitative, quasi-experimental study examined the leadership skills of pre-service and career teachers to determine how education influences leadership skills when assessed by two valid and reliable leadership assessments. The general problem was some teachers leave the field of education, due to lack of effective leadership skills in managing the classroom to include practicing leadership power skills, organizational skills, and classroom management skills. This study has revealed the significance of how engaging in effectual leadership skill instruction by embracing leadership power skills and organizational skills, which may assist teachers remaining in the educational domain. The theoretical framework most closely related to this study was transformational leadership theory and concerned whether or not leadership skills can be learned. Three research questions were analyzed and the findings affirmed the second and third hypotheses. The summary of results determined most teachers were rewarding, legitimate, expert, referent, or coercive leaders. The findings suggested doctoral level research was successfully conducted; leadership skills can be learned and further research was recommended. The conclusion was hope was given to future students and future teachers who enroll in leadership training programs. Recommendations derived from this study included universities should require mandatory leadership classes be offered to most all students, especially educational students; continued professional development seminars to career teachers was encouraged in order to educate and support career teachers as they develop into successful leaders in their classrooms, communities, and throughout the United States. </p>

Leadership Skills in Event Management Courses

2019 ◽  
Vol 23 (6) ◽  
pp. 927-937 ◽  
Author(s):  
Thomas C. Padron ◽  
Matthew J. Stone
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Management Education ◽  
Leadership Skills ◽  
Learning Activities ◽  
Learning Activity ◽  
Event Management ◽  
Management Skills ◽  
Leadership Skill

Event management education continues to increase in popularity and importance. However, in many event management courses, learning outcomes are often expressed in learning process-oriented skills. Beyond event management skills, this research proposes that leadership skills should also be included in event management courses. Experiential learning activities are an ideal opportunity to develop, practice, and enhance leadership skills and the optimal situation is experiential learning activities. Students were surveyed after completing an event management course, which included an experiential learning activity where they developed and produced instructor-led events. Students indicated that they learned many leadership skills, including communication, commitment, strategic planning, and accountability. Communication was the most cited skill that students both learned and demonstrated, and this correlated to the students' perception that communication is also the most important leadership skill required for a career in event management. It is proposed that event management courses utilize leadership skills in the course objectives and that, by doing so, it may provide additional student benefits and academic legitimacy to these courses.

Helping Those Who Need It the Least: A Counterfactual and Comparative Analysis of Whether Informal Mentoring Promotes Economic Upward Mobility for Low- and Middle-Income Youth

2020 ◽  
pp. 0044118X2095924
Author(s):  
Grace Gowdy ◽  
Daniel P. Miller ◽  
Renée Spencer
Keyword(s):  
Experimental Study ◽  
Low Income ◽  
Early Adulthood ◽  
The United States ◽  
Economic Mobility ◽  
Future Research ◽  
Middle Income ◽  
Informal Mentoring ◽  
National Longitudinal Study ◽  
Quasi Experimental

Although there have been calls to expand mentoring as way to redress the growing problem of economic immobility in the United States, no study to date has directly examined whether mentoring and economic mobility are related. Using multiple waves of data from the National Longitudinal Study of Adolescent Health and employing a propensity score matching approach, this quasi-experimental study compares youth who report having had an informal adult mentor in adolescence with those who did not from both low-income ( N = 795) and middle-income ( N = 3,158) samples to test whether having an informal mentor in adolescence is associated with economic mobility in early adulthood. We find that middle-income youth who report having had an informal mentor in adolescence are more likely to be upwardly mobile than those who did not but the same did not hold true for the low-income youth. Implications and directions for future research are discussed.

SELECTION OF MANAGEMENT STAFF AND ASSESSMENT OF THEIR LEADERSHIP POTENTIAL IN THE EDUCATION SYSTEM

2020 ◽  
Vol 11 (3) ◽  
pp. 86-93
Author(s):  
Sanjar Khurramov ◽  
Keyword(s):  
Education System ◽  
Leadership Skills ◽  
Economic Life ◽  
Management Skills ◽  
Organizational Skills ◽  
Leadership Potential ◽  
Selection For ◽  
The Stability ◽  
Management Staff ◽  
Selection Of

Today, the spirituality of the leader also plays an important role in ensuring the stability of socio-economic life as an indicator of the spirituality of society. The cohesiveness, morale, work ethic, leadership skills, organizational skills, management skills, as well as their selection for the position and assessment of their leadership potential are described, which unites the members of the society with the great future current

Reducing Outpatient Antibiotic Prescribing for Acute Respiratory Infections: A Quasi-Experimental Study

2018 ◽  
Vol 11 (1) ◽  
pp. 3-15
Author(s):  
Cynthia Alicia Brown
Keyword(s):  
Experimental Study ◽  
Antibiotic Resistance ◽  
The United States ◽  
Urgent Care ◽  
Antibiotic Prescribing ◽  
Care Providers ◽  
Prescribing Practices ◽  
Post Intervention ◽  
Antibiotic Overuse ◽  
Quasi Experimental

Problem:Approximately 50% of antibiotics prescribed are not necessary; nevertheless, in the United States among the many outpatient prescriptions, there are few more widely prescribed than antibiotics. The overuse of antibiotics to treat viral infections has been largely responsible for the emergence of antibiotic resistance.Methods:A quasi-experimental study was conducted among a sample of eight urgent care providers who received the 1-hour Reducing Outpatient Antibiotic Resistance (ROAR) educational intervention on antibiotic overuse and appropriate prescribing. Outcomes measured included provider antibiotic prescribing rates for viral illnesses before and after intervention, prescribing practices among the providers, and provider awareness and beliefs regarding antibiotic prescribing and resistance.Results:The antibiotic prescribing rate decreased from 30% to 20% after intervention, p = .078. Pre-intervention patients had a 3.3 times (p = .001) and post-intervention patients had a 4.2 times (p ≤ .0005) greater likelihood of being prescribed an antibiotic if they were seen by a physician than if they were seen by a nurse practitioner. Within their setting, 87% believed antibiotics are overused, and 99% believed antibiotic resistance is a problem.Discussion:Additional research utilizing the ROAR intervention is necessary to evaluate its effect on antibiotic prescribing in the urgent care setting.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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