This document discusses recommendations for selecting campus administrators based on William Kritsonis' book "Ways of Knowing Through the Realms of Meaning". It provides 10 recommendations for human resource managers to consider when selecting administrators. The recommendations include thoroughly analyzing an administrator's philosophy of education to determine fit, determining a candidate's goals and priorities, selecting administrators knowledgeable in instructional processes, demonstrating personal scholarship, preparing differentiated staff development, implementing strategic plans considering development factors, and involving stakeholders in decision making. The purpose is to discuss how Kritsonis' framework can be implemented in human resource management to improve school leader quality.
This document discusses recommendations for improving ethical conduct in public education by implementing strategies from William Allan Kritsonis' "Ways of Knowing Through the Realms of Meaning". It begins by explaining Kritsonis' six realms of meaning: symbolics, empirics, aesthetics, synnoetics, ethics, and synoptics. It then focuses on the ethics realm and provides 10 recommendations to guide educational leaders, including establishing clear guidelines for ethical conduct, monitoring the organization, and modeling ethical behavior. Instructional practices can also be improved by incorporating ethics lessons and discussions. Overall, the document aims to illustrate how Kritsonis' framework can enhance ethical conduct in schools.
Organization performance and leadership style issues in education servicesSYIKIN MARIA
This document summarizes a study that examined the relationship between leadership styles (transformational, transactional, laissez-faire) and organizational performance among academic leaders in Malaysian public universities. The study found a positive correlation between transformational leadership and organizational performance, as well as transactional leadership and organizational performance. Transformational leadership had a medium correlation while transactional leadership had a small correlation. The study concluded that transformational leadership was the most commonly practiced and effective style among academic leaders.
Schulz, joe a comparison of practical leadership skills nfeasj v34 v4 2016 William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
This document summarizes a research study that examined the effects of leadership roles among administrators at special education schools on organizational climate. The study interviewed 4 administrators, 3 men and 1 woman, from 4 special education institutions in Sivas, Turkey. The administrators primarily displayed features of visionary leadership and aimed to effectively communicate their visions to teachers, students, and parents. The study sought to understand how administrator leadership roles influence organizational climate, how they affect teachers, their impact on institutional culture, and whether they reflect their leadership qualities to staff.
Exploring the state of leadership effectiveness of tertiary institutions in g...Alexander Decker
This document discusses a study that investigated the leadership effectiveness of leaders at two tertiary institutions in Ghana. The study examined the leadership styles used as well as the leadership energy and effectiveness. Data showed that leaders at both institutions adopted a team leadership style with concerns for organizational goals and staff well-being. The conclusion was that there is effective leadership with high energy that motivates staff. Recommendations encourage high concern for production, staff, and institutions to achieve goals and objectives sustainably.
The document discusses different leadership styles of faculty members - transformational, transactional, and laissez-faire - and examines how these styles impact student satisfaction in higher education institutions. It reviews literature on the full range leadership model and the characteristics of transformational, transactional, and passive/avoidant leadership styles. The study aims to determine the most effective leadership style of faculty for fostering student achievement and motivation.
LEADERSHIP STYLE OF CHAIRWOMEN AND LECTURERS’ MOTIVATIONAL LEVELS IN DRIVING ...IAEME Publication
he main purpose of this study is to review lecturers’ perceptions on the leadership style of chairwomen and also its relationship with the motivational level of the lecturers in the National University of Malaysia (UKM). This descriptive quantitative study was carried out using the Leader Behavior Description Questionnaire (LBDQ) and a Questionnaire Measure of Individual Differences in Achieving Tendency (QMAT). This study involved 100 respondents from five departments in the National University of Malaysia (UKM). Analysis of the findings were obtained using frequency, percentage, mean, standard deviation, ANOVA and Pearson correlation analysis of level ± = .05. Findings showed that the lecturers' perceptions on the leadership style of the chairwomen in the National University of Malaysia (UKM) are quite satisfactory overall.
This document presents a narrative inquiry into the leadership practice of a South African school principal through the lens of servant leadership. The study examines the life story of the principal through interviews and analyzes how his leadership aligns with the six characteristics of Laub's servant leadership model: valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. The narrative was coded and categorized according to these characteristics. The findings suggest the principal viewed his role as a calling to make a difference in others' lives. His leadership style focused on the welfare of others and remained consistent over his career. The narrative provides insights into how the principal's practice exemplified servant leadership in valuing people, developing them, and building
This document discusses recommendations for improving ethical conduct in public education by implementing strategies from William Allan Kritsonis' "Ways of Knowing Through the Realms of Meaning". It begins by explaining Kritsonis' six realms of meaning: symbolics, empirics, aesthetics, synnoetics, ethics, and synoptics. It then focuses on the ethics realm and provides 10 recommendations to guide educational leaders, including establishing clear guidelines for ethical conduct, monitoring the organization, and modeling ethical behavior. Instructional practices can also be improved by incorporating ethics lessons and discussions. Overall, the document aims to illustrate how Kritsonis' framework can enhance ethical conduct in schools.
Organization performance and leadership style issues in education servicesSYIKIN MARIA
This document summarizes a study that examined the relationship between leadership styles (transformational, transactional, laissez-faire) and organizational performance among academic leaders in Malaysian public universities. The study found a positive correlation between transformational leadership and organizational performance, as well as transactional leadership and organizational performance. Transformational leadership had a medium correlation while transactional leadership had a small correlation. The study concluded that transformational leadership was the most commonly practiced and effective style among academic leaders.
Schulz, joe a comparison of practical leadership skills nfeasj v34 v4 2016 William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
This document summarizes a research study that examined the effects of leadership roles among administrators at special education schools on organizational climate. The study interviewed 4 administrators, 3 men and 1 woman, from 4 special education institutions in Sivas, Turkey. The administrators primarily displayed features of visionary leadership and aimed to effectively communicate their visions to teachers, students, and parents. The study sought to understand how administrator leadership roles influence organizational climate, how they affect teachers, their impact on institutional culture, and whether they reflect their leadership qualities to staff.
Exploring the state of leadership effectiveness of tertiary institutions in g...Alexander Decker
This document discusses a study that investigated the leadership effectiveness of leaders at two tertiary institutions in Ghana. The study examined the leadership styles used as well as the leadership energy and effectiveness. Data showed that leaders at both institutions adopted a team leadership style with concerns for organizational goals and staff well-being. The conclusion was that there is effective leadership with high energy that motivates staff. Recommendations encourage high concern for production, staff, and institutions to achieve goals and objectives sustainably.
The document discusses different leadership styles of faculty members - transformational, transactional, and laissez-faire - and examines how these styles impact student satisfaction in higher education institutions. It reviews literature on the full range leadership model and the characteristics of transformational, transactional, and passive/avoidant leadership styles. The study aims to determine the most effective leadership style of faculty for fostering student achievement and motivation.
LEADERSHIP STYLE OF CHAIRWOMEN AND LECTURERS’ MOTIVATIONAL LEVELS IN DRIVING ...IAEME Publication
he main purpose of this study is to review lecturers’ perceptions on the leadership style of chairwomen and also its relationship with the motivational level of the lecturers in the National University of Malaysia (UKM). This descriptive quantitative study was carried out using the Leader Behavior Description Questionnaire (LBDQ) and a Questionnaire Measure of Individual Differences in Achieving Tendency (QMAT). This study involved 100 respondents from five departments in the National University of Malaysia (UKM). Analysis of the findings were obtained using frequency, percentage, mean, standard deviation, ANOVA and Pearson correlation analysis of level ± = .05. Findings showed that the lecturers' perceptions on the leadership style of the chairwomen in the National University of Malaysia (UKM) are quite satisfactory overall.
This document presents a narrative inquiry into the leadership practice of a South African school principal through the lens of servant leadership. The study examines the life story of the principal through interviews and analyzes how his leadership aligns with the six characteristics of Laub's servant leadership model: valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. The narrative was coded and categorized according to these characteristics. The findings suggest the principal viewed his role as a calling to make a difference in others' lives. His leadership style focused on the welfare of others and remained consistent over his career. The narrative provides insights into how the principal's practice exemplified servant leadership in valuing people, developing them, and building
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
This document summarizes a research article about professional learning communities and their impact on school improvement efforts. It discusses how professional learning communities empower teachers to collaborate and improve student learning. The summary discusses Peter Senge's concept of a learning organization, which influenced the development of professional learning communities. It also outlines the key characteristics of professional learning communities, including ensuring student learning, collaboration among educators, and focusing on results. Overall, the document advocates for schools transforming into professional learning communities in order to meet goals for improving education.
This document presents a narrative inquiry into the leadership practice of a South African school principal through the lens of servant leadership. The study examines the life story of the principal as told through interviews and compares it to Laub's six characteristics of servant leadership: valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. The narrative is analyzed and categories that emerged are presented within Laub's framework. The principal viewed his leadership as a calling to make a difference in people's lives. Throughout his career, he remained focused on others' welfare and was an inviting, hands-on leader. The study shows how the principal's narrative exemplifies servant leadership and the complex relationship between leadership practice and school context
Leadership Skills In Management Educationnorshimhashim
This document discusses leadership skills that are important in management education from the perspectives of both faculty and administrators. It summarizes a study that examined which skills faculty and administrators viewed as most important for effective leadership in hospitality management higher education programs. Both faculty and administrators ranked business skills as the most important, followed by cognitive skills, interpersonal skills, personal values, and strategic skills. Specifically, they unanimously ranked communication as the most important individual skill and felt ethics and fairness were important personal values for leaders.
This document discusses a study that investigated the relationship between school principals' leadership styles and teachers' organizational citizenship behaviors. The study surveyed over 1,700 teachers about their perceptions of their principals' transformational and transactional leadership characteristics and the teachers' own organizational citizenship. The results showed that teachers perceived their principals as demonstrating high levels of both transformational and transactional leadership styles. A positive correlation was found between principals' transformational and transactional leadership and teachers' organizational citizenship. Transformational leadership had a greater influence on teachers' organizational citizenship than transactional leadership.
1) The document examines culturally-linked leadership styles between middle managers in Malaysia and Australia. It administered a leadership questionnaire to managers in both countries and found differences influenced by cultural factors.
2) In Malaysia, which has high power distance, managers preferred a transactional leadership style that is directive and sets clear expectations. This fits with collectivist cultures where harmony and relationships are valued over direct debate.
3) In Australia, which is more individualistic, managers favored a transformational style that is participative and empowering. This aligns with individualistic cultures valuing autonomy and personal goals over group obligations.
The Leadership Style of Headmaster in Guiding the Character of Teachers in th...IJAEMSJORNAL
This research aims to (1) discover the democratic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (2) to know the autocratic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (3) to know the paternalistic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (4) to know the laissez-faire leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto. This research was an explanatory research and the method used was survey method, whereas the number of population and the sample was 34 people. Then, from the research was obtained some results, they were: (1) the implementation of democratic leadership style in guiding the characters of teacher, it was obtained the very high category that was the average score 3,29, (2) the implementation of autocratic leadership style in guiding the characters of teacher and obtained the average score 3.00 with high category, (3) the implementation of paternalistic leadership style in guiding the characters of teacher, it was obtained the average score 3,23 included the very high category, and (4) the implementation of laissez-faire leadership style in guiding the characters of teacher, it was obtained the average score 1,32 and belonged to low category.
THE STUDY OF AMOUNT OF PREDICTING HUMAN RESOURCES DEVELOPMENT, THROUGH KNOWLE...IJESM JOURNAL
Present research has analyzed the amount of predicting human resources development, through knowledge management value chain (creation, storage, distribution, application). All of the employees of a big Iranian Steel Industry Company took part in the survey. 232 people were chosen by using systematic sampling method and the sample size formula. To collect data, two researcher-made questionnaires of knowledge management and human resources development have been used. Also content validity and face validity of questionnaires in this research were confirmed by experts. The validity of both questionnaires was estimated by using Cronbach’s alpha coefficient (α) which equals to 0.87 in knowledge management and 0.83 in human resources development. Analysis of the data is done by using inferential statistics (including Pearson r, analysis of variance test and multiple regressions). The result has shown that among the variables of knowledge management, three variables (creation, storage and application) can predict human resources development.
A comparison and contrast on the classical and behavioural models of manageme...timothy katerere
Classical and behavioural management models are compared and contrasted. Classical management focuses on productivity and efficiency, treating workers as rational beings motivated by economic needs. Behavioural management emphasizes human emotions and relationships, recognizing social and psychological factors. Both influenced management approaches in Zimbabwean schools. Classical principles like planning and centralization were adopted, while behavioural concepts like motivation and morale building were also used. Overall, the models differ in perspective but share the goal of effective organizational management.
This document summarizes a research article that reviewed literature on leadership styles and value systems of school principals. The review examined the evolution of leadership approaches, transformational and transactional leadership styles, the relationship between leadership styles and organizational variables, and the relationship between value systems and leadership styles. The review found that transformational leadership improves school functioning and teaching processes. Principals with a moral value system tend towards transformational leadership, while those with pragmatic values tend towards transactional leadership. Effective leadership can result from understanding the correlations between values and styles.
Factors Affecting Learning Islamic Science in Developing CountriesAI Publications
The main objective of Islamic religious education in Kurdistan schools is to inculcate Islamic teachings and values in Muslim students. However, recent studies indicate that students had interest to learn the subject. In response to this phenomenon, this study was carried out to identify the factors that affect students’ interest in learning Islamic education in schools in Kurdistan. The concern of this study is to identify the factors that influence students’ interest in learning Islamic education. Based on the findings, students’ interest in learning Islamic education was influenced by five major factors; i.e. age, gender, background education, previous experience and family role. All factors are interrelated whereby an initial interest in any individual can be developed or deepened by situational interest that provides meaningful learning experience for each student.
The document summarizes a professional development series for school leaders based on research linking principal leadership to student achievement. The series was developed by McREL and implemented by the Mississippi Bend Area Education Agency for over 100 principals. The series focused on developing purposeful communities and managing change. Research questions examined the impact on principal practices and student achievement. Surveys and interviews assessed principal satisfaction and effects of change initiatives. Preliminary results after the first year were positive.
This article provides an Indian (Tamilian) leadership perspective by the legendary Poet Kannadasan. The article is based on hermeneutics
(a qualitative research methodology) which includes content (song) analysis, besides leadership interpretations from the Ramayana, Mahabharata (includes the Bhagavad-Gita) and other ancient Indian literatures. Swami
Chinmayananda (2003) asserted that from time to time, there is a need for us to look and re-look at these ancient literatures and provide intelligent
interpretation and re-interpretation to apply effectively in the modern context of leadership. Unlike the western approach to leadership which focuses in exploring the external world of matter and energy, the literary writer Kannadasan recommends a leadership approach which focuses on exploring the inner world of the self. This means the leadership of the self first before any other type of leadership. This approach is also consistent with the teachings of the ancient Indian and other ancient East Asian philosophies such as
Confuicianism and Taoism. The prospects of analysing Kannadasan’s other Tamil songs and ancient Indian literatures in the areas of management and people development such as communication, work motivation, conflict
handling, values and attitude improvements can be considered for future research.
A critical look at issues of conflict in academic staff promotion in ghanaian...Alexander Decker
This document discusses issues of conflict that can arise in the criteria and procedures for academic staff promotions in Ghanaian public universities. It identifies three main criteria for promotions - teaching, research/publications, and service. While research is increasingly emphasized, some argue teaching should be the primary focus given the educational mission of universities. The implementation of vague or inconsistently applied criteria and lack of transparency in promotion decisions can breed misunderstandings. Appeals processes and alternative dispute resolutions are used to address conflicts, but not all dissatisfied applicants utilize these options. Overall, balancing collegiality with accountability in evaluations, clarifying criteria, and improving communication around procedures could help minimize tensions over promotions.
1) A high school student was suspended for 10 days for creating a "Top 10" list ridiculing his school's athletic director that he wrote and emailed at home to other students.
2) The student sued the school district alleging violation of his free speech and due process rights.
3) The US District Court ruled in favor of the student, finding that the list did not disrupt school operations and the school's policy against abuse was overly broad and vague. The court set boundaries for what speech a school can punish.
George, Miriam and Harrison were the youngest speakers for CAFOD, telling parishioners about how a woman's life was transformed through a business set up with their partner's help. Students at multiple schools participated in various fundraising activities for CAFOD such as collecting coins, giving up favorite items, and sleeping outside to raise awareness of homelessness. A boy named Joseph has been organizing an annual Easter raffle since age 9 and has raised over $200 for CAFOD.
Scaling Scrum. Is it possible to scale up and keep up with agile manifesto principles and Scrum values? What fractals and scaling Scrum have in common? Is it possible to have more that 6+-3 developers on a team? And what has Nexus to do with scaling Scrum?
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
This document summarizes a research article about professional learning communities and their impact on school improvement efforts. It discusses how professional learning communities empower teachers to collaborate and improve student learning. The summary discusses Peter Senge's concept of a learning organization, which influenced the development of professional learning communities. It also outlines the key characteristics of professional learning communities, including ensuring student learning, collaboration among educators, and focusing on results. Overall, the document advocates for schools transforming into professional learning communities in order to meet goals for improving education.
This document presents a narrative inquiry into the leadership practice of a South African school principal through the lens of servant leadership. The study examines the life story of the principal as told through interviews and compares it to Laub's six characteristics of servant leadership: valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. The narrative is analyzed and categories that emerged are presented within Laub's framework. The principal viewed his leadership as a calling to make a difference in people's lives. Throughout his career, he remained focused on others' welfare and was an inviting, hands-on leader. The study shows how the principal's narrative exemplifies servant leadership and the complex relationship between leadership practice and school context
Leadership Skills In Management Educationnorshimhashim
This document discusses leadership skills that are important in management education from the perspectives of both faculty and administrators. It summarizes a study that examined which skills faculty and administrators viewed as most important for effective leadership in hospitality management higher education programs. Both faculty and administrators ranked business skills as the most important, followed by cognitive skills, interpersonal skills, personal values, and strategic skills. Specifically, they unanimously ranked communication as the most important individual skill and felt ethics and fairness were important personal values for leaders.
This document discusses a study that investigated the relationship between school principals' leadership styles and teachers' organizational citizenship behaviors. The study surveyed over 1,700 teachers about their perceptions of their principals' transformational and transactional leadership characteristics and the teachers' own organizational citizenship. The results showed that teachers perceived their principals as demonstrating high levels of both transformational and transactional leadership styles. A positive correlation was found between principals' transformational and transactional leadership and teachers' organizational citizenship. Transformational leadership had a greater influence on teachers' organizational citizenship than transactional leadership.
1) The document examines culturally-linked leadership styles between middle managers in Malaysia and Australia. It administered a leadership questionnaire to managers in both countries and found differences influenced by cultural factors.
2) In Malaysia, which has high power distance, managers preferred a transactional leadership style that is directive and sets clear expectations. This fits with collectivist cultures where harmony and relationships are valued over direct debate.
3) In Australia, which is more individualistic, managers favored a transformational style that is participative and empowering. This aligns with individualistic cultures valuing autonomy and personal goals over group obligations.
The Leadership Style of Headmaster in Guiding the Character of Teachers in th...IJAEMSJORNAL
This research aims to (1) discover the democratic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (2) to know the autocratic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (3) to know the paternalistic leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto, (4) to know the laissez-faire leadership style in guiding the characters of teachers at Public Senior High School 2 Limboto. This research was an explanatory research and the method used was survey method, whereas the number of population and the sample was 34 people. Then, from the research was obtained some results, they were: (1) the implementation of democratic leadership style in guiding the characters of teacher, it was obtained the very high category that was the average score 3,29, (2) the implementation of autocratic leadership style in guiding the characters of teacher and obtained the average score 3.00 with high category, (3) the implementation of paternalistic leadership style in guiding the characters of teacher, it was obtained the average score 3,23 included the very high category, and (4) the implementation of laissez-faire leadership style in guiding the characters of teacher, it was obtained the average score 1,32 and belonged to low category.
THE STUDY OF AMOUNT OF PREDICTING HUMAN RESOURCES DEVELOPMENT, THROUGH KNOWLE...IJESM JOURNAL
Present research has analyzed the amount of predicting human resources development, through knowledge management value chain (creation, storage, distribution, application). All of the employees of a big Iranian Steel Industry Company took part in the survey. 232 people were chosen by using systematic sampling method and the sample size formula. To collect data, two researcher-made questionnaires of knowledge management and human resources development have been used. Also content validity and face validity of questionnaires in this research were confirmed by experts. The validity of both questionnaires was estimated by using Cronbach’s alpha coefficient (α) which equals to 0.87 in knowledge management and 0.83 in human resources development. Analysis of the data is done by using inferential statistics (including Pearson r, analysis of variance test and multiple regressions). The result has shown that among the variables of knowledge management, three variables (creation, storage and application) can predict human resources development.
A comparison and contrast on the classical and behavioural models of manageme...timothy katerere
Classical and behavioural management models are compared and contrasted. Classical management focuses on productivity and efficiency, treating workers as rational beings motivated by economic needs. Behavioural management emphasizes human emotions and relationships, recognizing social and psychological factors. Both influenced management approaches in Zimbabwean schools. Classical principles like planning and centralization were adopted, while behavioural concepts like motivation and morale building were also used. Overall, the models differ in perspective but share the goal of effective organizational management.
This document summarizes a research article that reviewed literature on leadership styles and value systems of school principals. The review examined the evolution of leadership approaches, transformational and transactional leadership styles, the relationship between leadership styles and organizational variables, and the relationship between value systems and leadership styles. The review found that transformational leadership improves school functioning and teaching processes. Principals with a moral value system tend towards transformational leadership, while those with pragmatic values tend towards transactional leadership. Effective leadership can result from understanding the correlations between values and styles.
Factors Affecting Learning Islamic Science in Developing CountriesAI Publications
The main objective of Islamic religious education in Kurdistan schools is to inculcate Islamic teachings and values in Muslim students. However, recent studies indicate that students had interest to learn the subject. In response to this phenomenon, this study was carried out to identify the factors that affect students’ interest in learning Islamic education in schools in Kurdistan. The concern of this study is to identify the factors that influence students’ interest in learning Islamic education. Based on the findings, students’ interest in learning Islamic education was influenced by five major factors; i.e. age, gender, background education, previous experience and family role. All factors are interrelated whereby an initial interest in any individual can be developed or deepened by situational interest that provides meaningful learning experience for each student.
The document summarizes a professional development series for school leaders based on research linking principal leadership to student achievement. The series was developed by McREL and implemented by the Mississippi Bend Area Education Agency for over 100 principals. The series focused on developing purposeful communities and managing change. Research questions examined the impact on principal practices and student achievement. Surveys and interviews assessed principal satisfaction and effects of change initiatives. Preliminary results after the first year were positive.
This article provides an Indian (Tamilian) leadership perspective by the legendary Poet Kannadasan. The article is based on hermeneutics
(a qualitative research methodology) which includes content (song) analysis, besides leadership interpretations from the Ramayana, Mahabharata (includes the Bhagavad-Gita) and other ancient Indian literatures. Swami
Chinmayananda (2003) asserted that from time to time, there is a need for us to look and re-look at these ancient literatures and provide intelligent
interpretation and re-interpretation to apply effectively in the modern context of leadership. Unlike the western approach to leadership which focuses in exploring the external world of matter and energy, the literary writer Kannadasan recommends a leadership approach which focuses on exploring the inner world of the self. This means the leadership of the self first before any other type of leadership. This approach is also consistent with the teachings of the ancient Indian and other ancient East Asian philosophies such as
Confuicianism and Taoism. The prospects of analysing Kannadasan’s other Tamil songs and ancient Indian literatures in the areas of management and people development such as communication, work motivation, conflict
handling, values and attitude improvements can be considered for future research.
A critical look at issues of conflict in academic staff promotion in ghanaian...Alexander Decker
This document discusses issues of conflict that can arise in the criteria and procedures for academic staff promotions in Ghanaian public universities. It identifies three main criteria for promotions - teaching, research/publications, and service. While research is increasingly emphasized, some argue teaching should be the primary focus given the educational mission of universities. The implementation of vague or inconsistently applied criteria and lack of transparency in promotion decisions can breed misunderstandings. Appeals processes and alternative dispute resolutions are used to address conflicts, but not all dissatisfied applicants utilize these options. Overall, balancing collegiality with accountability in evaluations, clarifying criteria, and improving communication around procedures could help minimize tensions over promotions.
1) A high school student was suspended for 10 days for creating a "Top 10" list ridiculing his school's athletic director that he wrote and emailed at home to other students.
2) The student sued the school district alleging violation of his free speech and due process rights.
3) The US District Court ruled in favor of the student, finding that the list did not disrupt school operations and the school's policy against abuse was overly broad and vague. The court set boundaries for what speech a school can punish.
George, Miriam and Harrison were the youngest speakers for CAFOD, telling parishioners about how a woman's life was transformed through a business set up with their partner's help. Students at multiple schools participated in various fundraising activities for CAFOD such as collecting coins, giving up favorite items, and sleeping outside to raise awareness of homelessness. A boy named Joseph has been organizing an annual Easter raffle since age 9 and has raised over $200 for CAFOD.
Scaling Scrum. Is it possible to scale up and keep up with agile manifesto principles and Scrum values? What fractals and scaling Scrum have in common? Is it possible to have more that 6+-3 developers on a team? And what has Nexus to do with scaling Scrum?
When conflict killed around 200 people in Jos, Nigeria in 2008, we sent emergency funds to our church partners.
The Archdiocese of Jos was already tackling one key area of tension – lack of water
Dr. William Allan Kritsonis
Personnel Issues
Public School Law Series
National Issues & Concerns - New Answers To Lingering Problems in Public School Law
William Allan Kritsonis, PhD
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. William Allan Kritsonis - Social Environment PPT.William Kritsonis
1. Many adolescents are experiencing less connection to protective influences like family, school, and church, while spending more time with peers and consuming media.
2. This has led to concerning rates of risky behaviors among adolescents like unintended pregnancy and abortion.
3. To support healthier development, efforts are needed to transform risk factors like disconnect from protective influences and peer pressure into protective factors, through open communication, reasonable limits, and encouraging self-discovery and creative expression.
Modules allow programs to be organized into reusable sections of code that perform specific tasks. The main module calls other defined modules to carry out parts of the program's logic. Modules can take arguments and return values. Functions are a type of module that return a value. Modules and functions allow code to be broken into smaller, more manageable pieces and promote code reuse.
This document summarizes a Texas Supreme Court case regarding a high school baseball team that played with an ineligible player. The University Interscholastic League (UIL) determined the team had to forfeit those games, preventing them from qualifying for the state tournament. The school district sued and a trial court ordered UIL to schedule a playoff game instead. UIL sought a writ of mandamus, arguing the trial court overstepped its authority. The Supreme Court agreed, finding no constitutional violation since participation in extracurriculars is not a fundamental right, and that UIL had no other remedy since the tournament was ongoing.
This document provides an overview of the story and major themes of the Old Testament. It traces the key events from Creation through the exile and return of Israel. The document emphasizes God's calling of Israel to be a blessing to the world, their disobedience which led to punishment, and the prophets' message of hope for restoration. It aims to familiarize readers with the overall narrative arc and theological themes that provide important context for understanding the New Testament.
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
This document discusses God's providence and kingdom warfare. It contains:
1) A definition of God's providence as His almighty power that upholds and rules over all things, allowing both good and bad things to happen according to His divine plan and reasons.
2) A discussion of the kingdom warfare model from the Bible, where Christians are in a spiritual struggle against the rulers and authorities of this dark world, and the god of this age has blinded people to the gospel.
3) Quotes about kingdom warfare prayer transitioning from resignation to revolt, calling Christians to arms in the spiritual struggle through personal and missional passion.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
William Allan Kritsonis, PhD, EDUCATIONAL PHILOSOPHYWilliam Kritsonis
This document summarizes Ayn Rand's philosophical views on selfishness from her book The Virtue of Selfishness. It discusses how Rand believes that ethics guide one's choices and actions in life. The purpose of the essay is to discuss when selfishness can be considered right or wrong according to the circumstances. It explores Rand's philosophy of "Objectivism" which holds that reality exists independently of consciousness and that individuals can pursue their own rational self-interest through laissez-faire capitalism. The essay aims to show that people have a right to be selfish depending on their situation as long as it is not at the expense of others' well-being.
This document summarizes a research article about professional learning communities and their impact on school improvement efforts. It discusses how professional learning communities empower teachers to collaborate and improve student learning. The summary discusses Peter Senge's concept of a learning organization, which influenced the development of professional learning communities. It also outlines the key characteristics of professional learning communities, including ensuring student learning, cultivating collaboration among educators, and focusing on results. Overall, the document advocates for schools transforming into professional learning communities in order to meet goals for improving instruction and student achievement.
This document discusses applying postmodern thinking through six realms of meaning to improve education. It summarizes how each realm - symbolics, empirics, ethics, synoptics, esthetics, and synnoetics - can guide instructional leadership, organizational mission and culture, safety, student and community relations, and organizational improvement. The goal is to provide students with strong academic skills through effective, strategic planning using postmodern frameworks.
1) The document discusses how school leaders can use Dr. Kritsonis' six realms of meaning to strategically plan and solve educational problems. The six realms are symbolics, empirics, esthetics, synnoetics, ethics, and synoptics.
2) It emphasizes that school leaders must understand each realm and integrate them into strategic planning to improve parental involvement, bring positive change, and make schools successful.
3) Effective communication, data analysis, developing talents, and upholding high ethical standards are some ways the realms can guide strategic planning. This will help school leaders achieve goals and enhance the educational system.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
1. The document discusses Ayn Rand's novel Atlas Shrugged and how it depicts genius minds withdrawing from society in response to government overreach and control. It argues that governments cannot function without the contributions of inventors, scientists, engineers and other intelligent minds.
2. The main character, John Galt, leads a strike of genius minds to stop the "motor of the world" and show societies how much they rely on such minds. Galt aims to convince authoritarian governments to recognize the importance of individual rights and free market capitalism.
3. The document analyzes Rand's philosophy of selfishness and individualism. It argues effective leaders can serve others through pursuing their own self-interest and achieving their full
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document discusses Ayn Rand's novel Atlas Shrugged and how its philosophical perspectives relate to leadership strategies and today's world. It provides context on Rand and her objectivist philosophy, which emerged from her experience under communist rule. Atlas Shrugged portrays a dystopian future where talented innovators go on strike against growing government control. The document examines how Rand's ideas around individualism, morality and business relate to postmodern views of knowledge, existence and ethics. It explores how concepts in her novel like John Galt's resistance movement still resonate with business leaders facing today's economic challenges.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
The document discusses implementing postmodern strategic planning in educational organizations. It argues that postmodernism encourages flexible, practical strategic plans tailored to each organization. Traditional "one size fits all" strategic planning based on modernism is criticized for being too rigid. The author advocates that educational leaders abandon universal standards and instead develop innovative strategies based on their unique organizational needs and contexts. Strategic plans should empower self-learning and make schools learning communities. Data should be considered individually for each organization rather than driving standardized decisions. Overall, the document promotes postmodern strategic planning as a way to better guide educational organizations in the 21st century.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
The document discusses implementing postmodern strategic planning in educational organizations. It argues that traditional modernist strategic planning focuses too narrowly on academic achievement and universal truths. Postmodern strategic planning embraces flexible approaches tailored to each organization and recognizes multiple perspectives. The author advocates that educational leaders abandon rigid "one best way" thinking and instead create strategic plans that empower communities, apply knowledge practically, and make continuous improvements. To do so, organizations should view data individually and make human-centered decisions rather than relying solely on quantitative metrics. Overall, the document promotes postmodern strategic planning as an innovative way to better guide educational organizations in the 21st century.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
The document discusses Dr. Kritsonis' framework of the "Ways of Knowing Through the Realms of Meaning" which identifies 6 patterns - symbolics, empirics, esthetics, synnoetics, ethics, and synoptics - that educational leaders can use in strategic planning. The framework provides a structure to develop a strategic plan that moves the organization towards its vision, connects leadership decisions to values, and supports high-quality, student-focused education. Strategic planning incorporating the six realms can help educational organizations assess needs, set priorities, and continuously improve.
National FORUM Journals - William Allan Kritsonis, PhDWilliam Kritsonis
This document provides an overview of 11 articles written by doctoral students at Prairie View A&M University exploring the implementation of William Allan Kritsonis' Ways of Knowing Through the Realms of Meaning as a conceptual framework for strategic planning in education. The articles discuss how the six realms of meaning - symbolics, empirics, esthetics, synnoetics, ethics and synoptics - can be applied to areas like professional learning communities, instructional leadership, and school improvement planning. The document introduces each article and explains that they were written to partially fulfill a course requirement taught by Dr. Kritsonis on using his realms of meaning framework for strategic planning.
This document discusses a case study that used reflexive photography to study a South African school principal's experiences of how professional development impacted the development of his school. The principal placed a high value on ongoing professional development for himself and his staff. Data was collected through the principal's photographs, writings, and an interview. The data showed the principal's commitment to professional development, how it helped the school receive awards for being inviting and positive, and how it focused the school on serving students well through programs like a behavior card system. The study illustrates how a principal can influence a school's development through ongoing learning and development.
This document summarizes a professional development series for school leaders based on research linking principal leadership to student achievement. The series was developed by McREL and implemented by the Mississippi Bend Area Education Agency (MBAEA) for 107 principals. The series aimed to help principals apply research on developing purposeful communities and managing change. Preliminary results found high participant satisfaction and that principals were selecting initiatives in these areas. Interviews also found principals applying concepts from the training to their school improvement plans and change initiatives.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
The document discusses implementing the six realms of meaning from Kritsonis' Ways of Knowing Through the Realms of Meaning framework in professional learning communities. It examines how each realm - symbolics, empirics, esthetics, synnoetics, ethics, and synoptics - can be applied in PLCs. For example, symbolics focuses on communication, empirics on collecting and analyzing student data, and ethics emphasizes making moral decisions. Overall, the document argues that applying the realms of meaning can help PLCs engage in more holistic and effective dialogue to improve student achievement.
This document discusses the importance of transforming public schools into professional learning communities. It summarizes the key aspects of professional learning communities, including ensuring all students learn, creating a collaborative culture among teachers, and focusing on results. Professional learning communities employ strategies like collaborative teaching, analyzing student data, and developing intervention plans for struggling students. They aim to shift schools' focus from teaching to learning. The document also discusses Peter Senge's concept of a learning organization and the five disciplines that can help schools function as professional learning communities.
The document discusses the importance of recruiting, developing, and retaining minority teachers in K-12 public education. It notes that while student diversity is increasing, the teaching population is becoming less diverse. Minority teachers play an important role by bringing positive role models and varied perspectives for minority students. The authors argue that educational leaders need to identify ways to close the growing gap between student and teacher diversity.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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How to Setup Warehouse & Location in Odoo 17 Inventory
Jacobs karen_jacobs and kritsonis save
1. DOCTORAL FORUM
NATIONA JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
VOLUME 3 NUMBER 1, 2006
How to Implement the Ways of Knowing Through the
Realms of Meaning in Human Resource Management:
Ten Recommendations for Selecting Campus
Administrators
Karen Dupre Jacobs William Allan Kritsonis, PhD
PhD Student in Educational Leadership Professor
College of Education PhD Program in Educational Leadership
Prairie View A&M University Member of the Texas A&M University System
Visiting lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
_____________________________________________________________
ABSTRACT
Human resource management in education is a vital function of hiring, developing,
nurturing, and sustaining highly- qualified personnel for the school system. In an
age where strong accountability measures are in place, school districts across
America must become aware of the types of teachers and administrative staff being
selected and retained for their organizations. As a result ten recommendations on
human resource management are made based upon the text Ways of Knowing
Through the Realms of Meaning by Dr. William Kritsonis to improve the quality of
the school leaders across America.
2. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT
RESEARCH
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Introduction
Human resource management in education is a vital function of hiring,
developing, nurturing, and sustaining highly- qualified personnel for the school system.
According to Young and Cassetter (2004), “every employee of an educational
organization is influenced by the human resource function. This influence begins prior to
employment through recruitment and selection processes and continues throughout the
employment period of an individual” (pg. vii). In an age where strong accountability
measures are in place, school districts across America must become aware of the types of
teachers and administrative staff being selected and retained for their organizations.
Purpose
The purpose of this article is to discuss ten recommendations on how the Ways of
Knowing Through the Realms of Meaning by Dr. William Kritsonis (2007) can be
implemented in human resource management at the district level. Ten suggestions will
be made to human resource departments in America’s schools that will aide in reducing
employee attrition and migration. Human resource management is managing people in
order to build, retain, and improve the organizational structure. It is recruiting, selecting,
and retaining highly qualified persons to accomplish the goals of the organization. Since
education is a service industry, human resources should be managed to evoke social and
cognitive change in the lives of its employees.
Recommendations
The Human Resource Managers in school districts must thoroughly analyze the
administrator’s philosophy of education to determine his/ her adaptability to a
particular campus.
According to Hanbury et. al (2004), “leaders of an organization must have an
appropriate “fit” with those they lead and with their environment” (p. 566). Hoyle et. al.
(2002) writes “personnel recruitment, selection, appointment, development, and
promotion is a vital part of school leadership. The staff “makes or breaks” the system.
The superintendent, personnel administrator, and building administrators are all part of
the district’s personnel management system” (p. 118). Each and every person hired
within the school system brings their own personal philosophy to where they work.
Choosing the best administrator to work in a particular building is a challenging
undertaking. The Human Resource Manager has to be reflective of the culture and
3. KAREN DUPRE JACOBS AND WILLIAM ALLAN KRITSONIS
__________________________________________________________________________________3
climate of the schools in their district and hire, nurture, train, and develop a particular
leadership style that will yield the best results for the campus. As a result, the
administrator’s philosophy is extremely important for the success of the school he or she
is working.
Moreover, English (2003) stresses this exact point when he says that “leaders are
transformed by the realities they embrace and so change reality” (p. 29). According to
Kritsonis (2002), every stakeholder and campus decision will be assessed according to
the leader’s axiology or values (p. 99-100). This determines the campus’ metaphysics or
ultimate reality and has impact on how the epistemology or nature of knowledge is
disseminated on campus. Because of this, all staff developments and running of the
school would be developed according to the leader’s particular philosophy of education
which is defined by his or her axiology, epistemology, and metaphysics. Each
component of the leader’s and stakeholders’ philosophies must work together to produce
a highly successful team.
The Human Resource Managers must be able to determine the candidates’ goals
and/or priorities for the administrative position.
Kritsonis (2007) writes that “a person is what he does, his existence is
determined in the acts that he performs” (p.396). A strong leader has to embrace the fact
that “I am responsible for what I decide” and must “make some choice of what he will do
with what is presented him” (pp. 396-397). Because of this, Marzano et. al. (2005)
emphasizes that “a highly effective school leader can have a dramatic effect on the
overall academic achievement of students” (p. 10). Each and every administrative
decision made by the educational leader is expected to be reflective of his or her personal
knowledge and stresses what he or she deems to be important. This alone has strong
implications on how students learn and develop in their school.
Human Resource Managers must be able to select administrators that are
knowledgeable of the instructional process.
Fullan (2001) writes that the “single most important factor ensuring that all
students meet performance goals at the site level is the leadership of the principal” (p.
126). According to Kritsonis (2007),
4. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT
RESEARCH
4_______________________________________________________________________________
the educator needs to understand human life as a complex of meanings and
to know the various realms of meaning encompass. He also needs to be
aware of the enemies of meaning that arise within the human situation and
to organize instruction in such a way as to overcome or minimize the
threatened meaninglessness. (p. 55)
As a result, the administrator must have a strong grasp of the six realms of meaning-
symbolics, empirics, esthetics, synnoetics, ethics, and synoptics and how each component
must be indoctrinated into the school’s curriculum.
Administrators have to explain to teachers in staff developments, etc. that the
curriculum in which is being exposed to young children must embrace the first realm of
meaning that is utilized in all six realms- symbolics. It is a deep understanding of
language and symbols. Kritsonis (2007) writes “knowledge of language comprises four
elements: use, meaning, symbol, and communication” (p. 109). The true purpose of
mathematics, also a part of symbolics, is “designed to achieve complete precision in
meaning and rigor in reasoning” (p. 131). Educators must embrace the notion that
ordinary language is either discursive or nondiscursive. Discursive language, according
to Kritsonis (2007), “is used in customary speech for communicating ideas in a
consecutive, connected fashion, following the principals of common logic” (p. 153).
Nondiscursive language is symbolic forms “used in all the arts and for the expression of
feelings, values, commitments, and insights in the domains of personal knowledge,
metaphysics, and religion” (p. 153).
According to Kritsonis (2007), “empirical meanings require ordinary language
and mathematics for their expression” (p. 175). Science is the medium for empirics and
incorporates physical science, biology, psychology, and social science. “The scientific
enterprise is aimed at the discovery of truth” (p. 175). However, “all empirical
propositions are provisional, temporary holding good only within the limits established
by prior tests and always subject to new revisions in the light of new evidence” (p. 177).
The third realm- esthetics- encompasses music, the visual arts, the arts of
movement, and literature. The perspective administrator should be skilled at discovering
the beauty in every educational process. Kritsonis (2007) writes “in the esthetic realm,
on the other hand, the object of knowledge is the singular particular form. The primary
concern is not with types of things- not with the classes of things- but with the unique
individual objects” (p. 277). Staff development should be conveyed in a positive light.
The fourth realm of meaning is synnoetics or personal knowledge. Perspective
administrators have a sense that
personal knowledge is gained by not only understanding how others,
whom one considers significant, sees one as well. If the people that one
considers important shun him or her, then he/ she is not likely to accept
himself/ herself as important. (Kritsonis, 2007, p. 400)
The role of a strong administrator is one builds the self- esteem of his workers.
Since leadership is influencing the behaviors of others, perspective administrators must
be mindful of how their actions affect others under their watch.
5. KAREN DUPRE JACOBS AND WILLIAM ALLAN KRITSONIS
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The fifth realm of meaning is ethics or moral knowledge. Perspective
administrators must believe in doing what is right at all times. As the primary leader of
the school, the administrator must model what he/she expects from his stakeholders.
Ethical administrators produce ethical staff members. This results because an expectation
has been put into place. This is further illustrated by Kritsonis (2007) when he adds that
“the central concept in the realm of ethics is obligation or what ought to be done. The
“ought” here is not individual but a universal principle of right” (p.438).
The final and sixth realm of meaning is synoptics. It embraces history, religion,
and philosophy. Kritsonis (2007) defines synoptics as “a term that comprises meanings
having an integrative function, uniting meanings from all of the realms into a unified
perspective, that is, providing a “single vision” or “synopsis” of meanings” (p. 479). The
perspective administrator must be able to explain the historical reasons for learning
certain skills and attributes within the confines of his philosophical and religious ideas for
selecting a particular topic. Since synoptics is completely integrative with all of the other
realms of meaning, it completes the knowledge circle, yet is able to digress into any of
the other realms.
If the six realms are not embraced, students will be left feeling frustrated,
according to Kritsonis (2007), due to ambiguity, no empiric or absolute truths, art that
demonstrates morbidity, confusion, etc., a sense of people not relating to self and others
and only thinking about benefiting self, morals that are indoctrinated with doubt and
skepticism, history, religion, and philosophy that are biased, and the overall
depersonalization and fragmentation of self (losing one’s identity) in the educational
system. Learning should not be fragmented by should aim to develop the complete
person. Based on the writings of Phenix (1986) and Kritsonis (2007),
a complete person should be skilled in the use of speech, symbol, and
gesture, factually well informed, capable of creating and appreciating
objects of esthetic significance, endowed with a rich and disciplined life in
relation to self and others, able to make wise decisions and to judge
between right and wrong, and possessed of an integral outlook. (p. 8)
The development of the complete person is what a strong knowledge of the instructional
process should ideally produce.
Human Resources Managers must be able to select administrators that demonstrate
personal scholarship in their educational field.
Guy (1993) asserts “when it comes to employment, the facts of the matter are that
employers want to recruit and retain the best and the brightest” (p. 279). Administrators
who are selected to operate a campus should possess a strong body of personal
knowledge and be willing to always scan new research based literature to discover new
methodologies for improving the educational process at their particular campus. The
6. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT
RESEARCH
6_______________________________________________________________________________
well- trained administrator is always reading texts, articles, journals. He or she should
make a defined effort to not only attend conferences, but also present findings that aim at
refining schools.
Human Resource Managers must be able to select administrators that prepare and
deliver staff development in learner- friendly environments that take into account
the professional levels of teachers.
As teachers progress professionally, administrators must be recognizant of the
various types of differentiated staff development that must occur on their respective
campuses. Speck (1996) explains that “administrators selected to operate schools need to
differentiate staff development on how adults learn” (p. 33). Teachers, like students,
have different learning styles. However, unlike students, staff training on the
professional level should take into account the Adult Learning Theory. Administrators
should also take into consideration that staff development as Kritsonis (2007) writes
“should be planned so as to take account of the particular tasks confronting the person at
the stage of life in which he is living” (p. 612).
The best learning for teachers in all phases must be in a learner- friendly
environment. The learning environment in which the staff development training is to be
taught should be teacher friendly. This type of setting will improve achievement and
comprehension levels. Learning conditions in the schools where the staff development is
presented should provide an ample amount of light, fresh air, and have convenient work
space. Administrators and teachers should have access to instructional materials.
Classrooms should be equipped with teacher aides so that teachers can solely focus on
learning new teaching strategies. In addition, each classroom should have updated
technology to assist in teacher learning. Computers, electronic devices, and other
programs can be used as a technology tool to reinforce key ideas seen in class.
Hopefully, this will lead to strong gains in student achievement and teacher expertise.
Human Resource Managers must be able to select administrators and teachers that
are able to implement a strategic plan that takes into account developmental factors.
According to McGregor (1988), strategic planning with the human resource
management function “depends on learning, and human learning requires time to
practice, absorb, tinker, invent, discover, read, imagine, and converse about new products
and better ways to do things” (p. 947). Developmental factors set limits to the selection
of materials used in staff development. They provide one kind of pattern. These factors
do not solely determine the content to be taught to the staff. However, the staff
7. KAREN DUPRE JACOBS AND WILLIAM ALLAN KRITSONIS
__________________________________________________________________________________7
development should be ordered according to how language, math, art, science, moral
knowledge, and religion affect teachers at certain stages of their lives.
Moreover, adult maturity and mental competence play a strong part in how the
staff development comes across to teachers. Phenix (1986) emphasizes the idea that “the
best curriculum for any student is one that makes each learning experience available to
him as soon as he is ready for it” (p. 291). He further notes that “if knowledge is taught
too early in a person’s developmental stage, then people will either not understand the
information at all or feel a lot of frustration and anxiety when encountered with the staff
development” (p.291). However, if knowledge is given too late in a person’s
developmental stage, then future learning can be postponed and the teachers’ overall
development will be delayed.
According to Bryson (1995), “employees must be able to assess their
organization’s strengths, weaknesses, opportunities, and threats (SWOT)” (p. 28). By
doing this, perspective school employees demonstrate to their employer that they are able
to work collaborative in teams. This has implications for perspective administrators
because they must be able to allow their staff time to self- assess their individual and
collective abilities and limitations. By doing this, administrators hired will be able to
gauge the levels of productivity that can be accomplished in any given year and also be
able to determine when boundaries should and need to be put into place. Hoyle et. al
(2002) finds that “ a well- designed strategic personnel plan embedded in the overall
district strategic plan offers a solid first step in creating a human resource process that
will guide strong recruitment efforts for the district and each school” (p. 120).
Human Resource Managers must be able to select administrators that believe in
creating staff development trainings that involve stakeholders in the decision-
making process.
Kearney, R. et. al. (1994) reveals that “participative decision- making provides
personal benefits to the individual employee as well as desired organizational outcomes”
(p. 44). Perspective administrators that are hired should give credence to the idea of
professional ownership of individualized training. Veteran teachers know the skills that
they are lacking and will acknowledge training. They appreciate self- selecting staff
development better than participating in those that are mandated. By having the ability to
be a part of the decision- making process, teachers will be able to enjoy what Phenix
(1986) calls “the principle of appeal to the imagination.” This “calls for the selection of
materials that are drawn from extraordinary rather than from the experience of everyday
life. They should be such as to transform ordinary perspectives rather than confirm
them” (p. 346). Staff development should inspire teachers to think outside themselves
and their current situation. Phenix further states,
8. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT
RESEARCH
8_______________________________________________________________________________
It has everything to do with finding materials that have unusual power to
speak to persons in the depth of their being by giving them a vision of a
new order of life in which they can participate and by which their ordinary
existence can be transfigured. (p. 350)
The goal of developing a staff training that speaks to the learners’ imagination is to
provide a means for teachers to question what they are learning and to be given the
chance to change their ways of thinking. This would allow teachers to become critical
thinkers who are engaged in the learning process.
Human Resource Managers must select administrators and teachers that have a
desire to grow professionally.
Administrators who use this ideology will reap the benefits of having a well-
trained staff. By choosing administrators and teachers who want to improve and invest in
their craft, the organization will reap boundless academic rewards. Sampson, C. (1993)
purports that
just as employees may be viewed as an organizational resource, so should
an employer view employees as an appropriate resource for which
investment is natural; and thus encourage and maximize the development
of that resource for the overall good of the organization. (p.158)
According to Kritsonis (2007), the administrator, being a human being, is “in essence
a creature who creates, discovers, enjoys, perceives, and acts on meanings” (p. 90). The
perspective employee must devise patterns of meaning within his curriculum that
demonstrate the six realms of meaning: symbolics, empirics, esthetics, synnoetics, ethics,
and synoptics. These patterns “provide the foundations for all meaning that enter into
human experience” (p.4). By doing this, the employee “counteracts the fragmentation of
experience” (p. 4).
Administrators should choose materials for the curriculum or current research for staff
development that is taken specifically from “the foundations in the sense that enters the
human experience” (Kritsonis, 2007, p.14). This does not include information from
personal experience. The information in the disciplines is much too large in scope and
would not do justice to discussions involving personal knowledge in the classroom.
When using the disciplines, time is one of the most important factors to consider when
planning. Moreover, educators, in the staff development process, do not need to convey
to their staff members the idea that they are the sole authority of knowledge in a
particular area. Instead, they should be a source of facts by attempting to provide a good
understanding of the discipline. Learning within a discipline has to be productive and
should lead to future insight. However, in planning and implementing staff development,
perspective administrators should know that every discipline is integrative to some
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degree and can make use of materials from other disciplines to gain new insights into the
future.
Another key piece in hiring administrators should be their emphasis on developing
their employees to become experts in their field. Phenix (1986) writes, “each person
should be highly trained in a specialty instead of comprehensively like a generalist” and
that the “depth of knowledge and skill should be the goal, rather than superficial
acquaintance with a variety of fields” (p. 268). Administrators selected to work in public
schools need to take into consideration the main ideas that represent each field. The
concepts that staff development trainers and curriculum planners emphasize must be
indicative of the discipline being taught. Moreover, these concepts should help the
learner formulate other ideas about the subject. In essence, they are used as building
blocks of knowledge. Administrators should select specific examples while delivering
staff development to staff to exemplify representative ideas in their respective fields.
Human Resource Managers must select administrators that are able to work with
diverse groups of people, make work meaningful, and encourage methods of
inquiry.
Kritsonis (2007) believes that human resource leaders need to select diversity-
conscience educators who “understand people in their actualities, in their possibilities,
and in their idealities.” The leader must know “how to foster desirable changes in them”
(p. 29). School leaders and staff should always be willing to learn new and better ways to
work with different types of cultures and races to improve student achievement. As a
result, the selected administrators must allow themselves to be immersed in another
culture to better understand their experience. This knowledge will provide perspective
administrators with tools to better educate their student population and create staff
developments that use multicultural research and curriculum- based strategies.
Additionally, Phenix (1986) emphasizes the idea “that for the most effective
learning curricula need to be designed as far as practicable to take into account each
person’s particular aptitudes and enthusiasm” (p. 275). He further gives credence to his
argument when he writes, “Students learn best what they most profoundly want to know.
Phenix (1986) writes “their learning efficiency is in direct relation to their motivation.
Hence, the materials of instruction should be selected in light of the students’ real
interest” (p. 345). This ideology conveys a strong message to educators in the staff
development planning and integration process. The research -based presentation needs to
be chosen in a manner that will maximize meanings for teachers. If teachers’ interests
are taken into account when planning, then administrators will see more learning
occurring in the sessions and teachers will be better prepared to implement new
methodologies and improve student achievement across all disciplines.
Phenix (1986) writes it best when he states, “His real longing is for meaning, and
whether he recognizes it or not, all his striving, whatever its apparent object, is directed
toward the enlargement and deepening of meaning” (p. 344). This should be the primary
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goal of all educators when planning staff development for the school. Teachers strive to
attain a sense of meaning in all discipline taught and discussed within the classroom. If
teachers are able to define their own meanings in the six realms, then administrators can
truly say that they have done their jobs. Moreover, when teachers can validate their
knowledge with meaning, they are able to make sense of their environment, take
ownership of their learning, and are motivated to learn more about the unknown that
surrounds them.
Finally, administrators should design staff development that has methods of inquiry as
a means to incite active engagement by teachers in their own learning process. The
suggestion is that teachers learn better when they are not just passive recipients of
information. Teachers are able to construct their own knowledge through methods of
inquiry and become active participants in their own learning. Methods of inquiry should
be included in a staff development that organizes studies according to disciplines.
Educators should take a special note to teach inquiry in staff development as what Phenix
(1986) calls “a program of guided rediscovery, in which the student discovers for himself
what others have found out before him” (p. 336). Moreover, Phenix (1986) emphasizes
that this level of inquiry must not only be reenacted under similar conditions as others
before him, but also should include looking at the teachers’ prior knowledge and level of
advancement in the subject area (p. 337). As a result, this process will give teachers the
opportunity to discover new information to implement into the classroom and to validate
prior knowledge.
Human Resource Managers must select administrators that are ethical, have a
vision for their campus, and have a desire to genuinely involve their stakeholders in
making the vision a reality.
Kritsonis (2007) writes “education is a means of helping human beings to become
what they can and should become” (p. 29). Human resource leaders “must initiate and
champion the process” (Bryson, 1995, p. 57). Potential administrators must be able to
have a well- defined plan on where they desire to move their organization. In order to do
this, they must mobilize the best teachers for the job. Collins (2001) illustrates this belief
when he says that “leaders at the top of their respective fields surround themselves with
the right people to do the job” (p. 42).
Concluding Remarks
In conclusion, district human resource administrators must be deeply involved in
the selection of new administrators. Ten recommendations for selecting new campus
administrators are given to assist Human Resource Managers in hiring the best
11. KAREN DUPRE JACOBS AND WILLIAM ALLAN KRITSONIS
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candidates. The Human Resource Managers in school districts must be able to
thoroughly analyze the administrator’s philosophy of education to determine his/her
adaptability to a particular campus, determine the candidates’ goals and/or priorities for
the administrative position, select administrators that are knowledgeable of the
instructional process, select administrators that demonstrate personal scholarship in their
educational field, and select administrators that prepare and deliver staff development in
learner- friendly environments that take into account the professional levels of teachers.
Furthermore, Human Resource Managers should select administrators and teachers
that are able to implement a strategic plan that takes into account developmental factors,
select administrators that believe in creating staff development trainings that involve
stakeholders in the decision- making process, select administrators and teachers that have
a desire to grow professionally, select administrators that are able to work with diverse
groups of people, make work meaningful, and encourage methods of inquiry, select
administrators that are ethical, have a vision for their campus, and have a desire to
genuinely involve their stakeholders in making the vision a reality. They should be
looking for people with positive attitudes and those who possess a large body of
knowledge for whatever subject matter they want to represent to students. The
perspective administrator must be skilled with defining meaning for staff members in the
types of activities and concepts in which they want to convey. In essence, the perspective
employee must be able to define his axiology, have a great undertaking of his
epistemology, and be flexible enough to analyze, assess, and evaluate the metaphysical
aspects of his job.
References
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RESEARCH
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Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, NATIONAL FORUM JOURNALS, Houston, Texas. www.nationalforum.com