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dc.contributor.advisorWatson, Robert Lewiseng
dc.contributor.authorHawkins, April Jean 1975-eng
dc.date.issued2010eng
dc.date.submitted2010 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 7, 2011).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Robert Watson.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionPh. D. University of Missouri--Columbia 2010.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractDue to high stakes accountability, the need for quality school leaders are essential. Many skills can be transferable from leaders' previous experience in activities. The purpose of this dissertation was to study the relationship between extracurricular and co-curricular preparations and the relationship to school leadership. Using a mixed design, the Multifactor Leadership Questionnaire (MLQ) Form 5X (Avolio & Bass, 2004) and Profile of Extracurricular Preparations (PrEP) were utilized to examine participation levels of leaders prior to assuming leadership roles. The researcher aimed to examine leadership styles based on preparations. The analysis revealed several significant Pearson Correlations between MLQ leadership subscales and extracurricular and co-curricular engagement. A one-way ANOVA was then used to compare leaders based upon engagement levels. Post Hoc Tests were utilized to analyze significant relationships within the ANOVA. Transformational: Individual Consideration unveiled a significant difference between several groups. The qualitative findings revealed the majority of the participants felt their prior engagement helped their development of leadership skills. Implications for school leaders are preparatory activities positively affect leadership growth and development.eng
dc.format.extent137 pageseng
dc.identifier.oclc706697148eng
dc.identifier.urihttps://hdl.handle.net/10355/10252
dc.identifier.urihttps://doi.org/10.32469/10355/10252eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertationseng
dc.subject.lcshEducational accountabilityeng
dc.subject.lcshStudent activitieseng
dc.subject.lcshSchool administratorseng
dc.subject.lcshEducational leadershipeng
dc.titleExtracurricular/ co-curricular preparations and the relationship to leadership styles of K-12 administratorseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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