Ph.D., Antioch University, 2017, Leadership and Change

Conventional forms of leadership that are prominent in organizational life today are seemingly antithetical to the landscape of our dynamic, global society. The continued focus on traditional hierarchies with leadership that functions in a “chain of command” manner begs the question of how organizations can reshape routines and relationships to reflect processes of inclusion and collaboration that have the capability of provoking progressive change in organizations. Diversity and Inclusion scholars have identified the newer construct of inclusive leadership as apt to advance climates and cultures of inclusion through social processes that encourage inclusive practices and behaviors. These fluid aspects of inclusive leadership strengthen how organizations foster the engagement of organizational members across groups, functions, and/or levels to stimulate change within work settings. While scholars have ascertained the necessity of expanding our knowledge of the inclusion construct by examining inclusion in more depth, inclusive leadership remains an anomaly as it positions leadership as a collective, social process. The complexities associated with research in this area were instrumental in my choice to pursue an exploratory critical (single) case study with grounded theory for this dissertation research to better understand the social processes associated with inclusive leadership within a contained work environment. This multiple method qualitative study utilized intensive interviewing, field observations, and document reviews to explore inclusive leadership in a K-12 school district. Thematic, content, and dimensional analyses elicited findings associated with human connection, change, and evolving contexts associated with inclusive systems. The overlapping case study and grounded theory findings served as the basis for the development of an inclusive leadership model. The research provided empirical evidence of inclusive leadership's effect on organizational clim (open full item for complete abstract)

Committee: Lize Booysen DBL (Committee Chair); Elizabeth Holloway Ph.D. (Committee Member); Harriet Schwartz Ph.D. (Committee Member); Placida Gallegos Ph.D. (Committee Member) Subjects: Business Administration; Cognitive Psychology; Communication; Education; Educational Leadership; Ethics; Multilingual Education; Organizational Behavior; Psychology; School Administration

Master of Social Work, The Ohio State University, 2024, Social Work

Service providers of domestic violence (DV) and sexual assault (SA) agencies are particularly at-risk to occupational empathy-based stress. There is limited research in how DV and SA service providers perceive organizational structure and culture regarding their well-being. This study was conducted in the Pacific region of the U.S. and consisted of two phases. In Phase I, a quantitative Qualtrics survey questionnaire was distributed to direct and indirect service providers of DV and SA agencies (N=50). Phase II entailed in-depth qualitative interviews with participants (N=16). Quantitative data revealed that age, work experience and training emerged to be key protective factors for occupational empathy-based stress. Findings also demonstrated that being in the LGBTQ+ community was associated with greater risk for secondary traumatic stress and burnout. Qualitative in-depth interviews revealed inequitable access to supervision, a need for more inclusive leadership decision making, and more diversity in agency staff. Service providers identified the need for quality supervision, increased psychological safety with leadership, and adequate pay. These findings demonstrate the importance of organizational structure and culture, as well as psychological climate in promoting the well-being of DV and SA service providers.

Committee: Cecilia Mengo (Advisor); Lois Stepney (Committee Member) Subjects: Organizational Behavior; Psychology; Social Work

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, Higher Education Administration

Higher education institutions face a variety of external and internal forces compelling them to adjust academic and operational structures, processes, and technologies. To address these challenges, university leadership must effectively plan, implement, and manage change initiatives that transition from the current state to a future state of operations. Success depends on understanding university staff perceptions of change and whether they will accept or resist these efforts. This understanding can be achieved by examining the dimensions of climate, process, and readiness for change. However, there is a gap in the literature on how university staff perceive change within United States higher education institutions. This study aims to understand staff perceptions of climate, process, and readiness for change at public, four-year universities in Ohio and to determine if demographic characteristics influence these perceptions. The population for this study included classified and unclassified staff at five public, four-year institutions in Ohio, resulting in data collected from 1,342 participants. The findings focus on four main areas regarding university staff perceptions of organizational change. First, significant differences were found between employee classes, with unclassified staff holding more favorable perceptions of climate, process, and readiness for change than classified staff. Second, mixed results were observed for gender; women had more favorable perceptions of team climate than men, while perceptions of leadership climate, process, and readiness showed no gender differences. Third, age had a varied impact, with the youngest and oldest staff showing more favorable views on leadership climate and process but no significant impact on team climate or readiness for change. Finally, the climate of change and process of change together predicted 42.2% of the variance in readiness for change, with the process of change uniquely contributing 18.66%. I presen (open full item for complete abstract)

Committee: Julia Matuga Ph.D. (Committee Chair); Colleen Boff Ed.D. (Other); Jessica M. Turos Ph.D. (Committee Member); Amy French Ph.D. (Committee Member) Subjects: Higher Education; Organizational Behavior

Doctor of Philosophy (Ph.D.), University of Dayton, 2023, Educational Administration

Exposure to school violence has adverse effects on student academic performance and behavior. A safe school environment is essential for student and staff safety and achievement. Safety approaches include authoritative measures, which use security cameras, metal detectors, and controlled building access; and educational measures that include specially designed curricula, mental health services, and the development of social skills. It is unknown whether school administrators perceive authoritarian or educational approaches to safety as more effective in creating a safe and positive school climate. This study explored the perceptions of school administrators about the effectiveness of each approach in establishing and maintaining a safe school climate. The National Institute of Justice Comprehensive School Safety Framework served as the theoretical framework. Research questions explored the perceptions of 7-12 building principals and district superintendents regarding how organizational climate is affected and improved based on the type of safety practices used by the district. Data were collected from surveys and interviews with administrators from 10 rural school districts in southwest Ohio. The approach was qualitative with a basic interpretative design. The study contributes to school safety research by helping school leaders make informed decisions about school safety approaches and strategies.

Committee: David Dolph (Committee Chair) Subjects: Education; Educational Leadership

Ph.D., Antioch University, 2023, Leadership and Change

The recent worldwide pandemic impacted educational systems on a global scale, forcing school leaders to reimagine educational structures as they faced the ongoing wounding of the unprecedented, shared trauma wrought by COVID-19. Mandated U.S. school closures in March of 2020 forced an immediate transition to distance learning and presented unforeseen academic and social challenges for students, educators, parents, and school leaders. As school campuses re-opened over the next year, the pandemic continued to present hardships. School leaders were tasked with developing systems to follow appropriate health and safety measures, develop systems to accommodate stakeholders' individual health circumstances, and communicate school policies regularly to those affected by them while still prioritizing the needs of students and their academic progress. Using comparative case-study methodology, this study explored the relationship between school leadership, school climate and organizational resilience in response to the ongoing wounding of COVID-19 from its onset in March of 2020 to the declared end of the pandemic in May of 2023, at two small independent elementary schools. This study illuminated the experiences of the schools' leaders and provided actionable and transferable guidelines for educational leaders facing organizational trauma or crisis. The five key findings support practical implications for school leaders striving to support organizational resilience. They include: the importance of positive school climate, enhanced communication, adaptive capacity, organizational structure and embracing change. The study concludes with implications for future research. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu/).

Committee: Laurien Alexandre PhD (Committee Chair); Elizabeth Holloway PhD (Committee Member); Shana Hormann PhD (Committee Member) Subjects: Educational Leadership

Doctor of Healthcare Administration (D.H.A.), Franklin University, 2023, Health Programs

Starr (2022) shared the definition of people of color as being “the social category people of color has been born twice from the mixing of peoples in the United States" (pg.1). When looking at people of color as it relates to the healthcare industry, the National Conference of State Legislatures (NCSL) (2022) reported that “the current health care workforce does not reflect the nation's diversity; people of color represent more than 25% of the total population, but only 10% of health professionals” (p.26). For the purposes of this study, the research will focus on the State of Ohio's licensed Social Work community, where the social work healthcare workforce's Caucasian social work population is approximately 83% and the minority and ethnic social work population combined is approximately 17%, per the Counselor Social Work Board's data set (B. Carnahan, personal communication, October 3, 2022). Minority staffing percentages, based on recorded population statistics, continue to reflect that healthcare's diversity of staffing outcomes continue to be low compared to Caucasian representation, according to the United States (U.S.) Bureau of Labor Statistics (2018). The research demonstrates significant historical and current healthcare hiring and retention disparities when it comes to America's allied healthcare professionals. Cohen et al. (2014) contended that if the U.S. did not have a wide variety of people that belonged to various racial and ethnic groups, let alone the that these groups are rapidly diversifying, then diversity within health care's workforce would be moot. This study aims to explore employee perceptions related to racial workplace diversity based on staff perceptions of their workplace climate.

Committee: Gail Frankle (Committee Chair); Jesse Florang (Committee Member); Tonia Young-Babb (Committee Member) Subjects: Health Care; Health Care Management

Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2022, International Institute for Innovative Instruction

Purpose The purpose of this study is to examine the interactions between two knowledge leadership behaviors as identified by Lakshman & Rai (2019) and four organizational cultural elements as identified as knowledge management enablers by Lee & Choi (2003), within the unique environment of a small- to medium-sized enterprise (SME). Knowledge management is a key driver in the financial success and long-term sustainability of a small business. The goal of this study was to understand if there is a relationship between the leadership behaviors and the knowledge management enablers to provide SME leaders with important evidence to support their efforts to adopt knowledge management practices within their company. Methodology This was a quantitative exploratory multi-variant study using a survey instrument that reused a combination of questions from two previous questionnaires. The questions were tested for content validity by a team of three experts and through the use of a pilot study to test for understandability and ease of use. The instrument was also tested for reliability using Cronbach's alpha. The reliability coefficients ranged from 0.79 to 0.84 confirming the internal consistency of the survey instrument. The data were analyzed using multiple linear regression with two independent variables and four dependent variables. The independent variables were the two leadership behaviors – role modeling (RM) and creating a climate that supports learning (CC). The four dependent variables were the organizational cultural traits known as knowledge management enablers – employee trust (T), collaboration (C), organizational learning (L), and IT support (IT). Findings The results of the analysis indicate that there is a statistically significant relationship between the leadership behavior of creating a climate that supports learning (CC) and employee trust (T), collaboration (C), organizational learning (L), and IT support (IT). There is also a statistically signi (open full item for complete abstract)

Committee: Yi Yang (Committee Chair); Yuerong Sweetland (Committee Member); Dawn Snyder (Committee Member) Subjects: Entrepreneurship; Instructional Design

Master of Science (MS), Wright State University, 2021, Human Factors and Industrial/Organizational Psychology MS

Though research has identified common outcomes of ethical work climates, less is known regarding its antecedents. Situational components such as ethics programs and individual, moral-related variables such as moral identity and moral attentiveness may influence the way employees perceive the ethical climate of their organization. I conducted t-tests and calculated bivariate correlations to determine if there were significant relationships between ethics program components, individual moral-related variables and ethical climate dimensions. My results (N = 422 recruited from Mechanical Turk) revealed that ethics program components and individual, moral-related variables are significantly related to multiple dimensions of ethical climate. Most significant relationships were observed when caring, law and code, and rules climate dimensions were the outcomes, suggesting conceptual overlap between these climate dimensions. Also, it is likely that climate dimensions influence the types of employees who are attracted and hired.

Committee: Debra Steele-Johnson Ph.D. (Advisor); Nathan Bowling Ph.D. (Committee Member); Corey Miller Ph.D. (Committee Member) Subjects: Organizational Behavior; Psychology

Doctor of Philosophy, Case Western Reserve University, 2020, Organizational Behavior

Affective climate constitutes the collective mood of organizational members. A positive affective climate has been viewed as a prerequisite of a healthy organization in which employees can achieve individual and collective goals, and is associated with greater individual loyalty to the organization and improved team performance, among other positive organizational outcomes. Leaders are the architects of the affective climate in teams, and through the process of mood contagion, the moods of leaders typically exert an outsized influence on the moods of those that they lead. Inflammation-associated mood deterioration (IAMD) has been demonstrated under experimental conditions, and has been linked to an increased incidence of mood disorder symptomatology. Across two studies, I use agent-based modeling to model affective climate, and its potential degradation over time via IAMD, as an emergent phenomenon that can be generated through the interaction of team members based on simple local rules. I simulate an organizational environment in which tasks and social interactions represent affective events, resulting in subsequent affective responses in the form of altered mood states via mood contagion. In Study 1, by employing parametric sensitivity analyses and the criterion of generative sufficiency, I found that increases in focal leader IAMD resulted in affective climate degradation over time. Increases in focal leader IAMD also resulted in climates that were more variable over time, and for which a more pronounced differential in follower moods also drove climate degradation. Increasing the number of teams within the simulated environment buffered against climate degradation and produced climates that were relatively more stable. In Study 2, non-linear patterns in affective climate were observed which reflected variations in distance between teams interacting with the effects of IAMD on the focal leader over time, resulting in non-linear degradations of climate. Findings f (open full item for complete abstract)

Committee: Corinne Coen (Committee Chair); Ronald Fry (Committee Member); Kurt Stange (Committee Member); Youngjin Yoo (Committee Member) Subjects: Epidemiology; Organization Theory; Organizational Behavior

Master of Science (M.S.), Xavier University, 2020, Psychology

Understanding what organizational characteristics influence perceptions of sexual harassment is essential to properly address it. Previous research has found that zero-tolerance policies have been the most successful in decreasing the prevalence of sexual harassment. Specifically, there are six features consistently included in policies addressing organizational injustice which may strengthen the impact of a zero-tolerance policy. Organizational climate, specifically gender climate, shapes what sexual harassment looks like and influences its prevalence. The current study examined the effects of sexual harassment policy (six features included vs. six features not included) and gender climate (pay discrepancy between genders vs. no pay discrepancy) on perceived organizational tolerance for sexual harassment. It was hypothesized that a more comprehensive policy and no pay discrepancy would lead to lower perceived organizational tolerance. It was also hypothesized that the relationship between policy and perceived organizational tolerance for sexual harassment would be significantly stronger when there was no pay discrepancy between genders. The study sample consisted of 185 MTurk workers who read vignettes regarding policy and climate and completed a survey measuring perceived organizational tolerance for sexual harassment. Results showed that contrary to the hypotheses, policy and organizational climate did not significantly influence perceived organizational tolerance for sexual harassment, and no interaction occurred. Although findings were not statistically significant, organizations should implement zero-tolerance sexual harassment policies and treat their employees equally to deter sexual harassment and create a culture of equality. Future research should investigate how other aspects of gender climate could affect perceived organizational tolerance for sexual harassment.

Committee: Dalia Diab Ph.D. (Committee Chair); Morrie Mullins Ph.D. (Committee Member); Mark Nagy Ph.D. (Committee Member) Subjects: Psychology

Doctor of Philosophy, University of Akron, 2018, Psychology-Industrial/Organizational

Sexism has been a persistent workplace issue for many decades, with a variety of proposed solutions and theoretical explanations throughout recent years. While the prevalence of sexism is well documented, much debate remains about how to best address it. Studies of diversity climate have shown promise in impacting outcomes, but much is still unknown about how and why diversity climate is related to other constructs. The current study aimed to contribute to the diversity climate literature in several ways, including through a multi-level, multi-method approach to examining the relationships among diversity climate components, psychological perceptions, and two outcomes: satisfaction and commitment. The first portion of the study was comprised of several focus groups where qualitative data was collected and analyzed. The second portion of the study involved a survey that was sent to faculty members and department chairs at a large Midwestern university. Results showed that diversity climate components did not impact outcomes indirectly through psychological perceptions as predicted, but did directly impact outcomes. Many of the supported relationships existed at both the individual and group level, and many also depended on demographic variables such as tenure and gender. Possible explanations for these findings, as well as implications, are discussed.

Committee: Andrea Snell Dr. (Advisor); Maria Hamdani Dr. (Committee Member); Joelle Elicker Dr. (Committee Member); Paul Levy Dr. (Committee Member); Amanda Thayer Dr. (Committee Member) Subjects: Psychology

Doctor of Education (Ed.D.), Bowling Green State University, 2017, Leadership Studies

Research on employee engagement has found that it can both positively and negatively affect organizational performance, including recruitment, retention, customer service, and profitability. Hence, businesses are investigating how to increase engagement and in turn their bottom line. Several studies have concluded that effective organizational communication practices can enhance employee engagement. However, the way that information is distributed within organizations is now becoming increasingly complex with globalization. This has led to the increase use of information communication technologies (ICTs) to communicate since leaders and employees are not often in the same location. While ICTs are more efficient and cost effective, they can lead to miscommunication and lack of engagement when used to communicate important information. Based on the link between leadership communication and engagement and the increased use of ICTs in organizations, this quantitative study attempted to measure employee engagement and what, if any, relationship exists frequency of communication, richness of communication channels, quality of leader-member exchange relationship, and perceived satisfaction with organizational communication. In order to examine the relationship between these variables, 265 full-time employees completed a survey made of four instruments— Dennis Communication Climate Inventory (1974), Leader-Member Exchange-7 (1984), Communication Channel Instrument (1999), and the Schaufeli and Bakker's (2003) Utrecht Work Engagement Scale (UWES). The results of this study revealed that perceived organizational communication satisfaction has the most significant relationship with employee engagement, followed by the quality of leader-member exchange relationship. However, the frequency of lean, moderate, and rich communication channels did not have a significant impact on employee engagement. This includes ICTs categorized within these three channels. The frequent use (open full item for complete abstract)

Committee: Chris Willis (Advisor); Raymond Schuck (Committee Member); Matthew Lavery (Committee Member); Judy Jackson May (Committee Member); Elizabeth Williams (Committee Member) Subjects: Communication; Organizational Behavior

Doctor of Education (EdD), Ohio University, 2017, Educational Administration (Education)

This qualitative phenomenological case study examined the influence of female leaders' perceptions of peace and globality on leadership styles and organizational development practices in two voluntary organizations. They are Young Women's Christian Association of Tokyo (YWCA-Tokyo) and Young Women's Christian Association of Japan (YWCA-Japan), affiliated to the World Young Women's Christian Association (World YWCA). Three methods were used: interview, observation, and document analysis. Outlined by YWCA-Japan's experiences of World War II, the interviewed leaders first highlighted the essentiality of sincere apology. Their perceptions of peace stressed committed reconciliation based on multiangled learning, the voice of civil societies, kyousei or co-living based on diversity, collaboration and trust, and the development of belonging and worth. Peace goes beyond an absence of war. Their perspectives on globality included philosophy that goes beyond national boundaries, the local-global dualism, and the objective look of the Earth and human behaviors. Findings revealed the influence of peace and globality perceptions on lived experiences, leadership styles, and organizational practices: structure, system, culture and climate.

Committee: Emmanuel Jean Francois (Committee Chair); Barbara Trube (Committee Co-Chair); Diane Ciekawy (Committee Member); Dwan Robinson (Committee Member) Subjects: Educational Leadership

Ph.D., Antioch University, 2016, Leadership and Change

Climate change is one of the most significant dynamics of our time. The predominant contributor to climate change is combustion of fossil fuels by humans. This study deepened understanding of organizational leaders' role in enacting one approach to addressing climate change: institutional fossil fuel divestment. The study used a qualitative research design to explore U.S.-based foundation leaders' readiness to pursue fossil fuel divestment by their institutions. The study examined leaders' motivations and actions in pursuing divestment, while simultaneously exercising their fiduciary duty to steward institutional assets. Research questions focused on the divestment behavior change process and the outcomes of divestment on leaders and their organizations. Data collection and analysis were derived from two datasets: 34 foundation divestment commitment statements and semi-structured interviews with 18 foundation leaders. The study highlighted leaders' intentional actions, outside the norms of the philanthropic sector and corporate governance, to enact their values and beliefs through divestment, as a form of socially responsible investing. Leaders' pursuit of divestment constituted mission-aligned positive deviance. Findings suggested that leaders of mission-driven institutions can benefit by taking more direct responsibility for institutional investing in ways that are consistent with institutional mission. Doing so, they may unleash new energy that enhances the well-being of the organization and its members and sparks innovation in the financial services sector. They may also experience higher levels of satisfaction, pride, happiness, and engagement with their organizational roles. This study extends scholarship on divestment, foundations as change agents, leadership and positive deviance, psychology of climate change, pro-environmental behavior (PEB), socially responsible investing, and the Transtheoretical Model of Behavior Change (TTM). Implications fo (open full item for complete abstract)

Committee: Laura Morgan Roberts Ph.D. (Committee Chair); Carol Baron Ph.D. (Committee Member); Niki Harre Ph.D. (Committee Member); James Prochaska Ph.D. (Other) Subjects: Alternative Energy; Behavioral Psychology; Behavioral Sciences; Climate Change; Environmental Studies; Ethics; Petroleum Production; Social Research

Doctor of Philosophy, Case Western Reserve University, 2016, Management

High-technology firms struggle to remain relevant in the relentless challenge to innovate in today's high-velocity dynamic markets. One of the most difficult challenges is knowing how to walk the fine line between disruptive or explorative innovations and incremental or exploitative innovations. Leaders struggle with how to switch from one set of innovation disciplines to the other, for example, going from "doing the right things" as a dynamic and entrepreneurial framework focused on disruption---which leverages outlier or inimitable knowledge or assets---to "doing things right," with an entirely different framework motivating technical efficiency. Most of the academic literature focuses on innovation management at the firm level and corresponding process frameworks. Far less attention is paid to how individual technology leaders use managerial capabilities to successfully deliver innovation through the firm's dynamic capabilities framework. The dissertation covers the motivation, detailed research questions, methods, research design, and key findings around this theme of leadership behaviors that contribute to innovation. We also review the implications of the findings for academia and practice. Our research inquiry follows a sequential exploratory mixed-methods research design that combines qualitative and quantitative inquiry. Using a grounded theory approach, the study conducts semi-structured ethnographic interviews among a theoretical sample comparing high-technology firms at key inflection points of growth, decline, and recovery. Based on the findings, a theoretical model is elaborated based on leadership factors underpinning dynamic capabilities. Two quantitative studies from surveys of R and D leaders and their multi-raters from individual companies are analyzed using structural equation modeling (PLS). Triangulation of all three studies finds that an innovation leader's capacity to influence strategic change through the use of managerial dynamic capabil (open full item for complete abstract)

Committee: Richard Boyatzis (Committee Chair); Diana Bilimoria (Committee Member); Christopher Laszlo (Committee Member); Kalle Lyytinen (Committee Member) Subjects: Business Administration; Management

Doctor of Philosophy, The Ohio State University, 2015, Nursing

More than 400,000 premature deaths per year occur due to preventable harm in U.S. hospitals, costing over $20 billion per year in healthcare expenses, lost worker productivity, and disability. Conceptual frameworks, such as the Generic Reference Model, contribute to a greater understanding of patient safety because they explain the context of patient harm. The healthcare context, including organizational factors such as strong safety culture and human factors like teamwork, may improve patient outcomes. Patient outcomes, such as adverse events, are more readily detected using instruments such as the Institute for Healthcare Improvement (IHI) Global Trigger Tool (GTT), which may detect up to ten times more adverse events than existing methods. The GTT uses keywords or triggers to guide chart reviews. Currently, relationships between safety culture and teamwork and adverse event detection using trigger-tools remain underexplored. The purpose of this study was to explore relationships between organizational and human factors with adverse events that result in patient harm detected using a modified trigger-tool methodology. The descriptive, cross-sectional design used the Safety Attitudes Questionnaire (SAQ) to measure interprofessional staff perceptions of safety culture using safety climate and teamwork climate subscales, and a retrospective, modified IHI GTT chart review methodology to measure patient outcomes at the unit level. The convenience sample was comprised of 32 nursing units/departments from one 750+-bed Midwestern U.S. regional acute care hospital that employed over 1000 nurses. Safety and teamwork climate percentage agreement averages were 75.61% and 70.07%, respectively. Medical surgical units reported the strongest safety climate whereas critical care units reported the strongest teamwork. An average of 69 adverse events occurred per 1,000 patient days, 21.83 adverse events per 100 admissions, and approximately 20% of admissions experienced a (open full item for complete abstract)

Committee: Pamela Salsberry Ph.D., RN (Advisor); Laura Szalacha Ph.D. (Committee Member); Emily Patterson Ph.D. (Committee Member); Esther Chipps Ph.D., RN (Committee Member) Subjects: Health Care; Nursing

Doctor of Philosophy, Miami University, 2015, Educational Leadership

Skillful teachers are key to developing good schools. Because of this, understanding the school as a workplace is necessary to investigate why teachers leave and what encourages them to stay. The relationship between the principal, as the boss, and the teacher, as the employee, is one under-researched component of the school workplace which is important for developing a broad understanding of teacher turnover. This cross-sectional study uses a definition of principal mistreatment behaviors from the literature in the development of an original mixed method survey and a random sample of teachers from public schools in the State of Ohio to investigate how often principal mistreatment behaviors are experienced by a random sample of teachers in K-12 public schools. Mistreatment behaviors were paired with an opposite principal support behavior using Likert-style response options and were specifically focused on the 2012-2013 school year. Open-ended questions were included which asked for more general experience with principal mistreatment behaviors, effects on the teachers health, opinions about school culture and student bullying, and the effects of principal treatment behaviors on the teachers sense of efficacy and job satisfaction. The result of the study suggests that principal mistreatment and lack of support behaviors are widely experienced by teachers in the sample; however, these behaviors occur at a low frequency. Almost half of the teacher experienced severe level principal mistreatment behaviors, as defined by past research, during the school year. Mistreatment behaviors experienced by teachers resulted in a variety of teacher's health concerns. A majority of teachers considered the principal-teacher relationship as an important factor in their sense of efficacy and job satisfaction. It is recommended that the education of future teachers and principals include a model of administration leadership which is developed by actual teacher experience. Further researc (open full item for complete abstract)

Committee: Thomas Poetter (Committee Chair); William Boone (Committee Member); Kathleen Knight Abowitz (Committee Member); Andrew Saultz (Committee Member) Subjects: Educational Leadership; School Administration

Doctor of Philosophy (Ph.D.), University of Dayton, 2013, Educational Leadership

The purpose of this study was to ascertain contributing leadership factors that teachers describe as influencing the overall climate, culture, and organizational health of a K-8 school in an urban setting. Specifically, the research question was "What are the leadership characteristics identified by teachers as affecting the overall organizational health of high achieving K-8 schools in an urban Midwestern city?" A qualitative research approach was used to examine the research question. Three K-8 buildings in the Columbus City School District were selected, each with long tenured, female principals. A total of twenty teachers and administrators chose to participate in the study. After first confirming that each building was seen by teachers to have strong organizational health, each was asked a series of interview questions, designed to determine in what ways teachers believed the principal to influence the climate, culture, and health of their building. An inductive approach to data analysis (Merriam, 1988) was utilized in order to identify emergent themes centered on the research question. First, teacher reported contributions to the building's success that did not directly involve the principal were removed and reported separately. Data analysis was again employed and four common themes or characteristics then emerged, centered on the principal's influence on each building. These are: (1) advocacy, (2) support of teachers, (3) communication, and (4) temperament. Implications of these findings on practice are presented as well as recommendations for future research.

Committee: C. Daniel Raisch Ph.D. (Advisor); Carolyn Ridenour Ed.D. (Committee Member); Paul Sweeney Ph.D. (Committee Member); Pamela Young Ph.D. (Committee Member) Subjects: Education; Educational Leadership

PhD, University of Cincinnati, 2005, Nursing : Nursing, Doctoral Program

The mission for faculty in university and college settings is generally three-part and encompasses teaching, research, and service. Nurse faculty have struggled to balance work and understand the changing views of scholarship. A number of factors affect faculty commitment to the academic organization, and can influence behavior and attitude in the workplace. No research was found that explored the effect of organizational climate, role ambiguity, role conflict, and nurse faculty work role balance on faculty organizational commitment and turnover intention. The purpose of this study was to examine how organizational commitment and turnover intention are influenced by organizational climate, role ambiguity, role conflict and nurse faculty work role balance in departments/colleges of nursing in Carnegie Doctoral/Research Universities – Extensive, public and private, not-for-profit institutions. The research was based on Meyer and Allen's Multidimensional Model of Organizational Commitment (Allen & Meyer, 1990). The sample was comprised of full-time tenure track, doctorally prepared nurse faculty. Forty-five schools of nursing and 316 full-time tenure track, doctorally prepared nurse faculty participated in the study. This non-experimental descriptive correlational study was conducted using an e-mailed approach. Zoomerang ™, a survey software package, was used for confidential and secure electronic data collection. Pearson correlation, analysis of variance, and logistical regression were computed to analyze the relationships and evaluate the predictive quality of organizational climate, nurse faculty work role balance, role ambiguity, role conflict, and organizational commitment on turnover intention. Path analysis was completed to test the fit of the correlation matrix against the causal model. Role ambiguity and role conflict scores were affected by low, moderate, and high levels of the research, teaching, and service components of work role balance. Significant negat (open full item for complete abstract)

Committee: Dr. Susan Kennerly (Advisor) Subjects: Health Sciences, Nursing

Doctor of Philosophy, The Ohio State University, 2006, Psychology

In an increasingly connected and multicultural world, it is imperative that organizations address and manage diversity. In response to the need for effective management of diversity, diversity researchers have urged organizations to conduct assessments of their current diversity climates. Despite the need for organizational diagnosis, there is little evidence of systematic or comprehensive efforts to conceptually and operationally define organizational climate for diversity. Part of this lack of theoretical and empirical progress may perhaps be attributed to the difficulty of making the construct operational and of deriving scales amenable to empirical testing and validation. The current research goals were to develop a multidimensional measure of climate for diversity, and to investigate the psychometric properties of the instrument developed, using a construct validation approach. This study evaluated the utility of the construct of organizational climate for diversity within a network of theoretical relations, with practical implications. A domain sampling approach was used to delineate dimensions and items for the new measure. Empirical data collected from an independent school was used to carefully examine the scales of the new measure. Climate for diversity was operationally defined as comprising of students' perceptions of top management support, formal institutional policies, student admissions policies, teaching equity and fairness, observations of teachers' behaviors in classes, fellow students' behaviors in classes, organizational resources and support, and personal diversity experiences. A global measure of climate for diversity was also introduced, as a molar-level measurement of the climate construct. Results indicate that both the dimensional and global approaches are reliable and valid indicators of the construct. Examination of the empirical indicators within a nomological network of expected relationships allow inferences to be made about the valid (open full item for complete abstract)

Committee: Robert Billings (Advisor) Subjects: