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Academic Advising Staff Turnover at a 2-year College
Full text linkThis qualitative exploratory case study allowed the researcher to examine the critical factors between staff retention and leadership at a large 2-year community college. The problem central to this study was the high staff turnover rate at a large 2-year community college. The purpose of this study was to identify leadership and organizational aspects that positively or negatively impact employee retention. A case study methodology was utilized to collect data for this research by conducting 10 semistructured interviews with advisors at a large 2-year community college. The interviews were conducted virtually in Microsoft Teams and then transcribed for data analysis. The study sample consisted of academic advisors with at least 1 year of experience at the institution, allowing for in-depth exploration of their perspectives on leadership and culture. Data analysis included in vivo, process, and values coding to identify recurring themes related to leadership styles, organizational culture, and retention. Key findings indicated that advisors who perceived leadership and organizational culture as supportive, communicative, and empowering were more likely to feel valued and remain at the institution. Conclusions from this study suggest that leaders who integrate transformational leadership behaviors focusing on individualized support and motivating employees can create an environment that reduces burnout and turnover. The study also concludes that a supportive organizational culture can contribute positively to advisors’ sense of belonging and commitment. Recommendations for future practice include enhancing communication structures and leadership development to maintain a supportive and collaborative work culture. Future research should examine the role of leadership in community college settings to better understand the dynamics that influence advisor retention
School Principal Professional Development: A Case Study of a Texas Rural School District
Full text linkThe purpose of this study was to describe professional development experiences in one rural school district in Texas as perceived by the campus administrators. Existing research has implied a disconnect between preparation programs and campus administration practices. Rural school administrators experience a lack of access to professional development opportunities throughout the school year due to the distance of their community to urban cities hosting training opportunities, funding, and school leadership infrastructure. Due to the increase in federal, state, and local demands, the role of the educational leader has become more complex as the demand for administrators to recruit and retain qualified staff, foster a supportive school culture, and develop academic support systems is significant to student academic success. There is a need for ongoing professional development to be available locally, allowing participation throughout the year. Findings suggest a lack of access to professional development opportunities throughout the year due to the distance to the education service centers and the increased workload on other administrators when a leader adds development opportunities. Through semistructured interviews with campus and district administrators and an analysis of district policies, this study reveals administrators value summer conferences, experiential training, and transformational workshops. Recommendations include fostering in-district networks, mentorship, and formal development opportunities to bolster leadership practices, improve school culture, data analysis, and increase teacher retention, ultimately contributing to enhanced academic achievement.
Keywords: professional development, rural school, educational leader, principal, campus administration, network, mentor, school culture, data analysis, teacher retention, academic achievement, Texas schools, superintendent, school leade
Toward the Professionalization of Executive Coaching: A Delphi Study of the Requisite Knowledge, Skills, and Abilities for Coaching Executives to Behave Ethically
Full text linkThe problem explored through this research involved the lack of consensus on executive coaching knowledge, skills, and abilities for facilitating ethical behaviors on the part of business executives. This problem led the researcher to employ a mixed-method Delphi study to explore professional executive coach perceptions concerning the establishment of a governing body overseeing the activity of executive coach consulting and to assess the knowledge, skills, and abilities perceived as fundamental to executive coaching. The researcher focused the research approach through a systematic, iterative research design where a panel of six experts in the field of professional executive coaching located in the United States described the qualifications, best practices, and preferred methods of self-governance for executive coaches, emphasizing effective, ethical executive coaching. Sociocultural theory and institutional theory guided this study as its theoretical framework. Three rounds of surveys were given to the sample. The findings included evidence that executive coaches must hold a significant depth of knowledge concerning leadership principles and theories of human motivation to provide effective executive coaching. Such coaching involved competencies that included the management of confidentiality and sensitivity. Finally, the findings showed that executive coaches foresee the standardization and governance of executive coaching knowledge, skills, and abilities for ethical, effective executive behaviors through a shared competency framework to enhance ethical practices and coaching effectiveness. The results confirmed sociocultural theory but not institutional theory. Future research should include qualitative exploration concerning the divergence between professionals concerning competencies and improving external validity
Restoration Quarterly: Vol. 67, No. 1
Full text linkPDF of the cover of Restoration Quarterly: Vol. 67, No. 1.
This repository hosts selected Restoration Quarterly articles in downloadable PDF format. For the benefit of users who would like to browse the contents of RQ, we have included all issue covers even when full-text articles from that issue are unavailable. All Restoration Quarterly articles are available in full text in the ATLA Religion Database, available through most university and theological libraries or through your local library’s inter-library loan service
Principal Self-Efficacy: A Qualitative Study
Full text linkThis qualitative study explored elementary principals’ perspectives on the importance of selfefficacy in relation to management responsibilities, instructional leadership, and moral leadership as they impact student achievement measured by the STAAR in a Central Texas school district. The research addressed the growing challenges principals face in high-accountability environments, focusing on how their beliefs in their leadership abilities affect school performance and student outcomes. The purpose was to examine principals’ views on selfefficacy across three domains and to consider implications for leadership preparation, district support, and policy. The study was grounded in a constructivist paradigm and employed a qualitative case study methodology. Data were collected through in-depth, semistructured interviews with 12 elementary school principals, representing varied school contexts and campus ratings. Interviews were audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke’s thematic analysis approach to identify recurrent themes and patterns. Systematic coding, iterative theme development, and member checking ensured analytic rigor and trustworthiness. Key results indicated that principals with higher self-efficacy identified strategic time management, resilience, and collaborative policy implementation as vital to effective management responsibilities. Regarding instructional leadership, participants described the centrality of data-driven decision making, targeted teacher development, and purposeful alignment of instructional goals with student achievement. In the realm of moral leadership, principals emphasized the importance of modeling ethical behavior, cultivating a positive and inclusive school culture, and actively engaging with the values and expectations of the school community. Overall, findings suggested that principal self-efficacy significantly shapes how leaders navigate complex school contexts, influences the effectiveness of their leadership vi practices, and contributes positively to student achievement outcomes. The study concluded that fostering principal self-efficacy through ongoing professional development, supportive leadership networks, and reflective practice can enhance both school performance and student learning. Recommendations include targeted training for aspiring and current principals, district policies that prioritize principal support, and future research to further examine the link between self-efficacy and student achievement in diverse educational settings
Women in Ministry in the Churches of Christ: A Comparative View
Full text linkThis article examines the experiences of women serving as full-time ministers in the Churches of Christ. Analysis of the Siburt Institute’s 2025 Salary Survey shows a large gender pay gap that speaks to concerns regarding support and sustainability in ministry. To better understand mechanisms that impact both support and sustainability, a separate qualitative study was performed that analyzed the interviews of twenty-one full-time, female ministers. The study revealed recurring features of unhealthy systems and the impact of unhealthy systems on women in ministry. Conversely, the interviews illuminated hallmarks of healthy systems and the results that emerge out of such systems. The article concludes with a call to action that urges churches to make intentional systemic changes in order to foster an environment that leads to ministerial flourishing