Publication Date

8-2013

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Keith Thiede, Ph.D.

Abstract

Goal Setting Theory suggests specific and difficult goals when accompanied by high self-efficacy are essential to produce high levels of motivation and task performance. Goal Setting Theory has proven to be one of the most valid and robust motivational theories developed to date. Although the majority of the research on Goal Setting Theory is conducted at the individual level, many features that hold for individuals also hold for groups. For example, clearly stated goals improve performance for individuals and groups. The present research examined whether three regional educational leadership programs differ in the clarity of their stated goals, and whether graduates from those programs differ in their ability to articulate their respective program goals. The results indicate a lack of goal clarity in program goals. The results between all groups suggest that graduates were unable to identify official communication goals and coordinator goals. Additionally, there was no significant difference between programs regarding either official communication/graduate or coordinator/graduate comparisons.

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