{"id":{"repo_id":"creighton","oai_identifier":"oai:cdr.creighton.edu:10504/158093"},"canonical_url":"https://search.dev.ndltd.org/etd/creighton/oai:cdr.creighton.edu:10504/158093","repository":{"repo_id":"creighton","name":"Creighton University","base_url":"https://cdr.creighton.edu/server/oai/request"},"display":{"title":"The Factors Influencing the Role of Teachers in Imparting Leadership Skills in Jesuit Schools in Kerala, India","abstract":"AbstractThis Dissertation in Practice (DIP) explores the critical role of teachers in fostering leadership skills in Jesuit schools in Kerala, India. Rooted in Ignatian pedagogy, Jesuit education emphasizes holistic formation, academic rigor, and social responsibility, aiming at cultivating leaders who are ethical, socially conscious, and capable of addressing complex societal challenges. This study investigates the factors influencing teachers' ability to nurture leadership qualities in students, including institutional policies, teacher training programs, cultural expectations, and resource availability. By employing a qualitative methodology, this research draws on transformational leadership theory and social constructivism to provide a comprehensive framework for understanding leadership development in educational contexts. Through the use of interviews, the study investigates how the specific Kerala educational and cultural context shapes leadership formation in Jesuit schools. The study is expected to provide a practical and insightful contribution to educational practice and policy improvement, for teacher education in the future, and for the development of institutional structures facilitating leadership education. Lastly, this study seeks to add to our Jesuit education a contribution to the formation of persons who live with academic excellence, moral integrity, and a commitment to promoting justice. Keywords: institutional policy, teacher training, cultural expectations, resource allocation, transformational leadership, experiential learning.","abstract_html":"AbstractThis Dissertation in Practice (DIP) explores the critical role of teachers in fostering leadership skills in Jesuit schools in Kerala, India. Rooted in Ignatian pedagogy, Jesuit education emphasizes holistic formation, academic rigor, and social responsibility, aiming at cultivating leaders who are ethical, socially conscious, and capable of addressing complex societal challenges. This study investigates the factors influencing teachers' ability to nurture leadership qualities in students, including institutional policies, teacher training programs, cultural expectations, and resource availability. By employing a qualitative methodology, this research draws on transformational leadership theory and social constructivism to provide a comprehensive framework for understanding leadership development in educational contexts. Through the use of interviews, the study investigates how the specific Kerala educational and cultural context shapes leadership formation in Jesuit schools. The study is expected to provide a practical and insightful contribution to educational practice and policy improvement, for teacher education in the future, and for the development of institutional structures facilitating leadership education. Lastly, this study seeks to add to our Jesuit education a contribution to the formation of persons who live with academic excellence, moral integrity, and a commitment to promoting justice. Keywords: institutional policy, teacher training, cultural expectations, resource allocation, transformational leadership, experiential learning.","abstract_has_math":false,"creators":["Salvi SJ, Augustine"],"institution":"Creighton University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Fleming, Diane, P"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T01:51:19Z","subjects":["Cultural Expectations","Experiential Learning","Institutional Policy","Resource Allocation","Teacher Training","Transformational Leadership"],"languages":["en_US"],"rights":["Copyright is retained by the Author. 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This study investigates the factors influencing teachers' ability to nurture leadership qualities in students, including institutional policies, teacher training programs, cultural expectations, and resource availability. By employing a qualitative methodology, this research draws on transformational leadership theory and social constructivism to provide a comprehensive framework for understanding leadership development in educational contexts. Through the use of interviews, the study investigates how the specific Kerala educational and cultural context shapes leadership formation in Jesuit schools. The study is expected to provide a practical and insightful contribution to educational practice and policy improvement, for teacher education in the future, and for the development of institutional structures facilitating leadership education. Lastly, this study seeks to add to our Jesuit education a contribution to the formation of persons who live with academic excellence, moral integrity, and a commitment to promoting justice. Keywords: institutional policy, teacher training, cultural expectations, resource allocation, transformational leadership, experiential learning."]},{"key":"dc:title","label":"Title","values":["The Factors Influencing the Role of Teachers in Imparting Leadership Skills in Jesuit Schools in Kerala, India"]}]}],"canonical_facts":{"dc:contributor.advisor":["Fleming, Diane, P"],"dc:creator":["Salvi SJ, Augustine"],"dc:date.accessioned":["2025-06-02T17:02:25Z"],"dc:date.available":["2025-06-02T17:02:25Z"],"dc:date.issued":["2025"],"dc:description":["2025"],"dc:description.abstract":["AbstractThis Dissertation in Practice (DIP) explores the critical role of teachers in fostering leadership skills in Jesuit schools in Kerala, India. Rooted in Ignatian pedagogy, Jesuit education emphasizes holistic formation, academic rigor, and social responsibility, aiming at cultivating leaders who are ethical, socially conscious, and capable of addressing complex societal challenges. This study investigates the factors influencing teachers' ability to nurture leadership qualities in students, including institutional policies, teacher training programs, cultural expectations, and resource availability. By employing a qualitative methodology, this research draws on transformational leadership theory and social constructivism to provide a comprehensive framework for understanding leadership development in educational contexts. Through the use of interviews, the study investigates how the specific Kerala educational and cultural context shapes leadership formation in Jesuit schools. The study is expected to provide a practical and insightful contribution to educational practice and policy improvement, for teacher education in the future, and for the development of institutional structures facilitating leadership education. Lastly, this study seeks to add to our Jesuit education a contribution to the formation of persons who live with academic excellence, moral integrity, and a commitment to promoting justice. Keywords: institutional policy, teacher training, cultural expectations, resource allocation, transformational leadership, experiential learning."],"dc:identifier.uri":["https://cdr.creighton.edu/handle/10504/158093"],"dc:language.iso":["en_US"],"dc:publisher":["Creighton University"],"dc:rights":["Copyright is retained by the Author. 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