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Faculty Perceptions Of Dyadic Advising Relationships, Power, And Cultural Consciousness On College Student Learning Outcomes, Hind Albana
Seton Hall University Dissertations and Theses (ETDs)
Abstract
Academic advising in institutions of higher education lack consistent assessment and evaluation of practices impairing the ability to define the role, objectives, and methods utilized. Over-reliance on student satisfaction surveys for evaluating advising reinforces this phenomenon. To break the cycle, this study used survey responses from a nationwide sample (N = 156) of faculty advisors from public and private 4-year colleges and universities to examine the relationship between and among the constructs of a working relationship, shared power, cultural consciousness, and student learning outcomes. The questionnaire instrument score produced a Cronbach's alpha of .927, illustrating substantially strong internal consistency. …
An Investigation Of The Relationships Between And Among Power, Trust And Job Satisfaction Of Nurse Managers In Acute Care Hospitals Using Rogers Science Of Unitary Human Beings, Maureen A. Schneider
An Investigation Of The Relationships Between And Among Power, Trust And Job Satisfaction Of Nurse Managers In Acute Care Hospitals Using Rogers Science Of Unitary Human Beings, Maureen A. Schneider
Seton Hall University Dissertations and Theses (ETDs)
Background: Defined as control and freedom, power is often characterized as hierarchical. Power-as-freedom exists as a unitary manifestation of the whole and is acausal. Thus a worldview that emphasizes mutual process rather than a causal (control) view supports a culture of trust in the healthcare environment that generates a committed and a thriving work force. When nurse leaders support a climate of trust, managers develop a sense of commitment to the organization which may lead to job satisfaction. However, there is a lack of empirical evidence supporting the relationship between power, trust and job satisfaction among nurse managers.
Purpose: The …
Micropolitics And The Principalship: A Qualitative Examination Of How Principals Develop This Critical Attribute Of School Leadership, John Stimmel
Seton Hall University Dissertations and Theses (ETDs)
Schools, like most contemporary organizations, are complex places, and there is an extensive body of evidence that outlines the skills that school leaders must possess to effectively operate schools. Effective school leadership is essential, and not only for the safe and orderly operations of school. Recent evidence indicates that a positive relationship exists between principal effectiveness and student achievement.
The complexity of schools is due in part to the fact that schools are immersed in politics. This case sought to explore how principals acquire and develop the micropolitical skills required for their position from the onset of the principalship.