Browsing by Author "Kenneth H. Brinson, Committee Member"

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    Individual Perceptions of Leadership Attributes by Industrial Technology Teachers in Selected Public High and Technical High Schools in Jamaica
    (2004-10-11) Johnson, Haldane Luther; Kenneth H. Brinson, Committee Member; Aaron C. Clark, Committee Co-Chair; Robert E. Wenig, Committee Member; William J. Haynie, Committee Co-Chair
    This study sought to determine the future leadership potential of industrial technology teachers in selected high and technical high schools in Jamaica. It also sought to identify and understand environmental and personal factors that support or hinder their leadership development and growth. A mixed methodology research design was used. Twenty-seven schools from two administrative regions were randomly selected and 103 industrial technology teachers surveyed using a researcher designed questionnaire based on self-assessment measures by Lussier and Achua (2001). Education and training administrators, a professional association leader, and teacher training personnel were interviewed to determine administrative and policy perspectives on leadership development programs. Quantitative data was analyzed (means, frequency, ANOVA, Tukey-HSD) using JMP 5 software. Qualitative data from interview transcripts and open-ended item responses were analyzed using the constant comparative method. Teachers with 16-20 years teaching experience had a significant difference in leadership experience than teachers with 0-10 years teaching experience. There was no significant association between the demographic factors of Age Range, Qualification, College, Industrial Experience, and School Type with the respondents' perception of Leadership Potential and Leadership Experience. There was a significant association between Attitude to Professional Development, Community Activity, and personality factors (Surgency, Adjustment, Agreeableness, Conscientiousness, and Openness to Experience) with respondent's perception of Leadership Potential. Attitude to Professional Development and Agreeableness showed a significant association with both Leadership Potential and Leadership Experience. Education and training in management and administration were the main preparation needs perceived by industrial technology teachers for them to attain leadership roles. Interviewees suggested that the apparent lack of leadership aspiration by industrial technology teachers included a lack of personal interest, the unattractiveness of administrative roles, academic under-qualification, and limited vacancies due to seniority of incumbents. Coordinated implementation of appropriate academic and leadership development programs by education administrators, and establishing an industrial technology education association would help the leadership growth and development of industrial technology teachers.
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    A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina
    (2003-11-20) Leak, Johnny; James H. Svara, Committee Member; Anna V. Wilson, Committee Member; Kenneth H. Brinson, Committee Member; Paul F. Bitting, Committee Chair
    The purpose of this study is to determine if patterns exist among at risk African American male students who defy the odds. This study focuses on at risk African American male students whose circumstances made it likely that they would fail in school. Yet in spite of adverse life conditions, these students exhibited outstanding academic performance. This study also examines why some at risk African American male students flourish in spite of environmental disadvantages. Additionally, the study explores the factors that influence resiliency development, which contribute to our capacity for designing interventions that will enhance student outcomes. The present study identified characteristics of resilient African American adolescents such as social competence, problem-solving skills, autonomy and a sense of purpose and future. A network of high achieving friends was characteristic of these African American male students. In addition, these successful students supported the concept of grouping in honors and advanced classes, had supportive adults in their lives, and participated in multiple extracurricular activities. As a means of dealing with social and academic pressures, they assumed bicultural identities and had interracial peer support systems. They also maintained peer and adult networks with which they shared their daily struggles. In addition, these resilient youth had a positive attitude towards school and embraced an achievement ideology. Besides these, resilient African American males exhibited temperamental characteristics that elicit positive responses from people who were around them. Such traits begin in early childhood and include a child who is affectionate, good-natured, and sociable. These successful African American male students were actively involved in extracurricular activities, such as hobbies, sports, school auxiliaries, or creative interests.