The College of Education, Health and

Human Sciences

Announces the Final Examination of

Doris Scott Battle

for the degree of

Doctor of Education

July 6, 2015 at 11:00 am

123 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Science Degree, Early Childhood Education, University of Tennessee at Martin

Master of Science Degree, Educational Administration and Supervision, University of Memphis

Advisory Committee

Larry McNeal, Ph.D., Professor, Department of Leadership, Committee chair

Reginald Green, Ed.D., Professor, Department of Leadership

Charisse Gulosino, Ed.D., Assistant Professor, Department of Leadership

DeAnna Owens, Ph.D., Assistant Professor, Instruction and Curriculum Leadership

Major Field of Study

Leadership and Policy Studies

Period of Preparation: 2012- 2015

Comprehensive Examination Passed: March 2014 (results April 2014)

AN ANALYSIS OF THE LEADERSHIP BEHAVIORS OF NATIONAL INSTITUTE FOR SCHOOL LEADERSHIP EXECUTIVE DEVELOPMENT GRADUATES

Abstract

Battle, Doris Scott. Ed. D. The University of Memphis. August 2015. An Analysis of the Leadership Behaviors of National Institute For School Leadership Executive Development. Major Professor: Dr. Larry McNeal.

With respect to the sample of principals’ judgment of the importance of Green’s (2006) 13 leadership competencies and the frequency with which these principals engage in them, statistically significant differences most often involved the competency “Professionalism.” With respect to judgments of importance, “Professionalism” was assessed as being higher than eight of the remaining 12 and was as assessed as being engaged in more often than any of the other 12 with respect to judgments of frequency. Among supervisors, there was no meaningful variation in their judgments of these competencies’ importance and the only competency they perceived to be more often engaged in by principals relative to all others was “Professionalism.” When principals’ and supervisors’ judgments were subjected to between-groups comparisons, supervisors were observed to rate the competency “Diversity” as higher in importance than principals and to perceive principals as more often engaging in the competencies “Collaboration” and “Professional Development” than the principals themselves.