東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Exploring the nature of conflict in ...

Cabrera, Jill.

Linked to FindBook

Google Book

Amazon

博客來

Exploring the nature of conflict in public schools: Perspectives of ten educational leaders in northern Mississippi.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Exploring the nature of conflict in public schools: Perspectives of ten educational leaders in northern Mississippi./
Author:	Cabrera, Jill.
Description:	144 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
Contained By:	Dissertation Abstracts International72-05A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3447110
ISBN:	9781124515939

Exploring the nature of conflict in public schools: Perspectives of ten educational leaders in northern Mississippi.
Cabrera, Jill.

Exploring the nature of conflict in public schools: Perspectives of ten educational leaders in northern Mississippi. - 144 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .

Thesis (Ph.D.)--The University of Mississippi, 2010.

The purpose of this qualitative study was to explore the nature of conflicts that educational leaders from northern Mississippi public schools encounter in their work. Using a phenomenological approach, 10 educational leaders---four superintendents, an assistant/associate superintendent, and five principals---were interviewed to share their perspectives and experiences with job-related conflict. During two interviews, each participant was asked open-ended questions to illicit narrative responses. Instruments for this study were a set of five open-ended research questions and the researcher. In response to the questions, participants shared about the most frequent conflicts and the most challenging conflicts encountered in their roles. Participants discussed the conflicts that occur between and among members of their school communities as well as conflicts that cross over from outside the school environment. Additionally, the researcher asked participants if they felt the need for training in conflict resolution. Interview data was transcribed into text data, reviewed, and coded by common themes as well as discrepant views related to the central phenomenon. A descriptive summary of findings from the interview data was presented by question and by emergent data categories. The researcher completed data analysis by interpreting the emergent themes across all text data. The results indicated that conflicts encountered are highly varied, representing diverse constituencies as well as a multiplicity of issues. Seven major themes regarding conflicts emerged from interview data: objective criteria/standards, change, ethical dilemmas, community and societal expectations, political pressures, relationships, and communications. Interview data revealed that participants' most challenging conflicts were ones which involved people and factors beyond the domain of the leader's work environment and/or line of authority. Nine participants indicated they need or would benefit from training in conflict resolution, and all 10 believed such training to be beneficial for educational leaders. Results of this study have implications for further study with educational leaders in other geographical areas or more intense study with specific leadership positions. Implications for practice include the need for advanced professional development for educational leaders in the area of conflict resolution.

ISBN: 9781124515939Subjects--Topical Terms:

1035576
Education, Leadership.

Exploring the nature of conflict in public schools: Perspectives of ten educational leaders in northern Mississippi.
LDR:03386nam 2200301 4500 001 1400209
005 20111005095622.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124515939
035 $a (UMI)AAI3447110
035 $a AAI3447110
040 $a UMI $c UMI
100 1 $a Cabrera, Jill. $3 1679237
245 1 0 $a Exploring the nature of conflict in public schools: Perspectives of ten educational leaders in northern Mississippi.
300 $a 144 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
500 $a Adviser: Lori A. Wolff.
502 $a Thesis (Ph.D.)--The University of Mississippi, 2010.
520 $a The purpose of this qualitative study was to explore the nature of conflicts that educational leaders from northern Mississippi public schools encounter in their work. Using a phenomenological approach, 10 educational leaders---four superintendents, an assistant/associate superintendent, and five principals---were interviewed to share their perspectives and experiences with job-related conflict. During two interviews, each participant was asked open-ended questions to illicit narrative responses. Instruments for this study were a set of five open-ended research questions and the researcher. In response to the questions, participants shared about the most frequent conflicts and the most challenging conflicts encountered in their roles. Participants discussed the conflicts that occur between and among members of their school communities as well as conflicts that cross over from outside the school environment. Additionally, the researcher asked participants if they felt the need for training in conflict resolution. Interview data was transcribed into text data, reviewed, and coded by common themes as well as discrepant views related to the central phenomenon. A descriptive summary of findings from the interview data was presented by question and by emergent data categories. The researcher completed data analysis by interpreting the emergent themes across all text data. The results indicated that conflicts encountered are highly varied, representing diverse constituencies as well as a multiplicity of issues. Seven major themes regarding conflicts emerged from interview data: objective criteria/standards, change, ethical dilemmas, community and societal expectations, political pressures, relationships, and communications. Interview data revealed that participants' most challenging conflicts were ones which involved people and factors beyond the domain of the leader's work environment and/or line of authority. Nine participants indicated they need or would benefit from training in conflict resolution, and all 10 believed such training to be beneficial for educational leaders. Results of this study have implications for further study with educational leaders in other geographical areas or more intense study with specific leadership positions. Implications for practice include the need for advanced professional development for educational leaders in the area of conflict resolution.
590 $a School code: 0131.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, School Administration. $3 1669346
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Secondary. $3 539262
690 $a 0449
690 $a 0461
690 $a 0524
690 $a 0533
710 2 $a The University of Mississippi. $3 1019522
773 0 $t Dissertation Abstracts International $g 72-05A.
790 1 0 $a Wolff, Lori A., $e advisor
790 $a 0131
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3447110