North Carolina school-based administrator's knowledge and perceptions concerning science laboratory safety

Korbusieski, Todd J East Carolina University 2005 해외박사(DDOD)

The purpose of this research study is to examine the perceptions that principals have concerning school safety, particularly science laboratory classroom safety and to identify generalized safety equipment deficiencies as they pertain to public schools in North Carolina. Four questions were addressed in this study: First, are principals aware of specific laboratory safety equipment and policies that may create safer conditions in schools and science laboratory classrooms? Second, does an administrator's assignment (elementary, middle, or high school) have an affect on that person's level of science laboratory safety knowledge? Third, to what extent do principals perceive that it is important to ensure a safe science laboratory classroom? Fourth, what percentage of principals has had any formal training in science laboratory safety instruction?. Descriptive research methodology was chosen using an electronic questionnaire. The questionnaire was e-mailed to all principals of public schools in the state of North Carolina. Four concerns were addressed in this questionnaire: (a) demographics including grade level, enrollment of school, years of experience, and area of teaching certificate; (b) administrator's background knowledge of science safety; (c) administrator's responsibilities concerning science laboratory safety; and (d) knowledge and availability of science safety devices. Principals in general felt their knowledge of science laboratory safety was minimal. Statistical analysis showed that high school principals did report more knowledge of science safety than their middle and elementary school counterparts. Also elementary principals perceived science laboratory safety as less important than their middle and high school counterparts. Only 1/3 of all principals reported that they had any formal science laboratory training either as teachers or as administrators. There is a wide difference in the perceived importance of safety knowledge and the actual knowledge principals possess. Principals are in need of further training in science laboratory training.

Predicting principal's stress (North Carolina)

Welmers, John A., Jr East Carolina University 2005 해외박사(DDOD)

This study examined the extent to which a relationship exists between North Carolina's principal's demographic constructs of age, gender, years of experience, public school classification, North Carolina's ABC's and federal NCLB program status and dimensions of stress as measured by a modified Administrative Stress Index (ASI). Analysis was completed on data obtained by surveying a random sample of elementary, middle, and high school principals employed during the 2004/2005 school year with the characteristics of gender and school grade level used to create a stratified sample group. The researcher added seven statements to the Administrative Stress Index in order to examine the categories of Administrative Complaints, Administrative Responsibility, Role Expectations, Interpersonal Relations, Intrapersonal Conflicts and Reform Constraints. Reliability coefficients indicate the survey items were significantly correlated to one another within the individual subheadings of the ASI and with the additional seven questions added under the sub heading of Reform Constraints. Demographic characteristics were combined with dimensions of stress and analyzed. Three additional survey questions asked principals to report the perceived extent to which current educational reform affects their individual stress levels. A relationship does not exist between the demographic constructs of age, years of experience, school classification, or school status based on accountability measures and principals reported stress. A majority of principals indicate their perceived levels of stress significantly increased due to the implementation of recent reform programs. The findings support the conclusion that North Carolina's principal's generally report experiencing low to moderate job-related stress with high levels of stress being reported in areas concerning time management, meeting day to day responsibilities, working with staff, being compared to other schools, complying with state, federal and organizational rules, being held responsible for test scores, and feeling school is a failure if test scores are low. Recommendations were made relating to the development of principal training and support, the use of individual strategies within principal's professional areas to control or alleviate stress, and to future research.

The nature of principal-teacher relationships at North Carolina Title I elementary schools of distinction

Walsh, John T East Carolina University 2005 해외박사(DDOD)

The purpose of this study was to investigate and better understand the nature of principal-teacher relationships at successful NC Title I elementary schools. While the literature is replete with theories and studies that address the role of the principal in providing school leadership, an emerging body of literature is focussing on the importance of principal-teacher relationships, rather than merely leadership styles or behaviors. This mixed method study used questions from the annual NC First in America surveys on principal leadership as a conceptual framework for open-ended interviews with seven teachers at three different schools in eastern North Carolina. During the interviews it became apparent that principal-teacher relationships varied greatly among schools and even among teachers at the same school. Furthermore, those relationships affected student achievement. The principal at school A had made mistakes during her first year and the teachers reported that their school was focused on recovering from those mistakes. The teachers at school B, a school in decline, described their principal as unwilling, or unable to deal with student misbehavior, parent apathy, and the marginal performance of members of the non-certified staff. In contrast, after years under the oppressive leadership of past principals, the teachers at school C reported being liberated by their current principal and the relationships he had initiated. Further analyses of the data from the interviews identified five themes common to positive principal-teacher working relationships: a visible and involved principal, a supportive environment, the resolution of problems and conflicts, collegiality, and a caring principal.

Career paths of department chairs in primary care disciplines of internal medicine, family medicine and pediatrics

Lane, Heidi Anderson East Carolina University 2005 해외박사(DDOD)

The purpose of the study was to document the career paths of department chairs in academic medicine, focusing on the primary care disciplines of internal medicine, family medicine and pediatrics. A grounded theory approach to content analysis was used to design a model of career paths to department chair. The research explored (1) the experiences of department chairs prior to becoming chair, (2) how chairs from similar departments describe similar career paths regarding research or clinical backgrounds, (3) the amount and significance of scholarly activity, including grants, and (4) any description of residency program or career path that produces more department chairs. This study concluded that (a) chairs were similar in achieving the rank of professor prior to assuming the chair position, long tenure was common, and there was no significant difference in leadership in university/medical shared governance; (b) the support of the dean was an integral part of the career path for department chair, and chairs were often asked to assume the role of interim chair, a role that frequently led to appointment to a chair position; (c) chairs expressed that current training programs and workshops that prepare a department chair for the role are only offered after an individual becomes chair; (d) there were significant differences between disciplines in the number of years in academia prior to the appointment to the department chair position, and it is likely that the career level of chair does not occur early in an academic career; (e) the role of interim chair and professor were precursors to assuming a chair role; (f) there is significant difference in scholarly activity between the chairs in the three disciplines, specifically in amount of refereed journal activity, book chapters, abstracts, other publications and the number of grants written.

Complementary and alternative interventions: Attitudes and use of counselors-in-training in counselor education programs

Crawford, Celeste S East Carolina University 2015 해외박사(DDOD)

There is a growing awareness and use of complementary and alternative medicine and complementary and alternative interventions (CAM/CAI) in the United States. Research and education in both the medical and nursing professions reflect this developing paradigm; however, there is sparse research concerning counselors-in-training views on CAM/CAI and their willingness to incorporate these approaches into clinical practice. This study addressed the gap in research by exploring what counselors-in-training know and what their attitudes are toward CAM/CAI in order to enable counselor educators to be better informed and prepared to proceed with integrating these practices into training and curriculum. Using the Survey of Knowledge and Attitudes of Counseling Students Towards CAM/CAI, we surveyed counselors-in-training (n = 93) enrolled in a CACREP accredited counselor education program and a CACREP accredited rehabilitation counseling program at the same university. The results indicate that a majority of the students had positive attitudes towards CAM/CAI and believed this topic should be integrated into counselor training curriculum. Further analysis found that there was no significant difference in general attitudes towards CAM/CAI between any of the demographic variables. Additionally, there was no significant difference in classification of CAM/CAI modalities as mainstream or alternative and any of the demographic variables. Finally, the results of this study show there was a significant relationship between personal use of CAM/CAI and willingness to incorporate CAM/CAI modalities into future clinical practice. Limitations of the study include a lack of a control group, a relatively small sample size, and the need for more valid and reliable instrumentation. The study concludes with implications for the counseling profession, counselor education, and future research.

Job satisfaction and intent to leave of nursing assistants in the hospital setting

Hand, Mark C East Carolina University 2015 해외박사(DDOD)

Nursing assistants are an important part of the healthcare team in hospitals. However, there has been little research about the antecedents of job satisfaction and intent to leave of nursing assistants in hospitals. The limited amount of research related to job satisfaction of nursing assistants has been done with nursing assistants in nursing homes. The purpose of this study was to examine the relationship between job satisfaction and intent to leave in hospital based nursing assistant in North Carolina. In addition, the influence of personal characteristics, role related characteristics and job characteristics were examined. The study used a descriptive correlational survey design using the Hospital Nursing Assistant Job Satisfaction Questionnaire. Participants in this study were most satisfied with the work content, coworkers, workplace support, and work schedule. Data revealed a significant relationship between intent to leave, education level and hospital tenure. The strongest predictors for job satisfaction were work schedule, coworkers, chances for more training, and on the job training. The strongest predictors for intent to leave were workplace support, work schedule, and recommend the hospital to a friend. This study represents a beginning understanding of the factors that are associated with job satisfaction and intent to leave of nursing assistants in the hospital setting. Job satisfaction and intent to leave variables have been identified and need further examination to insure that nursing assistants are retained and productive members of the healthcare team.

Student retention in associate degree nursing programs in North Carolina

Smith, Linda D East Carolina University 2013 해외박사(DDOD)

The purpose of this study was to examine the relationship between socio-demographic characteristics, dispositional factors (academic characteristics, motivation, emotional outlook, physical well-being, and past performances), situational factors (social support, financial status, time commitments, job responsibilities, and family needs), and institutional factors (social integration, faculty support, academic enrichment programs, and program characteristics) and students' successful retention at the end of the first semester in associate degree nursing programs in North Carolina. Additionally, as a newly developed instrument was used, the reliability factor structure and psychometric properties of the instrument were tested and compared to the original study in which the instrument was developed. A secondary aim of this study was to explore the relationship between institutional factors and first semester retention rates of associate degree programs. The study sample consisted of 439 nursing students attending 8 associate degree nursing programs in North Carolina. The relationship between socio-demographic characteristics, dispositional factors, situational factors, and institutional factors and students' successful retention at the end of the first semester was measured by specific items and factors on the Dispositional, Situational, and Institutional Questionnaire (Seago et al., 2008). Data revealed a relationship between ethnicity, related courses completed, number of developmental courses, and other family members financially dependent and first semester retention. There was also a significant relationship between retention and autonomy, confidence in ability, and flexibility. Students not retained were 3.1 times more likely to have family members financially dependent on them compared to retained students. Students not retained were 2.3 times more likely to not have completed all their related courses compared to retained students and non-retained students were 2.1 times more likely to have taken 2 or more developmental or remedial courses compared to retained students. Understanding and predicting student retention is a challenge. This study represents a beginning understanding of this relationship and provides implications for nurse educators when reviewing nursing admission requirements and orienting new nursing students to the program and college. With the nursing shortage expected to worsen over the next several years, nursing programs must not only attract qualified students but also employ strategies to retain students and graduate competent professionals.

The relationship between high school restructuring practices, academic press, and student achievement in North Carolina high schools

Doyle, Meghan Elizabeth Sweeney East Carolina University 2005 해외박사(DDOD)

In the fall of 2004, the North Carolina Department of Public Instruction communicated and published a vision for high school reform titled Rigor, Relevance, Relationships: A Vision for High Schools in North Carolina that Succeed for All Students. This vision outlined reform practices found in the literature and advocated by the National Association of Secondary School Principals as effective in improving high school student achievement; specifically, those practices involved in personalizing the high school experience for students and providing a rigorous and challenging curriculum for every child attending a North Carolina high school. The purpose of this dissertation was to investigate the current state of high school reform in North Carolina and to determine whether the high school restructuring practices in place were having a positive impact on student achievement. This study utilized a descriptive analysis of the restructuring practices in North Carolina high schools. In addition, a multi-level modeling approach (i.e. Hierarchical Linear Modeling) was utilized to ascertain the effect of restructuring practices, school size and academic press on student achievement at the school level and on individual student groups. The results of the High School Organization Questionnaire indicated that schools classified as restructuring increased dramatically from 46% in a similar study conducted in 1995 to 88% found in this investigation. In addition, the majority of the organization practices increased in frequency as well with notable exceptions being student opportunities to evaluate course content and student satisfaction with courses. The results of the multi-level analysis found that reading received the largest impact from the variables of school organization, academic press, and school size. The only effect seen for math was the positive effect of school size. Specifically, academic press had the largest impact on 10 th grade reading achievement with school size exerting a smaller, yet significant effect as well. Essentially, higher academic press translated into higher 10th grade reading achievement for the whole school. School organization only served to provide a positive impact on reading achievement for the highest achieving students. A similar effect was seen for school size in both reading and math achievement.

Shoreline access in three states: Reciprocal relationships between state and local government agencies and the role of local governments in shoreline access program evaluation (North Carolina, South Carolina, Florida)

Blizzard, Amy Fawcett East Carolina University 2005 해외박사(DDOD)

The purpose of this study was to evaluate local public shoreline access programs and to effectively examine their success or failure to understand local governments' relationship to state agencies and public access policy. Local jurisdictions are ultimately responsible for shoreline access program implementation. Local budgets provide funds and staff that impact public access development and daily maintenance of public access sites. Because local governments are creatures of the state, implementation naturally involves reciprocal relationships with state governments. Local governments obtain grants and technical support from state governments while states get successful state policy implementation at the local level. State shoreline public access evaluations only reviewed how well each state agency met federal objectives. Little attention was given to local government programs, despite acknowledgment that local governments are the primary implementers of state coastal policies and programs through the use of land use powers and infrastructure improvements. Clearly local governments' role is important in the provision of coastal management programs. This study examined conditions in 45 local governments in North Carolina, South Carolina, and Florida. While no one significant indicator was found, this study shows statistically significant differences between economic, political and demographic variables and resulting public beach access programs. Understanding incentives that determine local implementation provides a basis for recommendations that will help improve public access policy development and program administration.

The university leadership center factors affecting organizational design, administration, and governance

McCoy, Jack E East Carolina University 2005 해외박사(DDOD)

The purpose of this study was to investigate factors influencing the design, governance, and administration of the university leadership center. The research explored (1) the forces and events associated with the founding of the centers; (2) the centers' leadership philosophies and development approaches; (3) the centers' programs and services, targeted populations, and desired outcomes; (4) the nature of the centers' research and how the research is used; (5) the physical, financial, human, and other resources required by the centers; (6) the centers' methods of assessment; and (7) the challenges faced by the centers that may impact their missions, operations, and governance. This study used a comparative case study analysis approach to investigate 3 university leadership centers, each representing a different organizational placement within a university structure. Data were collected from the participating sites through semi-structured interviews, archival documents, and site observations. The cases were cross-analyzed to compare and contrast relevant data points and identify themes for discussion. This study concluded that (a) a center's founding is driven by a coalescence of campus support, external funding, and unmet campus needs; (b) organizational placement influences center mission, culture, operations, and services; (c) center mission and services extend beyond the targeted populations; (d) leadership center directors have latitude in moving beyond the mission of the host department or school; (e) a new leadership center has different needs than an established center; (f) leadership center research expands the understanding of leadership, but also improves the leadership development process; (g) leadership centers do not consistently use formal assessments to monitor and measure program effectiveness; (h) the leadership library is a reflection of its clientele; and (i) leadership centers utilize contemporary leadership theories and leadership development approaches.