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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorChristensen, Don F., 1963-eng
dc.coverage.spatialMissourieng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 24, 2010).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. Cynthia MacGregor.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2010.eng
dc.description.abstractThe need for educational leaders who can effectively implement change in their schools has never been greater. Due to No Child Left Behind legislation and other demands for reform and accountability, schools must meet strict educational standards or face serious consequences. Schools must find leaders that are not just willing, but able to face these challenges by successfully initiating change in their schools. Constructs of transformational, transactional, and laissez-faire leadership were essential in identifying and studying various leadership behaviors that would lead to successful and innovative educational change. Both qualitative and quantitative data were obtained from this study regarding both leadership and scheduling systems in Missouri's high schools. Comparisons were made regarding various leaders' willingness to change or not change their school's scheduling system to initiate change. Additionally, informative results were found regarding the rationale or reasons given by educational leaders regarding why they chose to change or not change their school's scheduling system. Finally, various questions were raised regarding the years of experience that scheduling leaders had in their position and whether that amount of experience allowed successful implementation of a new scheduling system.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentx, 169 pageseng
dc.identifier.merlinb77789799eng
dc.identifier.oclc651693192eng
dc.identifier.urihttps://hdl.handle.net/10355/8286
dc.identifier.urihttps://doi.org/10.32469/10355/8286eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshSchedules, Schooleng
dc.subject.lcshBlock scheduling (Education)eng
dc.subject.lcshHigh schoolseng
dc.subject.lcshEducational changeeng
dc.subject.lcshEducational leadershipeng
dc.titleA comparison of the leadership styles of administrators in charge of scheduling in Missouri's secondary schoolseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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