I think you chose a great topic to conduct research on to support

I think you chose a great topic to conduct research on to support
the implementation of your programmatic efforts. I can observe
based on the assignment that you conducted research to support
your findings and I am confident that you will be well prepared
for your final project.
A couple of recommendations for you to consider is to make
sure you include subtitles to identify each of the critical
elements (ex. Scope and Nature, Population and Community,
Social Determinants, etc.) It will be easier to identify each of
the concepts required, I also recommend you identify the
community (city, state, etc.) that your programmatic efforts will
be addressing. I don’t think creating a global program right now
would be feasible. I recommend you include the topic in a local
community that has a high prevalence of the issue. The topic is
broad, and it will be easier for you to think about this
information now than at the end. On the grading rubric, I
mentioned additional details related to what is missing for each
section. I recommend you check it out to ensure you have
included all of the major concepts for a successful final project.
Overall, you are headed in the right direction, keep my
recommendations in mind.
Additional details was stated
Make sure you discuss the scope and nature of the risk behavior
requiring change is highlighted on the macro level, before going
directly to the affected population and community.
Make sure you identify the affected population and community
for the proposed program.
Make sure you analyze the social determinants of health- and
social justice-related disparities that impact the distribution of
this behavior in the community.

Make sure you expand on the patterns and trends related to the
risk behavior and affected population.
You did a great job of highlighting how the proposed program
will improve the health, safety, and quality of life of the
affected population in the community.
35 years
5+ years
I am _______. *Ma k only one oval.
Male
Female

O her:
Instru tional Coa h Impa t Survey
1. I se ve as inst uctional coach at the ________ level. *Ma k
only one oval.
Elemen ary
Middle
High
2. I cu ently have ________ yea s of expe ience in education.
*Ma k
only one oval.
05 years
610 years
1120 years
2130 years
30+ years
3. I cu ently have ________ yea s of expe ience as inst uctional
coach.
*Ma k only one oval.
02 years
4.

5. I p ovide p e- and post-confe ences within the coaching cycle
fo my
new and at- isk teache s in my building. * Ma k only one oval.
Strong y Disagree Strong y Agree
6. I p ovide monthly new teache meetings with
agenda/schedule/sign-in
sheet. * Ma k only one oval.
Dr. Jaocb Bryant
Survey
7. I p ovide examples of feedback to teache s as follow-ups to
class oom obse vation. * Ma k
only one oval.
8. I have evidence of modeling o co-teaching with teache s in
my building. * Ma k only one
oval.

9. I have documentation aligning my wo k with new teache s
specific to thei needs. * Ma k
only one oval.
10. I have evidence of teache equested assistance with follow
up. * Ma k only one oval.
11. I have evidence of administ ation equested assistance with
follow up. * Ma k only one
oval.
12. I have evidence of student inte vention plans fo the most at-
isk students in ou building. *
Ma k only one oval.
13. I have evidence o data team meeting agendas and schedules
fo students. * Ma k only one
oval.
14. I have sample data of a student in my building making
academic p og ess and sample data
of a student in my building not making academic p og ess. * Ma
k only one oval.

15. I have fidelity monito ing documentation fo students I
conducted this school yea . * Ma k
only one oval.
16. I have weekly inte vention documentation f om my academic
inte ventionists. * Ma k only
one oval.
17. I have evidence of wo king with a p io ity p ofessi onal lea
ning community o othe
p ofessional lea ning community in my building. * Ma k only
one oval.
18. I have evidence of fidelity monito ing fo standa ds-based
inte vention being completed in
my building. * Ma k only one oval.

19. I have evidence of assistance given to teache (s) fo data
analysis of Tie I data. * Ma k
only one oval.
20. I have documentation of esou ces sha ed with staff membe
s. * Ma k only one oval.
21. I have documentation of school imp ovement goals based on
TVAAS and achievement
data in my building. * Ma k only one oval.
22. I have evidence of PDs I o ganized du ing the school yea
based on specific needs in ou
building. * Ma k only one oval.
23. I have evidence of needs assessments completed by teache s
in my building. * Ma k only
one oval.

24. I have evidence of PDs I have attended this school yea
based on ou building needs. *
Ma k only one oval.
25. I have evidence of collabo ation with othe inst uctional
coaches o dist ict staff du ing this
school yea . * Ma k only one oval.
26. I have evidence of pa ent/family communication this school
yea . * Ma k only one oval.
27. I have evidence of unive sal sc eening schedules, fidelity
monito ing schedules, and
p og ess monito ing schedules being completed in a timely
manne . * Ma k only one oval.

Researc queston
The rese rch queston used “C n m chine le rning id in
preventng cybersecurity t cks in he lthc re”,
d t will be collected by the following: surveys will be sent to
Chief Inform ton Security Ofcers (CISO)
nd Chief Inform ton Ofcers (CIO) or ny designee for
cybersecurity rel ted m ters.
Collecton Instrument
Survey with closed ended questons will be used nd s follows:
Dependent Variable:
Dependent v ri ble will be do “do you currently h ve m chine le
rning sofw re (sometmes c lled AI) to
prevent cyber- t cks. (yes or no)
Independent Variables:
Did you experience cyber- t ck? (yes or no)

Wh t type of t ck did you experience? (Select the type of t ck.
Multple selectons permited)
Type of t ck:
Brute force p ssword t ck
DDoS/DoS
m lw re
r nsomw re
phishing
suspected insider thre t
other (write in type of t ck)
Did intrusion detecton work? (yes or no)
Wh t ye r did you experience the t ck?
Ye r of t ck (2015 – 2020) (select the ye r, Check box)
Not Contained in t e Study
Size of insttuton will not be ccounted for
Dr. Jaocb Bryant
Closed-Ended Survey

Do you currently h ve m chine
le rning sofw re (sometmes
c lled AI) to prevent
cybersecurity t cks?
Yes
No
Did you experience cyber-
t ck
Yes
No
Wh t type of t ck did you
experience? (Select the type of
t ck. Multple selectons

permited)
DDoS/DoS
M lw re
R nsomw re
Phishing
Suspected insider thre t
Other (write in type of t ck)
Did intrusion detecton work? Yes
No
Wh t ye r did you experience 2015
the t ck?
2016
2017
2018
2019
2020

1
Researc Question
The su vey espondents fo this esea ch was to unde stand
whethe health ca e secu ity
is mo e impo tant as a conce n o to focus on the p oblem. Fo
this data collection, the esea ch
question was to answe How machine lea ning can imp ove
healthca e cybe secu ity and what

ML techniques can p otect health ca e data? (Ze ka et al., 2020).
The pu pose of this study is to
measu e machine lea ning methods to imp ove healthca e cybe
secu ity. Machine lea ning
techniques a e used fo cybe secu ity analysis to identify
potential th eats and potential
vulne abilities in futu e systems and inf ast uctu e to p otect
business systems and assets of
Healthca e systems. This focus on the p oblem of cybe secu ity
in healthca e using cybe
secu ity ating as an indicato to identify cu ent th eats and
potential vulne abilities in va ious
(Ze ka et al., 2020).
Data Measure
The secu ity events of health ca e data will be collected f om
elect onic health ca e
eco ds EHR to find insights of malicious activity by analysing
la ge data set fo malicious
activity. This data is gene ated fo medical diagnosis i nfo
mation and p ovides unique
healthca e info mation including diagnosis codes, patient cha
acte istics, and medical t eatment
info mation (Ze ka et al., 2020). Fo healthca e secu ity it is
impo tant to evaluate the amount

of info mation used to find new th eats and othe b eaches by
looking at secu ity events elated
to healthca e. This is possible if thus study unde stand the unde
lying secu ity issues of
healthca e and secu ity awa eness of use s of the p oducts,
especially ca e of healthca e (Ze ka
et al., 2020).
The dependent measu e is the ate of b eaches in te ms of
healthca e data by the
espective technologies. Data set fo Healthca e Health ca e
events will be gene ated based on a
su vey of ove 20,000 consume s. The pu pose of this study is to
gathe data about elect onic
Dr. Jaocb Bryant
Archival Data

2
health ca e eco ds ( EHRs) of ove 20,000 consume s within a
pe iod of two to th ee yea s.
The sample size is f om ove 50,000 in case of healthca e data
and also f om ove 25,000 in
case of medical diagnostics info mation. It will assess the secu
ity data by analysing the sou ce
info mation of EHR data.
Howeve , some of the aspects of this esea ch fo data collection
a e as following

To collect data fo the study, the pa ticipants will gathe f om p
ivate health ca e
companies on a daily basis. Afte the data gathe ing, it is sto ed
in a compute located at thei
home add ess. The data is sto ed using the machine vision that
is in use and the data is analyzed
in o de to identify specific ML techniques used to achieve mo e
secu e health ca e data. At
some stage of the esea ch, the sample of pa ticipants will also
be analyzed with ML techniques
to identify what will be the most impo tant health ca e secu ity
events fo EHRs and to gathe
additional data. The final stage of this esea ch p oject is to
identify ML techniques which will
be used to imp ove health ca e data secu ity and the study of ML
techniques elated to ML
techniques elated to ML techniques elated to secu ity issues.
Howeve , the ML techniques used in this esea ch a e following

3
-supe vised Lea ning.
In health ca e cybe secu ity machine lea ning techbiques a e
used to c eate a p ofile of
the health ca e p ovide s, the patients, the docto s and the
patients' habits and elationships
(Bouke che, & Coutinho, 2020). Data a e collected f om these
individuals and the data a e

analyzed in o de to identify what the health ca e p ovide s do,
the health ca e events that they
will engage in, and the types of events that they will be using
health ca e secu ity tools fo . At
some stage of the esea ch, the health ca e is analyzed with ML
techniques to identify what the
health ca e p ovide s use in o de to p otect health ca e se vices,
and to gathe additional data
(Bouke che, & Coutinho, 2020).
4
References
Bouke che, A., & Coutinho, R. W. (2020). Design Guidelines fo
Machine Lea ning-based
Cybe secu ity in Inte net of Things. IEEE Netwo k.
Ze ka, F., Ba akat, S., Walsh, S., Bogowicz, M., Leijenaa , R.
T., Jochems, A., ... & Lambin, P.
(2020). Systematic eview of p ivacy-p ese ving dist ibuted
machine lea ning f om

fede ated databases in health ca e. JCO clinical cance info
matics, 4, 184-200.
Researc Queston
The in luence o educators and universities on irst – time,
reshman students with low
GPA and ACT scores is more prevalent than ever. Teaching
students to be success ul in college
courses, speci ically those with low standardized test scores is

essential. One would create a mock
dissertation on this topic, by studying proactive, motivational
study skills to students who enter
college with lower academic entrances. The research question is
“What is the bene it o enrolling
students who lower than average composite standardized test
scores into study and li e skills
courses?”. The purpose o this study will be to examine the e
ectiveness o teaching a particular
cohort using T-test and linear regressions to determine the
impact on those who receive the service
and those who do not.
Data Mea ure
The success o these courses will be based on grade point
average, degree completion, and
time o degree completion. This data is housed in many
universities registrar o ice; however, it
can also be ound at Kentucky Council on Postsecondary
Education. These organizations collect
all students who have been enrolled in a determined course in
Kentucky, their standardized test
scores, demographic characteristics, high school test scores and
more. Those who obtained a

degree will be ound rom the University and the year that they
began at the university to the year
they completed a degree. Grade point average will be available
through individual universities that
the student attended. The in ormation regarding the course,
those enrolled, the rate that continued
each year, and more will be available through the Kentucky
Council on Postsecondary Education.
Attainment o Associates degrees (typically at a community,
two-year university) versus a
Bachelor’s degree, can be ound rom the Kentucky Council on
Postsecondary Education.
Dr. Jaocb Bryant
Archival Data

1 DATA CO ECTION
Researc Question and Purpose
The research question for this study is: “Does higher
educational leadership have an impact
on student persistence from first-year to second-year in a public
four-year institution?”
This study will be looking at a public four-year institution in
the Midwest that is accredited by the
regional accrediting agency Higher earning Commission (H C).
The institution has undergone a
complete change of leadership four years ago. With this change,
we will be evaluating if there was
an impact on first-year to second-year student retention.
Collection of Arc ival Data
Each year, the university is required to disseminate a climate
survey as a part of the

regional accreditation requirements. The climate survey is
solely focused on the leadership of the
institution and the support they provide. The survey is a ikert
scale, the university archives the
survey results for accreditation purposes and for assessing
trends. These past and current results
will be gathered and utilized from the period before and after
the leadership change. The survey
results are housed in the Office of Institutional Effectiveness
and Assessment and are readily
accessible with a request submission. The study will analyze the
survey results for four years prior
to the leadership change and the results for the four years since
the change.
Additionally, the Office of Institutional Effectiveness and
Assessment will be able to
provide first-year to second-year retention rates for the
corresponding years. With both sets of data,
the study will evaluate if there is a correlation using a Chi -
Square test. Furthermore, enrollment
and retention information for the institution can be accessed
from Integrated Postsecondary
Education Data System (IPEDS) in order to gather a complete
picture of enrollment and retention

trends during the eight-year period the study will be examining.
Dr. Jaocb Bryant
Archival Data
2 Running Head: 3.1 Week 3 Discussion Forum
Research Question:
What is the Influence of Corporate Structure and Vision
Statements on the Organizations
Financial Success in thePeriod of January 2019 Through
January 2021?

In looking at the topic of the influence of visionary leadership
on change management and
implementation, the period immediately preceding and through
the current peak of Covid-19 is a
time of unprecedented change. This period also encompasses a
highly contested political election
for the president that exacerbates the requirements for change
management and implementation for
an organization to remain successful. Organizational structure
has a significant impact on how
information moves within a company and the speed at which it
can be assimilated and reacted
upon (Krishnan, 2018). The leader is primarily responsible for
implementing the corporate
structure and articulating and communicating its vision
statement. Theprevalence of an articulated
and well-communicated vision statement within various
organizational structures can be correlated
to financial performance metrics such as free cash flows (FCF)
and the weighted average cost of
capital (WACC) to form statistical correlations. This will be
contrasted with the same
organizational structure without a well-articulated and
accessible vision statement with the

expected outcome that the same financial metrics will suffer. It
is also expected that more
decentralized structures will enhance financial performance
during periods of significant change.
A combination of survey and archival data will beutilized. The
survey will be emailed to a
random selection of HRdepartments of 217 of the Fortune top
500 companies for distribution to
front line and middle managers (Krejcie, 1970). Archival data
frompublicly available financial
statements will be used to determine FCF and WACC.
Dr. Jaocb Bryant
Survey

Data Measure
A survey instrument will capture the independent variables of
demographic information,
corporate structure, and vision data.
Demographic Information
1. Gender (check one): ________Female _________Male
2. Geographic Location of theCompany (Check one):
_________Northeast _________Southeast
_________Northwest _________Southwest
_________Midwest
3. What industry do you work in?
_______________________________________
4. Approximately how many people are employed by your
organization? ______________
CorporateStructure (Bolea & Atwater 2016).
1. How would you defineyour corporate structure?
A. Functional: Centralized, people are organized based on
similar job skills. Tasks are
defined and structured.

B. Divisional/Organic: Organized by business function (region,
unit, product).
Decentralized, with a focus on a specific part or region of the
business, but typically
one responsible supervisor.
C. Matrix: A combination of functional and divisional.
Necessary when there rapidly
changing business environments. Combines structured functions
with function-based
work teams with dual or multiple departmental supervisors.

Corporate vision will be measured on aLikert scale utilizing the
following closed-ended
questions utilized in previous studies, pending approval from
the authors (Carsten, 2006).
Corporate Vision
1 = Strongly Disagree, 2 = Disagree, 3 =Neither
AgreeNorDisagree, 4 =Agree, 5 =Strongly
Agree.
1. I am aware of my company’s vision 1 2 3 4 5
2. I would feel comfortable explaining my 1 2 3 4 5
company’s vision to a new co-worker.
3. Measures have been taken to make sure 1 2 3 4 5
I understand the vision.
4. There is a commonality of purpose in my 1 2 3 4 5
organization.
5. There is total agreement on our organizational 1 2 3 4 5
vision across all levels, functions, and divisions.
6. The vision is aligned with my company’s 1 2 3 4
overreaching goals.

5
7. The vision reinforces my company’s 1 2 3 4 5
guiding purpose.
8. The vision is aligned with my company’s 1 2 3 4 5
core philosophy.
9. Attempts to make things better atmy company 1 2 3 4 5
will not produce good results.

10. Plans for future improvement are likely to 1 2 3 4 5
change things for the better.
11. Suggestions on how to solve problems 1 2 3 4 5
are likely to produce real change.
12. Employees were involved in creating our 1 2 3 4 5
company’s vision.
13. Top management asked employees to 1 2 3 4 5
participate in the visioning process.
14. The vison was produced entirely by 1 2 3 4 5
top management.
15. Employees were asked to provide input on the 1 2 3 4 5
content of the vision statement.
Thinking about yourdepartment or work group, please indicate
whether you
agree with the following statements using the scale from 1
(strongly disagree) to 5
(strongly agree).

16. The vision helps to guide the goals or 1 2 3 4 5
Objectives of my department/work group.
17. The vision has an influence on the decisions 1 2 3 4 5
that are made by my department/work group.
18. My department/work group is not influenced 1 2 3 4 5
by the vision.
19. My department/work group plays an essential 1 2 3 4 5
role in achieving the vision.
Now, Thinking about your specific job, please indicate
thedegree to which you
agree with each statement by circling a number between
1(strongly disagree) and 5

(strongly agree).
20. My work directly contributes to carrying out 1 2 3 4 5
the vision of my organization.
21. The vision helps guide my work activities. 1 2 3 4 5
22. I don’t understand how thevision impacts 1 2 3 4 5
my particular job.
23. The vision helps me understand thepurpose 1 2 3 4 5
of my work.
24. Generally speaking, I amvery satisfied 1 2 3 4 5
with my job.

25. I am interested in my work. 1 2 3 4 5
Corporate financial data will be obtained from archival data
found on the 10-Q (quarterly)
reports filed with theSecurities Exchange Commission (SEC)
and publicly available on their
website (www.sec.gov). Corporate value, the dependent
variable, can bedetermined as follows
(Brigham & Ehrhardt, 2020):
Value = FCF1/(1+WACC)
1 + FCF2/(1+WACC)
2 + FCF3/(1+WACC)
3 + …
FCF =EBIT(1- Tax Rate) – (Present year Operating Capital –
Previous year Operating Capital)
Corporate earnings before income taxes (EBIT) and tax rate will
be obtained on the SEC website
in the condensed consolidated statement of income. Operating
capital will be obtained from the
condensed consolidated balance sheet as the sum of net property
and inventory.
After exploring the difficulty in obtaining the WACCfrompublic
financial records, and its
anticipated limited impact in the low interest rate environment

during theperiod of interest (2019-
2020), corporate value will be approximated as the sum of the
future cash flows (FCF’s).
Value ≈ FCF1 + FCF2 + FCF3 + …
http://www.sec.gov/
References
Bolea, A., &Atwater, L. E. (2016). Applied Leadership
Development: Nine Elements of
Leadership Mastery. New York: Routledge, Taylor & Francis
Group.
Brigham, E. F., & Ehrhardt, M. C. (2020). Corporate finance: a
focused approach. (7th ed.).

Boston, MA:Cengage.
Carsten, M. K. (2006). Vision in focus: Investigating follower
processes that mediate vision
articulation and organizational outcomes (Order No. 3233754).
Available from
ABI/INFORM Global. (305357922). Retrieved from
https://search.proquest.com/dissertations-theses/vision-focus-
investigating-follower-
processes/docview/305357922/se-2?accountid=10378
Creswell, J. W., &Creswell, J. D. (2018). Research design:
Qualitative, quantitative, and mixed
methods approaches. Thousand Oaks, CA: SAGE Publications.
Krejcie, R. V. &Morgan, D. W. (1970). Determining sample
size for research activities.
Educational and Psychological Measurements, 30, 607-610.
Krishnan, R. R. (2018). Organizational change readiness:
Effects of organizational structure and
leadership communication in organizational change (Order No.
10791024). Available from
ProQuestDissertations &Theses Global. (2055262240).
Retrieved from
https://search.proquest.com/dissertations-theses/organizational-

change-readiness-effects-
structure/docview/2055262240/se-2?accountid=10378
change-readiness-effects-structure/docview/2055262240/se-
2?accountid=10378
2?accountid=10378
investigating-follower
Teachers’ Sense of Efficacy Scale1 (long form)
Teacher Beliefs
How much can you do?
Directions: This questionnaire is designed to help us gain a
better understanding of the g
V
e
ry
L
itt
le
Q
u
ite
A
B
it

kinds of things that create difficulties for teachers in their
school activities. Please indicate
m
e
G
re
a
t
your opinion about each of the statements below. Your answers
are confidential.
N
o
th
in
S
o
A
1. How much can you do to get through to the most difficult
students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
2. How much can you do to help your students think critically?
(1) (2) (3) (4) (5) (6) (7) (8) (9)
3. How much can you do to control disruptive behavior in the
classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
4. How much can you do to motivate students who show low
interest in school (1) (2) (3) (4) (5) (6) (7) (8) (9)

work?
5. To what extent can you make your expectations clear about
student behavior? (1) (2) (3) (4) (5) (6) (7) (8) (9)
6. How much can you do to get students to believe they can do
well in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)
7. How well can you respond to difficult questions from your
students ? (1) (2) (3) (4) (5) (6) (7) (8) (9)
8. How well can you establish routines to keep activities
running smoothly? (1) (2) (3) (4) (5) (6) (7) (8) (9)
9. How much can you do to help your students value learning?
(1) (2) (3) (4) (5) (6) (7) (8) (9)
10. How much can you gauge student comprehension of what
you have taught? (1) (2) (3) (4) (5) (6) (7) (8) (9)
11. To what extent can you craft good questions for your
students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
12. How much can you do to foster student creativity? (1) (2)
(3) (4) (5) (6) (7) (8) (9)
13. How much can you do to get children to follow classroom
rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)
14. How much can you do to improve the understanding of a
student who is failing? (1) (2) (3) (4) (5) (6) (7) (8) (9)
15. How much can you do to calm a student who is disruptive or
noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)
16. How well can you establish a classroom management system

with each group of (1) (2) (3) (4) (5) (6) (7) (8) (9)
students?
17. How much can you do to adjust your lessons to the proper
level for individual (1) (2) (3) (4) (5) (6) (7) (8) (9)
students?
18. How much can you use a variety of assessment strategies?
(1) (2) (3) (4) (5) (6) (7) (8) (9)
19. How well can you keep a few problem students form ruining
an entire lesson? (1) (2) (3) (4) (5) (6) (7) (8) (9)
20. To what extent can you provide an alternative explanation
or example when (1) (2) (3) (4) (5) (6) (7) (8) (9)
students are confused?
21. How well can you respond to defiant students? (1) (2) (3)
(4) (5) (6) (7) (8) (9)
22. How much can you assist families in helping their children
do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)
23. How well can you implement alternative strategies in your
classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
24. How well can you provide appropriate challenges for very
capable students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
Dr. Jaocb Bryant
Survey
Teachers’ Sense of Efficacy Scale1 (short form)

Teacher Beliefs
better understanding of
the kinds of things that create difficulties for teachers in their
school activities. Please
indicate your opinion about each of the statements below. Your
answers are
confidential.
N
o
th
in
g
V
e
ry
L
itt
le
S
o
m
e
Q
u
ite
A
B
it

A
G
re
a
t
D
e
a
l
classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?
well in school (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?
(1) (2) (3) (4) (5) (6) (7) (8) (9)
students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)
noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)
with each (1) (2) (3) (4) (5) (6) (7) (8) (9)
group of students?

9. How much can you use a variety of assessment strategies? (1)
(2) (3) (4) (5) (6) (7) (8) (9)
or example when (1) (2) (3) (4) (5) (6) (7) (8) (9)
do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)
classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
Directions for Scoring the Teachers’ Sense of Efficacy Scale1
Developers: Megan Tschannen-Moran, College of William and
Mary
!!!!!!!!!!!!!!!!!!!!!!!!!Anita Woolfolk Hoy, the Ohio State
University.
!
Construct Validity
For information the construct validity of the Teachers’ Sense of
Teacher efficacy Scale, see:
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher
efficacy: Capturing and
elusive construct. Teaching and Teacher Education, 17, 783-
805.
Factor Analysis

It is important to conduct a factor analysis to determine how
your participants respond to the
questions. We have consistently found three moderately
correlated factors: Efficacy in Student
Engagement, Efficacy in Instructional Practices, and Efficacy in
Classroom Management, but at
times the make up of the scales varies slightly. With preservice
teachers we recommend that the
full 24-item scale (or 12-item short form) be used, because the
factor structure often is less
distinct for these respondents.
Subscale Scores
To determine the Efficacy in Student Engagement, Efficacy in
Instructional Practices, and
Efficacy in Classroom Management subscale scores, we
compute unweighted means of the items
that load on each factor. Generally these groupings are:
Long Form
Efficacy in Student Engagement:
Efficacy in Instructional Strategies:
Efficacy in Classroom Management:
Items
Items
Items
1, 2, 4, 6, 9, 12, 14, 22
7, 10, 11, 17, 18, 20, 23, 24
3, 5, 8, 13, 15, 16, 19, 21
Short Form

Items
Items
Items
2, 3, 4, 11
5, 9, 10, 12
1, 6, 7, 8
Reliabilities
In Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher
efficacy: Capturing and elusive
construct. Teaching and Teacher Education, 17, 783-805, the
following were found:
Long Form Short Form
Mean SD alpha Mean SD alpha
OSTES 7.1 .94 .94 7.1 .98 .90
Engagement 7.3 1.1 .87 7.2 1.2 .81
Instruction 7.3 1.1 .91 7.3 1.2 .86
Management 6.7 1.1 .90 6.7 1.2 .86
1 Because this instrument was developed at the Ohio State
University, it is sometimes referred to
as the Ohio State Teacher Efficacy Scale. We prefer the name,
Teachers’ Sense of Efficacy
Scale.

1 DATA GATH RING INSTRUM NT
Mock D ssertat on Top c- Updated
Has the COVID-19 pandemic changed teacher perspectives on
Professional Learning
Communities and collaboration?
If so, how can school administrators expand upon this changed
perspective as a

transformational moment for increased collaboration?
I started preliminary research on this topic, in a broad sense, for
the Learning in
Adulthood course, but based everything on my opinion rather
than hard evidence. I would
appreciate the opportunity to see if my opinions will be
supported within survey results
and other researchers conclusions. Also, there has been renewed
pushes on
Professional Learning Communities within my school, but much
of the focus has
concerned administrative paperwork, data analysis, etc. rather
than on relationships,
collaboration, etc. I feel this research could be applicable to the
school’s administrative
team as the purpose of PLC’s may expand beyond pre-pandemic
status.
Data Gather ng Instrument
The Tennessee Department of ducation in partnership with
Vanderbilt University
conducts a yearly ducator Survey, and historical data is
available to establish trends.
The survey results are detailed at the State, District, and School
level, if 45% of the

teachers respond. Unfortunately with March 2020 COVID-19
closures, only 22% of
teachers participated in the 2020 Tennessee ducator Survey at
LaVergne High School. I
would like to focus on those questions which relate to
collaboration and Professional
Learning Communities to gather information. I was able to track
trends within State and
District data, but would like to go further into the school level
to direct administrative
action in my building concerning PLCs, collaboration, and
teacher support related to
Dr. Jaocb Bryant
Archival Data

retention. The questions from the Tennessee ducator Survey
related to collaboration
include:
1. Our school staff is a learning community in which ideas and
suggestions for
improvement are encouraged. (TN ducator Survey 2020, 2019,
2018)
2. On average, how many hours per week do you spend creating
or sourcing
materials to use for classroom instruction including planning
time during and
outside of school hours? (TN ducator Survey 2020, 2019)
3. What percentage of this total time is spent on collaborative
instructional planning?
(TN ducator Survey 2020)

I would also add specific questions concerning teacher burnout
inspired from the RAND
Teacher Survey including:
1. To what extent is each of the following a concern for you
right now? Feelings of
Burnout (RAND 2020)
My data gathering instrument will be a survey to LaVergne
High School teachers based
on the questions from the Tennessee ducator Survey and other
prominent surveys
including RAND, AIR, and TALIS. The TALIS data on
fostering collaboration to improve
professionalism is in depth and I am still taking time to fully
read all the components of the
research to see how it fits into my topic since it provides
international information.
There is emerging research concerning the impact of COVID-19
on educator
perspectives from the University of Maryland’s College of
ducation, but much of the
research completed by groups like RAND and the American
Institutes for Research, has
focused on student subgroup support ( nglish-Language,

conomically Disadvantaged,
Special ducation, etc.) and District/Administrative response
from an organizational
standpoint. It appears there is a focus on how schools
mismanaged the pandemic
response, and I would like my focus to surround increased
collaboration as a positive
effect of the pandemic.
I set up a preliminary SurveyMonkey Survey based on those
questions I would like

to focus on related to PLCs and collaboration. I may have to
explore other platforms
based on the limits within the free version of SurveyMonkey. I
know faulty may be more
honest in a platform not connected to school login information.
You can see the survey at
this link- https://www.surveymonkey.com/r/6PLFQLF I realize I
will also need to add
demographic style questions too to analyze the data
appropriately and cite the questions.
Resources
American Institutes for Research. (2020). Teaching in the time
of COVID-19.
https://www.air.org/resource/teaching-time-covid-19
Hamilton, L., Grant, D., Kaufman, J., Diliberti, M., Schwartz,
H., Hunter, G., Messan
Setodji, C., and Young, C. (2020. COVID-19 and the state of
K–12 schools: results
and technical documentation from the spring 2020 American
educator panels
COVID-19 surveys.
https://www.rand.org/pubs/research_reports/RRA168-1.html.
O CD (2020), TALIS 2018 Results (Volume II): Teachers and

School Leaders as Valued
Professionals, TALIS, O CD Publishing, Paris,
https://doi.org/10.1787/19cf08df-
en.
https://doi.org/10.1787/19cf08df
https://www.rand.org/pubs/research_reports/RRA168-1.html
Patrick, S.K., & Newsom, U. (2020). Teaching through a global
pandemic: COVID-19
insights from the Tennessee educator survey.
https://peabody.vanderbilt.edu/T RA/files/T
S2020_COVID_Brief_FINAL.pdf
Tennessee Department of ducation (TDO ). (2020). 2020 Tenne

ee educator
urvey. https://www.tn.gov/education/ data/educator-survey.html
ee educator
urvey. https://www.tn.gov/education/data/educator-
survey/2019-tn-educator-
survey.html
ee educator
survey/2018-tennessee-
educator-survey.html
Tennessee Department of ducation (TDO ). (2020). Tennessee
educator survey
2020 overview: A report from the Tennessee Department of
ducation.
https://www.tn.gov/content/dam/tn/education/data/2020-
survey/Combined_Briefs.p
df
University of Maryland’s College of ducation. (2020). The
impact of COVID-19 on
teachers. https://education.umd.edu/research-college/impact-
covid-19-teachers

https://education.umd.edu/research-college/impact-covid-19-
teachers
https://www.tn.gov/education/data/educator-survey/2018-
tennessee
https://www.tn.gov/education/data/educator-survey/2019-tn-
educator
https://www.tn.gov/education/data/educator-survey.html
https://peabody.vanderbilt.edu/TERA/files/TES2020_COVID_B
rief_FINAL.pdfResearch questionCollection InstrumentNot
Contained in the StudyData MeasureReferences

35 years
5+ years
I am _______. *Ma k only one oval.
Male
Female
O her:
Instru tional Coa h Impa t Survey
1. I se ve as inst uctional coach at the ________ level. *Ma k
only one oval.
Elemen ary
Middle
High
2. I cu ently have ________ yea s of expe ience in education.
*Ma k
only one oval.
05 years
610 years
1120 years
2130 years
30+ years

3. I cu ently have ________ yea s of expe ience as inst uctional
coach.
*Ma k only one oval.
02 years
4.
5. I p ovide p e- and post-confe ences within the coaching cycle
fo my
new and at- isk teache s in my building. * Ma k only one oval.
6. I p ovide monthly new teache meetings with
agenda/schedule/sign-in
sheet. * Ma k only one oval.
Dr. Jaocb Bryant
Survey
7. I p ovide examples of feedback to teache s as follow -ups to
class oom obse vation. * Ma k

only one oval.
8. I have evidence of modeling o co-teaching with teache s in
my building. * Ma k only one
oval.
9. I have documentation aligning my wo k with new teache s
specific to thei needs. * Ma k
only one oval.
10. I have evidence of teache equested assistance with follow
up. * Ma k only one oval.
11. I have evidence of administ ation equested assistance with
follow up. * Ma k only one
oval.
12. I have evidence of student inte vention plans fo the most at-
isk students in ou building. *
Ma k only one oval.
13. I have evidence o data team meeting agendas and schedules
fo students. * Ma k only one
oval.

14. I have sample data of a student in my building making
academic p og ess and sample data
of a student in my building not making academic p og ess. * Ma
k only one oval.
15. I have fidelity monito ing documentation fo students I
conducted this school yea . * Ma k
only one oval.
16. I have weekly inte vention documentation f om my academic
inte ventionists. * Ma k only
one oval.
17. I have evidence of wo king with a p io ity p ofessional lea
ning community o othe
p ofessional lea ning community in my building. * Ma k only
one oval.

18. I have evidence of fidelity monito ing fo standa ds-based
inte vention being completed in
my building. * Ma k only one oval.
19. I have evidence of assistance given to teache (s) fo data
analysis of Tie I data. * Ma k
only one oval.
20. I have documentation of esou ces sha ed with staff membe
s. * Ma k only one oval.
21. I have documentation of school imp ovement goals based on
TVAAS and achievement
data in my building. * Ma k only one oval.
22. I have evidence of PDs I o ganized du ing the school yea
based on specific needs in ou
building. * Ma k only one oval.

23. I have evidence of needs assessments completed by teache s
in my building. * Ma k only
one oval.
24. I have evidence of PDs I have attended this school yea
based on ou building needs. *
Ma k only one oval.
25. I have evidence of collabo ation with othe inst uctional
coaches o dist ict staff du ing this
school yea . * Ma k only one oval.
26. I have evidence of pa ent/family communication this school
yea . * Ma k only one oval.
27. I have evidence of unive sal sc eening schedules, fidelity
monito ing schedules, and
p og ess monito ing schedules being completed in a timely
manne . * Ma k only one oval.

Researc queston
The rese rch queston used “C n m chine le rning id in
preventng cybersecurity t cks in he lthc re”,
d t will be collected by the following: surveys will be sent to
Chief Inform ton Security Ofcers (CISO)
nd Chief Inform ton Ofcers (CIO) or ny designee for
cybersecurity rel ted m ters.
Collecton Instrument
Survey with closed ended questons will be used nd s follows:
Dependent Variable:

Dependent v ri ble will be do “do you currently h ve m chine le
rning sofw re (sometmes c lled AI) to
prevent cyber- t cks. (yes or no)
Independent Variables:
Did you experience cyber- t ck? (yes or no)
Wh t type of t ck did you experience? (Select the type of t ck.
Multple selectons permited)
Type of t ck:
DDoS/DoS
m lw re
r nsomw re
phishing
suspected insider thre t
other (write in type of t ck)
Did intrusion detecton work? (yes or no)
Wh t ye r did you experience the t ck?
Ye r of t ck (2015 – 2020) (select the ye r, Check box)
Not Contained in t e Study

Size of insttuton will not be ccounted for
Dr. Jaocb Bryant
Closed-Ended Survey
Do you currently h ve m chine
le rning sofw re (sometmes
c lled AI) to prevent
cybersecurity t cks?
Yes
No
Did you experience cyber-

t ck
Yes
No
Wh t type of t ck did you
experience? (Select the type of
t ck. Multple selectons
permited)
DDoS/DoS
M lw re
R nsomw re
Phishing
Suspected insider thre t
Other (write in type of t ck)
Did intrusion detecton work? Yes
No
Wh t ye r did you experience 2015
the t ck?
2016
2017

2018
2019
2020
1
Researc Question

The su vey espondents fo this esea ch was to unde stand
whethe health ca e secu ity
is mo e impo tant as a conce n o to focus on the p oblem. Fo
this data collection, the esea ch
question was to answe How machine lea ning can imp ove
healthca e cybe secu ity and what
ML techniques can p otect health ca e data? (Ze ka et al., 2020).
The pu pose of this study is to
measu e machine lea ning methods to imp ove healthca e cybe
secu ity. Machine lea ning
techniques a e used fo cybe secu ity analysis to identify
potential th eats and potential
vulne abilities in futu e systems and inf ast uctu e to p otect
business systems and assets of
Healthca e systems. This focus on the p oblem of cybe secu ity
in healthca e using cybe
secu ity ating as an indicato to identify cu ent th eats and
potential vulne abilities in va ious
(Ze ka et al., 2020).
Data Measure
The secu ity events of health ca e data will be collected f om
elect onic health ca e
eco ds EHR to find insights of malicious activity by analysing
la ge data set fo malicious

activity. This data is gene ated fo medical diagnosis info
mation and p ovides unique
healthca e info mation including diagnosis codes, patient cha
acte istics, and medical t eatment
info mation (Ze ka et al., 2020). Fo healthca e secu ity it is
impo tant to evaluate the amount
of info mation used to find new th eats and othe b eaches by
looking at secu ity events elated
to healthca e. This is possible if thus study unde stand the unde
lying secu ity issues of
healthca e and secu ity awa eness of use s of the p oducts,
especially ca e of healthca e (Ze ka
et al., 2020).
The dependent measu e is the ate of b eaches in te ms of
healthca e data by the
espective technologies. Data set fo Healthca e Health ca e
events will be gene ated based on a
su vey of ove 20,000 consume s. The pu pose of this study is to
gathe data about elect onic
Dr. Jaocb Bryant
Archival Data

2
health ca e eco ds ( EHRs) of ove 20,000 consume s within a
pe iod of two to th ee yea s.
The sample size is f om ove 50,000 in case of healthca e data
and also f om ove 25,000 in
case of medical diagnostics info mation. It will assess the secu
ity data by analysing the sou ce
info mation of EHR data.

Howeve , some of the aspects of this esea ch fo data collection
a e as following
.
To collect data fo the study, the pa ticipants will gathe f om p
ivate health ca e
companies on a daily basis. Afte the data gathe ing, it is sto ed
in a compute located at thei
home add ess. The data is sto ed using the machine vision that
is in use and the data is analyzed
in o de to identify specific ML techniques used to achieve mo e
secu e health ca e data. At
some stage of the esea ch, the sample of pa ticipants will also
be analyzed with ML techniques
to identify what will be the most impo tant health ca e secu ity
events fo EHRs and to gathe

additional data. The final stage of this esea ch p oject is to
identify ML techniques which will
be used to imp ove health ca e data secu ity and the study of ML
techniques elated to ML
techniques elated to ML techniques elated to secu ity issues.
Howeve , the ML techniques used in this esea ch a e following
3
-supe vised Lea ning.

In health ca e cybe secu ity machine lea ning techbiques a e
used to c eate a p ofile of
the health ca e p ovide s, the patients, the docto s and the
patients' habits and elationships
(Bouke che, & Coutinho, 2020). Data a e collected f om these
individuals and the data a e
analyzed in o de to identify what the health ca e p ovide s do,
the health ca e events that they
will engage in, and the types of events that they will be using
health ca e secu ity tools fo . At
some stage of the esea ch, the health ca e is analyzed with ML
techniques to identify what the
health ca e p ovide s use in o de to p otect health ca e se vices,
and to gathe additional data
(Bouke che, & Coutinho, 2020).
4
References
Bouke che, A., & Coutinho, R. W. (2020). Design Guidelines fo
Machine Lea ning-based

Cybe secu ity in Inte net of Things. IEEE Netwo k.
Ze ka, F., Ba akat, S., Walsh, S., Bogowicz, M., Leijenaa , R.
T., Jochems, A., ... & Lambin, P.
(2020). Systematic eview of p ivacy-p ese ving dist ibuted
machine lea ning f om
fede ated databases in health ca e. JCO clinical cance info
matics, 4, 184-200.

Researc Queston
The in luence o educators and universities on irst – time,
reshman students with low
GPA and ACT scores is more prevalent than ever. Teaching
students to be success ul in college
courses, speci ically those with low standardized test scores is
essential. One would create a mock
dissertation on this topic, by studying proactive, motivational
study skills to students who enter
college with lower academic entrances. The research question is
“What is the bene it o enrolling
students who lower than average composite standardized test
scores into study and li e skills
courses?”. The purpose o this study will be to examine the e
ectiveness o teaching a particular
cohort using T-test and linear regressions to determine the
impact on those who receive the service
and those who do not.
Data Mea ure
The success o these courses will be based on grade point
average, degree completion, and
time o degree completion. This data is housed in many
universities registrar o ice; however, it

can also be ound at Kentucky Council on Postsecondary
Education. These organizations collect
all students who have been enrolled in a determined course in
Kentucky, their standardized test
scores, demographic characteristics, high school test scores and
more. Those who obtained a
degree will be ound rom the University and the year that they
began at the university to the year
they completed a degree. Grade point average will be available
through individual universities that
the student attended. The in ormation regarding the course,
those enrolled, the rate that continued
each year, and more will be available through the Kentucky
Council on Postsecondary Education.
Attainment o Associates degrees (typically at a community,
two-year university) versus a
Bachelor’s degree, can be ound rom the Kentucky Council on
Postsecondary Education.
Dr. Jaocb Bryant
Archival Data

1 DATA CO ECTION
Researc Question and Purpose
The research question for this study is: “Does higher
educational leadership have an impact
on student persistence from first-year to second-year in a public
four-year institution?”
This study will be looking at a public four-year institution in
the Midwest that is accredited by the
regional accrediting agency Higher earning Commission (H C).
The institution has undergone a
complete change of leadership four years ago. With this change,

we will be evaluating if there was
an impact on first-year to second-year student retention.
Collection of Arc ival Data
Each year, the university is required to disseminate a climate
survey as a part of the
regional accreditation requirements. The climate survey is
solely focused on the leadership of the
institution and the support they provide. The survey is a ikert
scale, the university archives the
survey results for accreditation purposes and for assessing
trends. These past and current results
will be gathered and utilized from the period before and after
the leadership change. The survey
results are housed in the Office of Institutional Effectiveness
and Assessment and are readily
accessible with a request submission. The study will analyze the
survey results for four years prior
to the leadership change and the results for the four years since
the change.
Additionally, the Office of Institutional Effectiveness and
Assessment will be able to
provide first-year to second-year retention rates for the
corresponding years. With both sets of data,

the study will evaluate if there is a correlation using a Chi-
Square test. Furthermore, enrollment
and retention information for the institution can be accessed
from Integrated Postsecondary
Education Data System (IPEDS) in order to gather a complete
picture of enrollment and retention
trends during the eight-year period the study will be examining.
Dr. Jaocb Bryant
Archival Data

Research Question:
What is the Influence of Corporate Structure and Vision
Statements on the Organizations
Financial Success in thePeriod of January 2019 Through
January 2021?
In looking at the topic of the influence of visionary leadership
on change management and
implementation, the period immediately preceding and through
the current peak of Covid-19 is a
time of unprecedented change. This period also encompasses a
highly contested political election
for the president that exacerbates the requirements for change
management and implementation for
an organization to remain successful. Organizational structure
has a significant impact on how
information moves within a company and the speed at which it
can be assimilated and reacted
upon (Krishnan, 2018). The leader is primarily responsible for
implementing the corporate
structure and articulating and communicating its vision
statement. Theprevalence of an articulated
and well-communicated vision statement within various
organizational structures can be correlated

to financial performance metrics such as free cash flows (FCF)
and the weighted average cost of
capital (WACC) to form statistical correlations. This will be
contrasted with the same
organizational structure without a well-articulated and
accessible vision statement with the
expected outcome that the same financial metrics will suffer. It
is also expected that more
decentralized structures will enhance financial performance
during periods of significant change.
A combination of survey and archival data will beutilized. The
survey will be emailed to a
random selection of HRdepartments of 217 of the Fortune top
500 companies for distribution to
front line and middle managers (Krejcie, 1970). Archival data
frompublicly available financial
statements will be used to determine FCF and WACC.
Dr. Jaocb Bryant
Survey

Data Measure
A survey instrument will capture the independent variables of
demographic information,
corporate structure, and vision data.
Demographic Information
1. Gender (check one): ________Female _________Male
2. Geographic Location of theCompany (Check one):
_________Northeast _________Southeast
_________Northwest _________Southwest
_________Midwest
3. What industry do you work in?
_______________________________________
4. Approximately how many people are employed by your
organization? ______________

CorporateStructure (Bolea & Atwater 2016).
1. How would you defineyour corporate structure?
A. Functional: Centralized, people are organized based on
similar job skills. Tasks are
defined and structured.
B. Divisional/Organic: Organized by business function (region,
unit, product).
Decentralized, with a focus on a specific part or region of the
business, but typically
one responsible supervisor.

C. Matrix: A combination of functional and divisional.
Necessary when there rapidly
changing business environments. Combines structured functions
with function-based
work teams with dual or multiple departmental supervisors.
Corporate vision will be measured on aLikert scale utilizing the
following closed-ended
questions utilized in previous studies, pending approval from
the authors (Carsten, 2006).
Corporate Vision
1 = Strongly Disagree, 2 = Disagree, 3 =Neither
AgreeNorDisagree, 4 =Agree, 5 =Strongly
Agree.
1. I am aware of my company’s vision 1 2 3 4 5
2. I would feel comfortable explaining my 1 2 3 4 5
company’s vision to a new co-worker.
3. Measures have been taken to make sure 1 2 3 4 5
I understand the vision.
4. There is a commonality of purpose in my 1 2 3 4 5
organization.

5. There is total agreement on our organizational 1 2 3 4 5
vision across all levels, functions, and divisions.
6. The vision is aligned with my company’s 1 2 3 4
overreaching goals.
5
7. The vision reinforces my company’s 1 2 3 4 5
guiding purpose.

8. The vision is aligned with my company’s 1 2 3 4 5
core philosophy.
9. Attempts to make things better atmy company 1 2 3 4 5
will not produce good results.
10. Plans for future improvement are likely to 1 2 3 4 5
change things for the better.
11. Suggestions on how to solve problems 1 2 3 4 5
are likely to produce real change.
12. Employees were involved in creating our 1 2 3 4 5
company’s vision.
13. Top management asked employees to 1 2 3 4 5
participate in the visioning process.
14. The vison was produced entirely by 1 2 3 4 5
top management.
15. Employees were asked to provide input on the 1 2 3 4 5
content of the vision statement.
Thinking about yourdepartment or work group, please indicate
whether you

agree with the following statements using the scale from 1
(strongly disagree) to 5
(strongly agree).
16. The vision helps to guide the goals or 1 2 3 4 5
Objectives of my department/work group.
17. The vision has an influence on the decisions 1 2 3 4 5
that are made by my department/work group.
18. My department/work group is not influenced 1 2 3 4 5
by the vision.

19. My department/work group plays an essential 1 2 3 4 5
role in achieving the vision.
Now, Thinking about your specific job, please indicate
thedegree to which you
agree with each statement by circling a number between
1(strongly disagree) and 5
(strongly agree).
20. My work directly contributes to carrying out 1 2 3 4 5
the vision of my organization.
21. The vision helps guide my work activities. 1 2 3 4 5
22. I don’t understand how thevision impacts 1 2 3 4 5
my particular job.
23. The vision helps me understand thepurpose 1 2 3 4 5
of my work.
24. Generally speaking, I amvery satisfied 1 2 3 4 5
with my job.

25. I am interested in my work. 1 2 3 4 5
Corporate financial data will be obtained from archival data
found on the 10-Q (quarterly)
reports filed with theSecurities Exchange Commission (SEC)
and publicly available on their
website (www.sec.gov). Corporate value, the dependent
variable, can bedetermined as follows
(Brigham & Ehrhardt, 2020):
Value = FCF1/(1+WACC)
1 + FCF2/(1+WACC)
2 + FCF3/(1+WACC)
3 + …
FCF =EBIT(1- Tax Rate) – (Present year Operating Capital –
Previous year Operating Capital)
Corporate earnings before income taxes (EBIT) and tax rate will
be obtained on the SEC website
in the condensed consolidated statement of income. Operating

capital will be obtained from the
condensed consolidated balance sheet as the sum of net property
and inventory.
After exploring the difficulty in obtaining the WACCfrompublic
financial records, and its
anticipated limited impact in the low interest rate environment
during theperiod of interest (2019-
2020), corporate value will be approximated as the sum of the
future cash flows (FCF’s).
Value ≈ FCF1 + FCF2 + FCF3 + …
http://www.sec.gov/
References

Bolea, A., &Atwater, L. E. (2016). Applied Leadership
Development: Nine Elements of
Leadership Mastery. New York: Routledge, Taylor & Francis
Group.
Brigham, E. F., & Ehrhardt, M. C. (2020). Corporate finance: a
focused approach. (7th ed.).
Boston, MA:Cengage.
Carsten, M. K. (2006). Vision in focus: Investigating follower
processes that mediate vision
articulation and organizational outcomes (Order No. 3233754).
Available from
ABI/INFORM Global. (305357922). Retrieved from
investigating-follower-
processes/docview/305357922/se-2?accountid=10378
Creswell, J. W., &Creswell, J. D. (2018). Research design:
Qualitative, quantitative, and mixed
methods approaches. Thousand Oaks, CA: SAGE Publications.
Krejcie, R. V. &Morgan, D. W. (1970). Determining sample
size for research activities.
Educational and Psychological Measurements, 30, 607-610.
Krishnan, R. R. (2018). Organizational change readiness:

Effects of organizational structure and
leadership communication in organizational change (Order No.
10791024). Available from
ProQuestDissertations &Theses Global. (2055262240).
Retrieved from
change-readiness-effects-
structure/docview/2055262240/se-2?accountid=10378
2?accountid=10378
2?accountid=10378
investigating-follower
Teachers’ Sense of Efficacy Scale1 (long form)
Teacher Beliefs
better understanding of the g
V
e
ry
L
itt

le
Q
u
ite
A
B
it
kinds of things that create difficulties for teachers in their
school activities. Please indicate
m
e
G
re
a
t
your opinion about each of the statements below. Your answers
are confidential.
N
o
th
in
S
o
A
1. How much can you do to get through to the most difficult
students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

2. How much can you do to help your students think critically?
(1) (2) (3) (4) (5) (6) (7) (8) (9)
classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?
5. To what extent can you make your expectations clear about
student behavior? (1) (2) (3) (4) (5) (6) (7) (8) (9)
well in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)
7. How well can you respond to difficult questions from your
students ? (1) (2) (3) (4) (5) (6) (7) (8) (9)
8. How well can you establish routines to keep activities
running smoothly? (1) (2) (3) (4) (5) (6) (7) (8) (9)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
10. How much can you gauge student comprehension of what
you have taught? (1) (2) (3) (4) (5) (6) (7) (8) (9)
students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
12. How much can you do to foster student creativity? (1) (2)
(3) (4) (5) (6) (7) (8) (9)

rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)
14. How much can you do to improve the understanding of a
student who is failing? (1) (2) (3) (4) (5) (6) (7) (8) (9)
noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)
with each group of (1) (2) (3) (4) (5) (6) (7) (8) (9)
students?
17. How much can you do to adjust your lessons to the proper
level for individual (1) (2) (3) (4) (5) (6) (7) (8) (9)
students?
18. How much can you use a variety of assessment strategies?
(1) (2) (3) (4) (5) (6) (7) (8) (9)
19. How well can you keep a few problem students form ruining
an entire lesson? (1) (2) (3) (4) (5) (6) (7) (8) (9)
or example when (1) (2) (3) (4) (5) (6) (7) (8) (9)
21. How well can you respond to defiant students? (1) (2) (3)
(4) (5) (6) (7) (8) (9)
do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)
classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
24. How well can you provide appropriate challenges for very

capable students? (1) (2) (3) (4) (5) (6) (7) (8) (9)
Dr. Jaocb Bryant
Survey
Teachers’ Sense of Efficacy Scale1 (short form)
Teacher Beliefs
better understanding of
the kinds of things that create difficulties for teachers in their
school activities. Please
indicate your opinion about each of the statements below. Your
answers are
confidential.
N
o
th
in
g
V
e
ry
L
itt
le
S
o
m

e
Q
u
ite
A
B
it
A
G
re
a
t
D
e
a
l
classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?
well in school (1) (2) (3) (4) (5) (6) (7) (8) (9)
work?
(1) (2) (3) (4) (5) (6) (7) (8) (9)
students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)
noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)
with each (1) (2) (3) (4) (5) (6) (7) (8) (9)
group of students?
9. How much can you use a variety of assessment strategies? (1)
(2) (3) (4) (5) (6) (7) (8) (9)
or example when (1) (2) (3) (4) (5) (6) (7) (8) (9)
do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)
classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)
Directions for Scoring the Teachers’ Sense of Efficacy Scale1
Developers: Megan Tschannen-Moran, College of William and
Mary
!!!!!!!!!!!!!!!!!!!!!!!!!Anita Woolfolk Hoy, the Ohio State
University.
!
Construct Validity

For information the construct validity of the Teachers’ Sense of
Teacher efficacy Scale, see:
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher
efficacy: Capturing and
elusive construct. Teaching and Teacher Education, 17, 783-
805.
Factor Analysis
It is important to conduct a factor analysis to determine how
your participants respond to the
questions. We have consistently found three moderately
correlated factors: Efficacy in Student
Engagement, Efficacy in Instructional Practices, and Efficacy in
Classroom Management, but at
times the make up of the scales varies slightly. With preservice
teachers we recommend that the
full 24-item scale (or 12-item short form) be used, because the
factor structure often is less
distinct for these respondents.
Subscale Scores
To determine the Efficacy in Student Engagement, Efficacy in
Instructional Practices, and
Efficacy in Classroom Management subscale scores, we
compute unweighted means of the items
that load on each factor. Generally these groupings are:
Long Form
Items

Items
Items
1, 2, 4, 6, 9, 12, 14, 22
7, 10, 11, 17, 18, 20, 23, 24
3, 5, 8, 13, 15, 16, 19, 21
Short Form
Items
Items
Items
2, 3, 4, 11
5, 9, 10, 12
1, 6, 7, 8
Reliabilities
In Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher
efficacy: Capturing and elusive
construct. Teaching and Teacher Education, 17, 783-805, the
following were found:
Long Form Short Form
Mean SD alpha Mean SD alpha
OSTES 7.1 .94 .94 7.1 .98 .90
Engagement 7.3 1.1 .87 7.2 1.2 .81
Instruction 7.3 1.1 .91 7.3 1.2 .86
Management 6.7 1.1 .90 6.7 1.2 .86

1 Because this instrument was developed at the Ohio State
University, it is sometimes referred to
as the Ohio State Teacher Efficacy Scale. We prefer the name,
Teachers’ Sense of Efficacy
Scale.
Mock D ssertat on Top c- Updated

Has the COVID-19 pandemic changed teacher perspectives on
Professional Learning
Communities and collaboration?
If so, how can school administrators expand upon this changed
perspective as a
transformational moment for increased collaboration?
I started preliminary research on this topic, in a broad sense, for
the Learning in
Adulthood course, but based everything on my opinion rather
than hard evidence. I would
appreciate the opportunity to see if my opinions will be
supported within survey results
and other researchers conclusions. Also, there has been renewed
pushes on
Professional Learning Communities within my school, but much
of the focus has
concerned administrative paperwork, data analysis, etc. rather
than on relationships,
collaboration, etc. I feel this research could be applicable to the
school’s administrative
team as the purpose of PLC’s may expand beyond pre-pandemic
status.
Data Gather ng Instrument

The Tennessee Department of ducation in partnership with
Vanderbilt University
conducts a yearly ducator Survey, and historical data is
available to establish trends.
The survey results are detailed at the State, District, and School
level, if 45% of the
teachers respond. Unfortunately with March 2020 COVID-19
closures, only 22% of
teachers participated in the 2020 Tennessee ducator Survey at
LaVergne High School. I
would like to focus on those questions which relate to
collaboration and Professional
Learning Communities to gather information. I was able to track
trends within State and
District data, but would like to go further into the school level
to direct administrative
action in my building concerning PLCs, collaboration, and
teacher support related to
Dr. Jaocb Bryant
Archival Data

retention. The questions from the Tennessee ducator Survey
related to collaboration
include:
1. Our school staff is a learning community in which ideas and
suggestions for
improvement are encouraged. (TN ducator Survey 2020, 2019,
2018)
2. On average, how many hours per week do you spend creating
or sourcing

materials to use for classroom instruction including planning
time during and
outside of school hours? (TN ducator Survey 2020, 2019)
3. What percentage of this total time is spent on collaborative
instructional planning?
(TN ducator Survey 2020)
I would also add specific questions concerning teacher burnout
inspired from the RAND
Teacher Survey including:
1. To what extent is each of the following a concern for you
right now? Feelings of
Burnout (RAND 2020)
My data gathering instrument will be a survey to LaVergne
High School teachers based
on the questions from the Tennessee ducator Survey and other
prominent surveys
including RAND, AIR, and TALIS. The TALIS data on
fostering collaboration to improve
professionalism is in depth and I am still taking time to fully
read all the components of the
research to see how it fits into my topic since it provides
international information.
There is emerging research concerning the impact of COVID-19

on educator
perspectives from the University of Maryland’s College of
ducation, but much of the
research completed by groups like RAND and the American
Institutes for Research, has
focused on student subgroup support ( nglish-Language,
conomically Disadvantaged,
Special ducation, etc.) and District/Administrative response
from an organizational
standpoint. It appears there is a focus on how schools

mismanaged the pandemic
response, and I would like my focus to surround increased
collaboration as a positive
effect of the pandemic.
I set up a preliminary SurveyMonkey Survey based on those
questions I would like
to focus on related to PLCs and collaboration. I may have to
explore other platforms
based on the limits within the free version of SurveyMonkey. I
know faulty may be more
honest in a platform not connected to school login information.
You can see the survey at
this link- https://www.surveymonkey.com/r/6PLFQLF I realize I
will also need to add
demographic style questions too to analyze the data
appropriately and cite the questions.
Resources
American Institutes for Research. (2020). Teaching in the time
of COVID-19.
Hamilton, L., Grant, D., Kaufman, J., Diliberti, M., Schwartz,
H., Hunter, G., Messan
Setodji, C., and Young, C. (2020. COVID-19 and the state of

K–12 schools: results
and technical documentation from the spring 2020 American
educator panels
COVID-19 surveys.
https://www.rand.org/pubs/research_reports/RRA168-1.html.
O CD (2020), TALIS 2018 Results (Volume II): Teachers and
School Leaders as Valued
Professionals, TALIS, O CD Publishing, Paris,
https://doi.org/10.1787/19cf08df-
en.
https://doi.org/10.1787/19cf08df
https://www.rand.org/pubs/research_reports/RRA168-1.html

Patrick, S.K., & Newsom, U. (2020). Teaching through a global
pandemic: COVID-19
insights from the Tennessee educator survey.
https://peabody.vanderbilt.edu/T RA/files/T
S2020_COVID_Brief_FINAL.pdf
ee educator
urvey. https://www.tn.gov/education/data/educator-survey.html
ee educator
survey/2019-tn-educator-
survey.html
ee educator
survey/2018-tennessee-
educator-survey.html
Tennessee Department of ducation (TDO ). (2020). Tennessee
educator survey
2020 overview: A report from the Tennessee Department of
ducation.

df
University of Maryland’s College of ducation. (2020). The
impact of COVID-19 on
teachers. https://education.umd.edu/research-college/impact-
covid-19-teachers
https://education.umd.edu/research-college/impact-covid-19-
teachers
https://www.tn.gov/education/data/educa tor-survey/2018-
tennessee
https://www.tn.gov/education/data/educator-survey/2019-tn-
educator
https://www.tn.gov/education/data/educator-survey.html
https://peabody.vanderbilt.edu/TERA/files/TES2020_COVID_B
rief_FINAL.pdfResearch questionCollection InstrumentNot
Contained in the StudyData MeasureReferences

1 DSRT 8 7: 2.1 SCHOLARLY ABRSTRACT ASSIGNMENT
#1 – QUANTITATIVE
Relati nship Between Female Leadership Styles and Empl yee
Engagement
Bibli graphic Citati n
Ghani, F. A., Derani, N. E. S., Aznam, N., Mohamad, N.,
Zakaria, S. A. A., & Toolib, S. N.
(2018). An empirical investigation of the relationship between
transformational,
transactional female leadership styles and employee
engagement. Global usiness and
Management Research, 10( ), 724.
Auth r Qualificati ns
Fadhilah Abdul Ghani, Nor Emmy Shuhada Derani, Neezlin
Aznam, Norfatihah Mohamad, Siti
Aimi Athirah Zakaria, Siti Norhidayah Toolib
Research C ncern

Most studies concerning leadership styles focus on male
leaders, while there has been little
research involving female leadership styles and their impacts on
employee engagement within
organizations. Female leaders have to overcome stereotypes of
being poor leaders, and the
research will provide ideologies of whether transformational or
transactional leadership styles of
female leaders affect employee engagement.
Research Purp se Statement AND Research Questi ns r Hyp
theses
The purpose of this research was to highlight the
transformational and transactional leadership
styles of female leaders and the respective impact on employee
engagement. Specifically, the
focus was on whether there was a correlation between
transformational and transactional female
leader styles (independent variables) and employee engagement
(dependent variable) within
Government Linked Companies in Malaysia.
Precedent Literature
A lack of research has been conducted that looks at female
leadership styles and their
corresponding impact on employee engagement. Most research
on leadership styles and employee
engagement has been conducted from a general leadership view
and not focused on female
leadership styles. There are perceptions that male leaders are
better leaders and have more positive
impacts on employee engagement. The research will identify a
direct correlation between
transformational and transactional leadership styles, their

impact on employee engagement, and if
the research supports those female leaders are as influential as
male leaders.
Research Meth d l gy
175 research questionnaires were distributed to Government
Link Companies (GLC) employees in
Kuala Lumpur, and 11 questionnaires were returned. Due to
limited resources, an actual number
of female leaders within GLC could not be identified.
Instrumentati n
Statistically Package of Social Science (SPSS) version 2 was
used to analyze the 11
questionnaires in this research.
Dr. Jaocb Bryant
Approaches Expectations
2 DSRT 8 7: 2.1 SCHOLARLY ABRSTRACT ASSIGNMENT
#1 – QUANTITATIVE
Findings

Overall, the study results show a strong positive correlation
between female transformational and
transactional leadership styles (independent variables) and
employee engagement (dependent
variable).
Tables and statistical measures were used to identify the
findings of the research. Cronbach’s
Alpha Coefficient was used to compute the Variables Reliability
Results. The Pearson Correlation
was used to analyze the correlation summary of leadership
styles and employee engagement.
The study results overcome the issue of female leaders being
perceived as poor leaders and are just
as successful as male leaders. The research method supports
that employees are engaged whether
female leaders possess transformational or transactional
leadership styles. The research methods
tested that female leaders effectively engage their employees
and are just as successful at leading
as male leaders.

2 Running Head: 2.1 Week 2
Quantitative Abstract
Bibliographic Citation
Darko, J., Zakaria, A. A., &Uzonwanne, G. C. (2016).
Corporate governance: The impact of
director and board structure, ownership structure and corporate
control on the
performance of listed companies on theghana stock exchange.

Corporate
Governance, 16(2), 259-277. doi:http://dx.doi.org/10.1108/CG-
11-2014-0133
Authors
JosephineDarko, Zakaria AliAribi PhD, and Godfrey C.
Uzonwanne PhD
Research Concern
It is evident that good corporate governance provides the ability
to improve the competitive
advantage, efficiency, and effectiveness of companies (Maher
&Anderson, 2000). There is little
research that has looked at corporate governance in developing
countries such as Ghana. Previous
studies also provide mixed findings on thedirections of
causality between corporate governance
and firmperformance. This paper explores seven hypotheses.
H1: A positive association exists
between the number of non-executive directors and firm
performance. H2: A negative association
exists between the number of directors and firmperformance.
H3: Apositive association exists
between the presenceof females on the board of directors and
firm performance. H4: A positive
association exists between block-holder ownership and

firmperformance. H5: Anegative
association exists between state ownership and firm
performance. H6: A negative association
exists between audit committee size and firm performance. H7:
A positive relationship exists
between the frequency of audit committee meetings and firm
performance.
Purpose
The purpose of this paper is to examine the relationship
between corporate governance and firm
performance of listed Ghanaian companies.
Precedent Literature
A number of previous studies investigated the role of
governance mechanisms in resolving
conflicts of interest between shareholder and manager in
improving performance (Cubbin &
Leech, 1983). The indecisive nature of the literature as it relates
to whether there is a relationship
between firm performance and corporate governance is the
purposeof this paper. Previous studies
find a relationship between board composition and
theprofitability of firms in the sense that as the
number of independent directors increases, the level of the firm

performance also increases (Arbor
& Biekpe, 2007). However, Agrawal& Knoeber
(1996);Hermalin & Weisbach (2001) and Azeez
(2015) conclude that outsiders on the board does not help
performance. Previous studies have
investigated the association between board size and firm
performance (Kiel &Nicholson, 2003;
Adams & Mehran, 2005;Dalton &Dalton, 2005). Earlier works
have been attributed to Lipton &
Lorsch (1992) and Jensen (1993). Gender diversity on boards is
a highly debated topic, which has
received a tremendous amount of attention of policymakers,
researchers, and shareholders
Dr. Jaocb Bryant
Exceeds Expectations

(Chapple &Humphrey, 2014). Davis (2011) has offered
abusiness case for increasing the number
of women on corporate boards. The level of concentration of
ownership structure has implications

(Kuznetsov & Muravyev, 2001). Companies with concentrated
ownership have less agency
problems (Zhuang, 1999; Al-Najjar &Abed, 2014). Empirical
studies for the relationship between
firm performance and state ownership have mixed results (Bos,
1991; Jiang et al., 2008; Liao &
Young, 2012). Other studies present a negative effect (Chen et
al., 2005;Wei, 2007; Mahmood et
al., 2011). There are anumber of studies that reported a positive
relationship between board size
and firmperformance (Dalton et al., 1999). On the other hand,
Vafeas (1999), Mohd Saleh et al.
(2007) and ElMir & Seboui (2008) suggest that larger audit
committee size can lead to inefficient
governance. It has been argued that inactive audit committees
are unlikely to monitor management
effectively (Menon & Williams, 1994). Mohd Saleh et al.(2007)
argued that audit committees
with a small number of meetings are less likely to havegood
monitoring. A positive relationship
was established between the frequency of audit committee
meetings and firmperformance
(Raghunandan &Rama, 2007; Sharma et al., 2009).
Research Methodology

This study focuses on 20 of the 34 listed companies on the
Ghana Stock Exchange across a five-
year period (2008-2012). Variables such as return on equity
(ROE), return on assets (ROA), net
profit margin (NPM), and Tobin’s Q (TBQ) were adopted. A
pool panel regression and an
ANOVA analysis were used to establish the presence of a
significant relationship between the
dependent and independent variables. In this study, corporate
governance structurewas the
independent variable, while corporate performance was
thedependent variable. The research
adopts a model similar to that adopted by Abor &Biekpe (2007),
who used firm performance as a
function of board and ownership structure. The general panel
regression model for analyzing
cross-sectional and time series data is adopted and further
expanded to include all the indices
covered in the study.
Instrumentation
The data set for the research was primarily secondary data
consisting of longitudinal and cross-
sectional data. The sources of data include annual reports and

financial statements of the listed
companies. Director information and board structure, board
gender, ownership and corporate
control information was acquired from web sites, and annual
reports of the various companies.
Findings
A multicollinearity test was conducted that showed the
independent variables did not have a strong
correlation among themselves. The regression results showed
that smaller boards are more
efficient than larger boards. Companies with a relatively lower
number of non-executive directors
tend to perform better in terms of ROA than companies with a
larger percentage of non-executive
directors. The number of times audit meetings wereheld in a
firmnegatively affected ROA. An
increase in thenumber of non-executives on the board negatively
impacted ROE. Board gender
was shown to have apositive and significant influence on NPM.
The ANOVA Analysis found that
companies with smaller boards performed better on NPM, but
there was no significant impact on
ROE, ROA, or TBQ. Asmaller number of non-executive
directors led to better financial

performance in ROE and NPM, but there was no significant
impact on ROA or TBQ. An increase
in performance was identified for ROA, NPM and TBQ, as the
number of females on the board
became greater than two. The proportion of outstanding shares

owned by the top 20 %
shareholders did have a significant impact on NPM. There was a
significant reduction in ROA as
state ownership is increased. Companies with a larger audit
committee size had an increased ROA.
The same impact on ROA was found with increasing audit
committee meeting frequency, but also
improved ROE, NPM and TBQ. The age of the firm was found
to have a significant impact on
ROA, NPM, and TBQ. H1, H2, H5, H6, and H7 are rejected. H3
and H4 are supported.
Conclusions
This study examined the relationship between corporate
governance and firm performance of listed
firms in Ghana. The corporate governance indictors used
wereboard size, the number of non-
executive members of the board, board gender, ownership
structure, audit committee size and
frequency of meetings. The study demonstrated mixed results in
terms of the impact of corporate
governance on firm performance. This demonstrates theneed for
a uniform corporate governance
code for companies operating in emerging markets and for
company-specific approaches based on

good governance practices. Across all the indicators used, the
results demonstrated overwhelming
support for the positive impact of good corporate governance on
firm performance.
Suggestions for FurtherResearch
A major limitation of the study is that the data used was
collected from annual reports and may not
have been a true reflection of the state of affairs of the
company. A study covering awider period
could improve thequality of the results generated. Future studies
could provide deeper insight into
the specific impact corporate governance has on various
industries based on their peculiar
characteristics and operations. Increasing the number of
variables explored by studying the impact
of CEO tenure, duality, board equity ownership, executive
compensation, and remuneration
committees on performance would increase the validity of the
relationship between good corporate
governance and firmperformance.

Abstra t Assignment 2.1
Abstra t 2.1:
Bibliog aphic Citation
Kelloway, K. E., Turner, N., Barling, J., & Loughlin, C. (2012).
Transformational leadership and
employee psy hologi al well-bing: The mediating role of
employee trust in leadership.
Work & tress, 26(1), 39-55.
doi:https://doi.org/10.1080/02678373.2012.660774
Autho s
Kevin E. Kelloway, Ni k Turner, Julian Barling, Catherine
Loughlin

Resea ch Conce n
The theory of transformational leadership has been one of the
most resear hed theories out of all
the leadership theories out there. Other resear h has suggested
that low-quality leadership has
negative effe ts on employees; however, it is important to look
into how high-quality leadership
an impa t employees. Not only should the effe ts of high-
quality, or transformational leadership,
be explored as having positive effe ts on employees, but also if
there are other fa tors in play.
Therefore, the resear hers in this arti le are primarily fo used on
whether or not there is a
orrelation between trust in leadership and employee well -being.
Pu pose
The main purpose of this study was to explore the relationship
between employees’ per eptions of
their managers’ transformational leadership style and those
employees’ psy hologi al well-being,
as well as whether or not trust in leadership plays a mediating
role.
P ecedent Lite atu e
There has been mu h resear h attention given to
transformational leadership theory; in fa t, more
than all of the other leadership theories ombined. The
transformational leadership theory has been
dubbed superior in terms of leadership performan e. Resear h
has been ondu ted and linked low-
quality leadership to that of negatively impa ting employee’s
well-being with in reased levels of

stress and distress, anxiety, depression, and psy hosomati
symptoms among others. The
omponents of transformational leadership that were proposed
by bass and Avolio (also referred to
as full range leadership theory) are extremely relevant to
positive employee psy hologi al well-
being. Most of the previous resear h has fo used on on
eptualizing leadership behaviors that
in orporate both leadership and management instead of the spe
ifi omponents of
transformational leadership. Nielsen and olleagues began to
look into the indire t relationships
between transformational leadership and employee well-being,
and also how long the positive
effe ts might last. The parti ular study of Kellow ay, Turner,
Barling, and Loughlin repli ated and
expanded on previous resear h in two separate studies.
Resea ch Methodology
For Study 1, a sample of 436 fieldworkers (71% male) in a large
Canadian tele ommuni ations
organization, rated their first line supervisors to gather
information regarding three measures:
transformational leadership, trust in leadership, and psy hologi
al well-being.
Dr. Jaocb Bryant
MEETS EXPECTATIONS

Transformational leadership was measured through 20 items
that were taken from the
Multifa torial Leadership Questionnaire (MLQ 5X) and
ombined to form a unidimensional
reliable measure. Trust in leadership was measured with four
items from Cook and Wall’s six-item
measure. Psy hologi al well-being was measured using the 12-
item version of the General Health
Questionnaire (GHQ).
Variabl M SD 1 2 3
1. Transformational l ad rship (individual) 10.423.14
2. Transformational l ad rship (aggr gat d) 10.442.04.66**
3. Trust in l ad rship 4.95 0.86.46** .30**
4. GHQ 22.303.94−.14*−.09 −.24**
Not : GHQ = G n ral H alth Qu stionnair .
*p<.05; **p<.01.
For Study 2, advertisements were sent to 1000 employed parti
ipants through an on-line servi e
that is designed to onne t resear hers to a roster of potential
parti ipants. There were 328
employed respondents, and of those, 269 of them fit the riteria

for the study and ompleted the
survey. The average age of the parti ipants (151 men, 173
women) was approximately 38 years,
and the estimated age of their supervisors was 43.5 years. The
level of edu ation for the
parti ipants was 15% attending and/or ompleting high s hool as
highest level of edu ation; 57%
had attended and/or ompleted ollege; and 27% attended and/or
ompleted graduate edu ation.
The data being olle ted was that of transformational leadership,
transa tional leadership, trust in
leadership, employee psy hologi al well-being, liking of the
leader, and personality.
Pr dictor W ll-b ingTrust W ll-b ing
Group-l v l transformational l ad rship .03 −.01 .03
Individual-l v l transformational l ad rship −.19* −.13**−.05
Trust in l ad rship –– –– 1.03**
*p<.05; **p<.01.
Inst umentation
For Study 1, simple paper-and-pen il surveys were sent through
regular mail to the leaders, who
were then asked to give out the surveys to up to eight of their
employees. The employees then
filled them out and returned them to the senior author with the
use of a postage-paid envelope. All
parti ipants were assured that the surveys were kept onfidential.
For Study 2, an advertisement was sent to 1000 employed parti
ipants through Study Response, an
on-line servi e designed to onne t resear hers to a roster of
potential parti ipants. On e
parti ipants were se ured, they were sent a se ure link i n whi h

they were able to omplete the
survey.
Findings
The results of Study 1 isolated the dire t role transformational
leadership has on employee well-
being and identifying trust as a path through whi h this o urs.
Study 2 showed that transa tional
leadership wielded the opposite effe ts on employees’ well -
being ompared to those of
transformational leadership.
Conclusions
http:�.13**�.05
http:22.303.94�.14*�.09�.24
http:0.86.46**.30
http:10.442.04.66
http:10.423.14
These studies were able to repli ate and extend findings from
previous resear h that demonstrated
the positive relationship between transformational leadership
and employee psy hologi al well-
being. What this does is advan es our understanding of
employee- entered out omes. These

studies also provided insight into how high quality and poor -
quality leadership an both impa t
employees well-being. Finally, the resear hers were able to ex
lude plausible onfounds su h as
liking of the leader and respondent personality. This resear h
will be able to help promote future
resear h and development into transformational leadership as an
intervention to enhan e
psy hologi al well-being in the workpla e.
Suggestions fo Fu the Resea ch
Based off the findings of this resear h, it would be interesting
for future resear h to look into
whether or not transformational leadership would indire tly
influen e the leaders’ own well-being,
and not just that of the employees. Another plausible thought
for future resear h would be whether
transformational leadership effe ts an be transmitted through
other leader behaviors. The world of
resear h surrounding leaderships ability to affe t the well -being
of those around them is vast, and
we are just getting started.
Quantitative AbstractBibliographic CitationAuthorsResearch
ConcernPurposePrecedent LiteratureResearch
MethodologyInstrumentationFindingsConclusionsSuggestions
for Further Research
2
Adolescent Pregnancy

Student Name
Institution
Course
Professor
Date
Several risk factors are associated with teenage
pregnancies. These includes the family history of teenager. The
given risks and the realities that are linked to teenage
motherhood are well documented in several research papers.
Adolescents give birth to children that are more likely to be
preterm born. The children have a low birth weight which is
more common in teenage pregnancies and teenage births (GM.
Kassa & AO. Arowojolu et al. 2018). The risk factors of teenage
pregnancies have prerequisite risk factors. Research conducted
in Africa showed that the rate of pregnancy in adolescents is
rising in most developing countries and in remote areas. This
age group is characterized by the peculiar physical, social and
psychological health characteristics related to reproduction
(GM. Kassa & AO. Arowojolu et al. 2018).
An African study showed that one-fifth of adolescents
become pregnant. There are attributing factors that tend to lead
to these pregnancies, including the residence and the marital
status of the individual. Some sociodemographic factors also
include the educational status of the adolescents in the
community, the lack of communication & interactions between
parents and/or given guardians. And the adolescent’s version of
positive topics of pregnancy and the sexual immorality that can

face the community (GM. Kassa & AO. Arowojolu et al. 2018).
There are interventions and social works that have been put in
place to target the critical factors in reducing the number of
adolescents getting pregnant. This has been declared a
significant problem in public health and, most importantly,
Africa. There are governmental and non-governmental
organizations that help reduce adolescent pregnancy rates (GM.
Kassa & AO. Arowojolu et al. 2018).
Globally, there are around 1 in 6 people that are
deemed adolescent. Most of them are generally aged between 10
years to 19 years of age. More than 70 000 girls die all over the
world due to complications related to adolescent pregnancies
(GM. Kassa & AO. Arowojolu et al. 2018). Most of the children
born by adolescents tend to have a high mortality rate because
many disorders are related to adolescent pregnancies. These
disorders include hypertensive, mental health, substance abuse
and infections during pregnancy or birth. Most children are born
with a low birth weight that can ultimately leads to death. Most
of the deliveries come before the end of 9 months, and this is
referred to as preterm delivery, which is more common in most
adolescent pregnancies (GM. Kassa & AO. Arowojolu et al.
2018).
Several factors contribute to early pregnancy. And
they tend to vary in different countries. They are generally
referred to as the sociodemographic characteristics of the
community that a given group of people is in. The first
common factor was the parent to adolescent and how they
communicate to their children about sex and teenage
pregnancies (HW. Chung & EM. Kim, et al. 2018). An
assessment was done on the given association between parents
communication on the SRH and the pregnancy levels of the
given adolescents. The study also shows an increase in the
prevalence of adolescent pregnancies attributed to the morbidity
and mortality rate of infants in different African countries. The
other major cause of this is that these countries experience
poverty and poor health services that can help them (HW.

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