A comparison of well-peer mentored and non-peer mentored athletes’ perceptions of satisfaction

The purpose of the present study was to compare well-peer mentored and non-peer mentored athletes’ perceptions of satisfaction. A total of 444 intercollegiate athletes (272 well-peer mentored and 172 non-peer mentored) from a variety of sport teams participated in the study. Athletes from both well-peer mentored and non-peer mentored groups reported their satisfaction levels using the Athlete Satisfaction Questionnaire. The results of a MANOVA and follow-up post hoc ANOVAs showed that well-peer mentored athletes were significantly more satisfied than their non-peer mentored counterparts in terms of individual performance, personal dedication, team task contribution, team social contribution, team integration, ethics, ability utilisation and training and instruction. Overall, the findings suggest that athletes who are well-peer mentored by a teammate perceive higher satisfaction levels with various aspects of their athletic experience than athletes who are not peer mentored by a teammate. Given these positive findings, practitioners (i.e., coaches, sport psychology consultants) should inform athletes on the benefits of peer-to-peer mentoring. The practical implications of the results and strategies to promote peer athlete mentoring relationships in sport are highlighted.     

Calculating the power of alternative choices by school leaders for improving student achievement

This paper addresses a wicked problem faced by leaders wanting to be evidence informed in their choices of school improvement priorities and the most productive leadership practices to enact in pursuing those priorities. While local contexts will always be central to these choices, results of research ought to provide useful points of departure. But determining what relevant evidence recommends, local context aside, is far more difficult that the admonition to be ‘evidence informed’ seems to imply and the research community has offered few systematic solutions to the problem. This paper offers one possible solution, the calculation of ‘Power Indices’ using, for the purposes of illustration, evidence about the effects of a selected set of potential school improvement priorities (teachers’ emotions) on student learning, in combination with evidence about the effects on teacher emotions of a selected set of transformational leadership practices. Results argue for the value of a unique line of future research enabling school leaders to make choices about both school improvement priorities and how they might best pursue those priorities that systematically reflect the results of relevant evidence.     

论德育过程中师生能动作用的发挥

德育过程是形成思想道德主体的过程.在这一过程中,只有充分发挥教师在德育过程中的主导作用,调动学生的积极主动性,才能促进学生思想道德品质的形成和发展.     

党的第三代中央领导集体创先争优思想论析

以江泽民为核心的党的第三代中央领导集体,在全面推进党的建设新的伟大工程中,围绕＂建设一个什么样的党,怎样建设党＂这一重大理论课题,全面分析党面临世情、党情和国情的现实形势,进一步明确了新时期在全党范围内开展创先争优活动的重要性和紧迫性,在实践中丰富和发展了党的第一代中央领导集体和第二代中央领导集体的创先争优思想,形成了新时期创先争优的思想体系。     

幼儿园园长领导风格研究

在我国学前教育研究领域,有关幼儿园园长领导风格的实证研究较为缺乏。本研究对40名园长的领导风格进行了问卷调查,并结合领导方格理论对调查结果进行了分析和探讨。研究发现,园长的任务导向行为和关系导向行为呈显著正相关,幼儿园等级与园长的任务导向行为和关系导向行为呈明显正向的相互促进关系,园长的领导风格总体上倾向于团队型。     

关于我国校长领导力要素的实证研究

校长领导力要素测评在学校管理中具有重要的意义,它是甄别校长素质和质量的有力工具。本研究使用马来西亚校长领导力评价指标体系量表,通过因素分析发现,中国教师最看重的是校长的人际领导力,其次是技术领导力和教育领导力,最后是象征领导力和文化领导力。     

Concentric collaboration: a model of leadership development for healthcare organizations

Drawing on their experience in a Midwest healthcare system, the authors propose a model of leadership development through action learning that embraces ‘concentric collaboration’ at its core. The present study suggests that the process of concentric collaboration can serve to strengthen the skills of the individual leader as well as foster collective leadership. Central to the model is the growth and development of the individual leader which extends outward to create connections with others, ultimately increasing the social capital necessary to effect organizational change. This work contributes to the leadership development literature by offering a comprehensive model that includes the process of individual growth as well as collective capacity, organizational factors that support or inhibit this process as well as implications for practice.     

Gender Adeptness Among Educational Administrators for Leading Innovative Initiatives in Public Education

It may be concluded that female administrators are perceived as being more adept than their male counterparts for leading innovation in schools and leveraging resources into productive outputs. It may be concluded that both genders of administrators perceive such efforts similarly. The only two skills where gender is significant are the two eornpetencies identified as being alert for new opportunities and synthesizing ideas into focused projects. For the other eight skills indicated in the survey, gender did not play a significant role in such perceptions.     

浅谈系统领导方法在现代领导活动中的运用

在社会发展趋向高度分化又高度综合的现代社会,领导活动日益体现为一个繁冗复杂的有机动态的大系统。在这种背景下,如何明确系统领导方法的内涵和原则,从整体上把握领导活动的系统规律性,掌握系统领导方法的正确实施路径,是广大领导者迫切需要解决的课题。     

论韩非之“道”

＂道＂是韩非治国思想中一个带有核心性的理念,在他的治国思想中占有极其重要的位置。韩非所说的＂道＂取自老子的＂道＂而又不同于老子的＂道＂。老子的道有多层含义,而韩非则把道解释为自然世界运动发展的必然即规律。以此为基础,韩非把道引入人类社会国家治理的图式中,不仅把法理解为治理国家的道,而且还把治臣之术升华为道的高度。认识韩非关于道的理念,对于认识韩非的思想具有重要意义和价值。