Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item The Role of Accent on East Asians’ Leadership(2022) Lee, Jaeeun; Wessel, Jennifer; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Not only do leaders influence followers, but followers also play a vital role in shaping leadership. Through two studies, I examined whether East Asian leaders with a foreign accent would be less respected by their followers than those without an accent. Additionally, I studied whether receiving respect from followers would affect foreign-accented East Asians’ leadership. In an experimental study (N = 150), I found that a foreign-accented East Asian leader was perceived as less effective and relatively poor at facilitating followers to cooperate toward a group goal than an East Asian leader without an accent. As a result, a foreign-accented East Asian leader was perceived as having less legitimate power to influence others. In Study 2 (N = 181), I surveyed actual leaders and found that foreign-accented East Asian leaders perceived less respect from followers than non-accented East Asian leaders and White leaders with and without a foreign accent. Moreover, foreign-accented East Asian leaders reported significantly more negative leader outcomes (leader identity strength and leadership self-efficacy) than foreign-accented and non-accented White leaders. These findings suggest that difficulties foreign-accented East Asian leaders face in the workplace may not be illuminated if the focus is only on race.Item Follow the Leaders: Policy Presentation in the U.S. Congress(2022) Gaynor, SoRelle Wyckoff; Miler, Kristina; Government and Politics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation presents a theory of policy presentation in the U.S. Congress. I define policy presentation as the strategic development and distribution of partisan information to explain major legislative decisions by congressional leaders. Today, rank-and-file members, increasingly removed from the legislative process, rely on guidance from congressional leaders to discuss major legislative decisions with their constituents. As a result, preparing constituent communication materials has become an institutionalized responsibility for party and committee leaders, particularly for House Republicans. I also argue that policy presentation is an undocumented source of partisan polarization, as it incentivizes a partisan presentation of legislative activity—even in cases of bipartisanship and compromise. Using interviews with members of Congress and staff, computational text analysis, and social network analysis, I demonstrate how congressional leaders develop and distribute partisan messages for constituent use. I also document the conditions under which policy presentation occurs, and the members most likely to rely on party and committee leaders for assistance with constituent communication.Item STEM TEACHERS AS INTERNATIONAL STRATEGIC LEADERS: CHANGE AGENTS AT THE SYSTEMS SCALE(2022) Vieyra, Rebecca Elizabeth; Elby, Andrew; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation research attempts to answer the questions “What do early childhood teachers perceive as their original sources of self-efficacy for strategic leadership in STEM education?” and “How does their initial self-efficacy for strategic leadership mediate their eventual engagement as international leaders in STEM education?” This study aims to move beyond the mostly descriptive studies of teacher leadership, to understand why a particular group of teachers chose to lead. It attends to visionary leadership outside the school building or district that contributes beyond administrative or political boundaries, at the wider level of the STEM teaching profession. It explores literature across multiple disciplines to aid the adoption and contextualization of a theoretical framework for data collection and analysis of seven case studies of teacher leaders. The resulting theoretical framework is anchored in Bandura’s Social Cognitive Theory for its emphasis on self-efficacy and is informed by prior work in leadership and STEM teacher leader development. This theoretical lens is aligned with themes that previously emerged from the results of preliminary interviews with teachers who attributed their leadership to significant increases in leadership self-efficacy. Findings from this study suggest that the teachers acted upon their tendency toward impulsivity to accept new opportunities for strategic leadership in STEM education even when self-efficacy for STEM and teacher leadership was reported to be low, or non-existent due to the lack of familiarity with leadership or STEM (Finding #1). After accepting leadership opportunities, growing self-efficacy for leadership activities primarily derived from improvements in their STEM identity (Finding #2). Among Bandura’s sources of self-efficacy, these teachers frequently reported the importance of emotional and physiological states to engage opportunistically in strategic teacher leadership in STEM education, as well as the role of persuasion from friends and colleagues (Finding #3). Implications from this research include recognizing the importance of supporting early childhood teachers’ STEM identity through the recognition of work they already do that falls within the domain of STEM content and processes. It also suggests the need for educational leaders to help early childhood teachers move toward and overcome a commonly expressed fear of STEM. Further, it calls for those who support teachers to identify and foster risk-taking mentalities concerning leadership, offering opportunities and support even (or perhaps especially) to those teachers who do not yet feel ready to lead others. This work aims to increase the awareness of early childhood teachers’ potential as reform agents in STEM education, as well as bring attention to more human, individualized elements of teacher personal wellness and professional growth that can be realized through leadership.Item LEADERSHIP IN PROJECTS WITH NEW TECHNOLOGY AND UNCERTAINTY(2021) Moschler, Jr., Joseph W.; Baecher, Gregory B.; Civil Engineering; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Project management continues to evolve as types of projects increase, advancement of technologies available, as well as tools for project management grow in sophistication. A successful project is defined as being completed on schedule, on budget, and delivering the requirements as specified by the customer. Projects with new technologies or with technologies requiring maturation add another dimension and challenge for the project manager. Four factors are identified as integral to project success; leadership, requirements definition, technology usage and maturity, and vision and clear objectives. Three historical projects involving new technologies are evaluated within the context of the four factors: the Lockheed SR-71 Blackbird aircraft, the Hoover Dam project, and Project Apollo. The projects are qualitatively ranked as successful based on the cost, schedule, and delivering requirements criteria. The three projects were successful. Each project ranked strongly in the four factors and remain consistent indicators of potential project success.Item SHATTERING THE COLLEGIATE GLASS CEILING: UNDERSTANDING THE EXPERIENCES OF WOMEN STUDENT GOVERNMENT PRESIDENTS(2019) Davis, Kristen Rupert; Griffin, Kimberly A; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the last few decades, leadership skills have arisen as a core part of undergraduate education. The general outcomes associated with leadership skills in college include decision-making skills, increased cognitive complexity, and navigating group dynamics and relationship building (Kouzes & Posner, 2012). While leadership skills are derived from a variety of experiences on campus, positional leadership experiences help students develop concrete and specific outcomes associated with self-confidence, the development of a sense of competence higher levels of psychosocial development, a stronger ability to clarify their purpose in life, and greater aptitude for career planning and life management (Astin & Leland, 1991; Foubert & Grainger, 2006). In particular, serving as the president of a student organization has been associated with increased self-efficacy and growth in perceived leadership ability specifically for women (Bardou, Bryne, Pasternak, Perez, & Rainey, 2003; Dugan, 2006; H. S. Astin & Kent, 1983). However, women less likely to reap these gains, as they are less likely to take on positional leadership roles in college (Stevens, 2011). This is especially apparent in high-ranking leadership role like student government president. The purpose of this study was to better understand women college students’ journey to and through being a student government president, and whether and how gender and sexism influenced their presidential experiences. Case study methodology and a narrative approach to data collection was used to answer four research questions. Participant interviews garnered 5 themes including: (a) Systemic Issues of Diversity and Inclusion on Campus, (b) Catalysts, Influencing Factors, and the Impact of Identity on Running for Office, (c) Impact of Leadership Style, Assumed Biases, and External Feedback on Women Leaders, (d) External Expectations of Image and Presentation, and (e) Relationships with Administrators. Findings from this study suggest that more research on women in leadership in both college and in the workforce is necessary. They also suggest that administrators and campus community members need to be cognizant of bias and stereotypes when engaging with women student leaders. Lastly, findings indicate that issues of inclusion and diversity on campus impact how women engage in leadership roles on campus.Item HOW SCHOOL PRINCIPALS USE TWITTER TO SUPPORT LEADERSHIP PRACTICES: A MIXED METHODS DESIGN(2018) Lynch, Jennifer Mohler; Croninger, Robert G; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the past ten years, Internet-based communication mediums have eclipsed print and television media. Digital communications allow for information to be shared rapidly, in real-time, and with little mediation. The pervasive integration of digital platforms has changed the values, norms, and expectations of today’s society. This has profound implications for how school leaders interact with all stakeholders. School leaders are charged with executing three main roles: setting directions, developing organizations, and developing people (Leithwood & Riehl, 2003). Communication serves as a critical element that supports the effective execution of these roles. In a predominantly digital society, leaders may benefit from the integration of digital platforms to create a comprehensive communication profile. Despite a robust body of literature on leadership practices, there is little research on how K-12 school principals are using digital communication platforms to execute leadership roles and responsibilities. This study contributes to the literature by exploring how school leaders are using the popular digital platform Twitter. This research employed a sequential mixed methods design, utilizing both descriptive quantitative data and interview qualitative data to answer the question “who” is tweeting and explore the deeper questions of “why” and “how” school leaders use Twitter. This study moved through six phases with prior phases informing subsequent phases to construct a comprehensive profile of Twitter use and leadership practices. This research demonstrates that school principals primarily use Twitter as a promotional tool to excite and engage an expanded stakeholder base around a common vision. Both informational and promotional tweets served to build relationships, provide information, and satiate the intense informational needs of an expanded stakeholder base, now firmly situated in the digital generation. School leaders used Twitter to project information that serves to support their leadership roles of setting a vision and developing an organization. To a lesser extent, they used Twitter to consume and collect information that supports their leadership role of developing people.Item Stuck in a state of power imbalance? Unpacking the answers on why, when, and how followers challenge the state of power-dependence with their leaders(2017) Wee, Elijah Xun Ming; Liao, Hui; Business and Management: Management & Organization; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Power imbalance exists in most leader-follower dyads. Because of their advantageous organizational positions, leaders generally have more power over their followers. The dominant perspective suggests that the follower is “stuck” in this state of power imbalance and is resigned to its negative consequences. However, research also suggests that power can shift from one party to another in today’s workplace. This perspective advocates for a dynamic view of power among individuals in the workplace. Unfortunately, this phenomenon of power in the leader-follower dyad has not been examined in greater detail, specifically in terms of when and how the less powerful party, the follower, may influence the power balance with the leader. With the goal to reconcile the conflicting narrative on the nature of power, my dissertation comprises of three interrelated essays to examine this dynamic perspective of power in the leader-follower dyad. In Essay 1, I answer the theoretical question of why the follower is motivated to change the state of power imbalance in the dyad by proposing a dependency-risk appraisal model. I then address when and how the follower resolves the tension between follower’s self-protection and connectedness concerns. In addition, I develop a typology of coping strategies, labeled as balancing operations, for the follower to influence the power dynamics. In Essay 2, I test the effects of balancing operations on interpersonal dynamics using a three-wave panel field design. Specifically, I highlight how certain types of balancing operations will empower the follower to break the spiral of abusive behaviors over time and encourage the leader’s effort to seek reconciliation. In Essay 3, I answer when the success of coalition formation is enhanced. Through two high-involvement laboratory studies, I explain why follower’s political skill is a critical personal attribute that enhances the efficacy of balancing operations.Item Factors in the Reporting of Unethical Conduct: The Importance of Trust in Leaders(2017) Norton, Michael Andrew; Lucas, Jeffey W; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)My research investigates factors related to the reporting of unethical conduct. While accounting for known individual, organizational and situational correlates, I focus particularly on leaders and especially on trust in leaders as whistle-blowing research to date has neglected the well-developed sociological literature of trust. Leveraging the benefits of multiple methods, I analyze recent secondary data on federal civilian employees, collect and analyze interview data at four civilian and military sites, and conduct a factorial vignette study to test factors and themes identified in the first two sections of my research. My secondary data analyses support previous whistle-blowing research in relating supervisor status, greater importance placed on anonymity, greater organizational support for anonymous reporting, greater organizational protection for whistle-blowers and greater severity of observed misconduct to increased reporting. Contrary to what previous literature theorizes, I find more observed leader misconduct and in-group location of misconduct relate to increased reporting. With the exception of an expressed in-group preference, my qualitative analyses reinforce these findings and identify a peer-oriented culture and self-preservation as reasons why unethical conduct may go unreported. My interview data also reveal that participants prefer to report unethical conduct to a trusted leader, although the severity of such misconduct may moderate this preference. My vignette analyses find greater trust in leaders is related to increased reporting only for non-supervisors, highlighting the additional importance trust plays for lower-status individuals. Also, good behavior by the leader accepting a report is related to increased reporting for all participants. My vignette data bolster previous findings, including relating a lesser orientation towards Machiavellianism to increased reporting, and find the severity of observed misconduct has the largest relative effect on the reporting outcome. Counter to my prediction, vignette participants are less likely to report unethical conduct perpetrated by a supervisor supporting the notion that fear of retaliation may factor into the reporting decision. By highlighting obstacles to reporting, I assist leaders in addressing such barriers possibly contributing to the identification and correction of unethical conduct. I conclude with implications for federal employees and all leaders seeking to increase the reporting of unethical conduct in their organizations.Item A STUDY OF THE PERCEIVED TEACHING SELF-EFFICACY AND LEADERSHIP OF NATIONAL BOARD CERTIFIED TEACHERS(2014) Zentmeyer, April A.; Kivlighan, Dennis M; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to examine the perceived levels of teacher self-efficacy and leadership of National Board Certified Teachers (NBCTs). One of the goals of Race to the Top is to provide highly qualified, efficacious teachers in every classroom, prepared to lead in the 21st century. Given that National Board Certification is one avenue to highly qualified status, this study sought to discover whether NBCTs perceived high levels of teacher self-efficacy and assumed leadership roles at a higher rate than a matched sample of non-NBCTs. This quantitative, non-experimental approach compared the perceived levels of teacher self-efficacy in the domains of instruction, engagement, management, and leadership of NBCTs to a matched sample of non-NBCTs in one district in the state of Maryland. The Teacher Sense of Efficacy Scale - SF (TSES), a 12-item Likert-like scale, used with permission by Dr. Anita Woolfolk-Hoy measured teacher efficacy in the three domains. A question regarding compensated leadership roles was added to the TSES. Results derived using SPPS generated a T-test to examine the subset correlations and tabulate compensated leadership roles. The T-test failed to reveal a statistically reliable difference between the mean scores of the NBCTs and a matched sample of non-NBCTs. Both groups scored high on the TSES and assumed leadership roles in the district. The non-significant results do not discount National Board Certification as a vehicle to identify highly qualified, self-efficacious teachers prepared to lead in the 21st century.Item INDEPENDENT SCHOOL HEADS: TIME USE, TIME-USE PREFERENCE, AND SATISFACTION OR DISSATISFACTION IN LEADERSHIP ROLE(2014) Wolcott, Ann Elizabeth; Hawley, Willis D.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Time is a quantifiable element measured by the clock. School leaders have time to use according to the demands of their work. There is little, if any, evidence that the time-use preferences of school leaders are given consideration. This doctoral dissertation (1) examines the time that leaders spend on the responsibilities associated with their work, (2) identifies the leaders' time-use preferences, (3) identifies the school characteristics and personal characteristics of the leaders who participated in the survey instrument, (4) examines the data obtained from the survey, and (5) analyzes the statistics to determine the satisfaction or dissatisfaction of the leaders regarding the use of their time. Results suggest that experienced independent school leaders are satisfied with the way they spend their time at work. Other results concerning satisfaction or dissatisfaction are specifically related to the configuration of the schools' grade levels. This dissertation's results will contribute to the field of independent school research and encourage more research on leaders in Episcopal schools in particular and schools in general.