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Emotional Intelligence in School Leadership and Teachers’ Perception of Its Effect on Their Efficacy
Get PDFTeacher attrition is a significant issue within the field of education, especially in urban districts with high economic needs. Consequently, this is a major problem in Title-I schools because they serve large numbers of low-income students, often experiencing higher teacher turnover than non-Title-I schools. Additionally, studies show that charter schools experience higher turnover than traditional public schools. This research explored the relationship between emotional intelligence, school leadership, and teachers’ perceptions of their efficacy in one Texas charter school. Emotional intelligence is framed as a set of skills that includes self-awareness, social awareness, self-management, and relationship management. This study sought to determine how principals’ emotional intelligence impacts teachers’ self-efficacy. Methodologically, the research followed the case study design that integrated qualitative data from semistructured interviews with quantitative data from end-of-year feedback surveys. The results indicated that principals’ self-awareness and social awareness enhanced teachers’ self-efficacy by fostering a supportive and understanding school environment. The self-management skills of principals have contributed to reduced stress levels among teachers, further enhancing their efficacy. Relationship management was found to be the most influential component, as it directly affected the teachers’ motivation and collaboration. The study concluded that emotional intelligence in school leaders is pivotal in improving teacher efficacy, which can lead to better retention rates and overall school performance
The Narrative Inquiries of How Community School Directors Implement Servant Leadership at Full-Service Community Schools in New York City
Get PDFChildren and their families face increased barriers to accessing programs in low-income communities. In response to this concern, community schools employ community school directors (CSDs) who connect students and families with essential services across organizational boundaries. This study was designed to provide insight into the leadership characteristics of the CSD as a servant leader by determining if they engage with any of the 10 servant leadership qualities described by Spears (2010). There is limited research on the leadership practices of CSDs in low socioeconomic status areas. It is therefore necessary to conduct research on how CSDs foster collaboration between schools and communities. Although there is considerable literature on how education substantiates multicausal issues facing students in low-income communities, little research exists that specifically relates to the leadership approaches of the CSDs that form partnerships within these communities. This gap in the literature highlights the need for a closer examination of CSD leadership strategies in low-income community partnerships. Thus, this study identified servant leadership qualities through the lived experiences of three CSDs working in these schools. To this end, this study utilized a qualitativenarrative design to examine the servant leadership approaches of CSDs in New York City Community Schools. The findings suggest that the elements of servant leadership not only align with the leadership characteristics of the CSDs, but also are beneficial to student and family needs, community development, and establishing bonding social capital within the community school context
Foster Youth Experiencing Homelessness in Texas: An Analysis of Risk and Protective Factors that Impact Housing Stability
Get PDFWhile research on youth homelessness continues to grow, not much is known about the differences that exist between states. To address specific concerns effectively, a more nuanced and granular approach to assessment is needed. Specifically, Texas youth who are transitioning from foster and other systems of care into young adulthood and more independent living will need tailored support to adequately address their needs. This study is a step in that direction. Through identification of risks factors that predict homelessness for these youth, social workers, counselors, case managers, and other human services providers and advocates can better assess, plan, and intervene in the most effective evidence-informed ways with youth in transition
Program Development for Transition to Adulthood for Individuals with Autism
Get PDFThis project aimed to enhance transition programs for individuals with autism by evaluating the assessments currently used to identify areas of concern in vocational skills training. A review of the literature highlighted that, as autism diagnoses continue to rise in the United States, transition programs play a crucial role in bridging the gap between youth and adulthood. However, programs focused on education and vocational skills training are often insufficient in clinical settings, revealing a significant need for improvement. The literature also indicated that occupational therapists face a shortage of effective vocational assessments tailored to support vocational readiness. This capstone project utilized the Transition to Adulthood program at Cutting Edge to evaluate its existing vocational assessment, identify areas of concern, and implement recommendations for improvement. The process involved surveys and interviews with Cutting Edge staff, clients, and guardians to gather feedback on the previous vocational assessment used. Based on this input, three primary concerns with the previous assessment were identified, and three recommendations were made to address these issues. As a result, a new assessment, the CHANCE 2.0 Pre-Vocational Assessment, was developed. This updated tool was designed to address the identified concerns and improve intervention and treatment planning at Cutting Edge, ultimately enhancing clients’ independence and readiness for vocational opportunities
Occupational Therapy in the NICU and Caregiver Involvement: The Impact of the SENSE Program
Get PDFThis capstone project focused on addressing the challenges that caregivers face in the Neonatal Intensive Care Unit (NICU). Caring for an infant in the NICU, combined with the overwhelming environment, often contributes to caregiver trauma and apprehension, as caregivers may fear their involvement could negatively impact their infant’s care. Over the course of 14 weeks, this capstone experience was aimed towards using the SENSE program as a tool to promote health literacy, enhance role confidence and encourage caregiver involvement in the NICU. The use of this program additionally provided the opportunity to provide infants with consistent and developmentally appropriate sensory experiences. During the study, pre- and post-surveys were administered to caregivers and NICU staff to evaluate the program’s impact at the capstone site. Results demonstrated the program’s impact on the site and caregivers, highlighting the significance of supporting caregiver roles and improving their experiences. While significant opportunities remain for further efforts to enhance caregiver experiences in the NICU, this project highlighted how occupational therapy can aid in improving caregiver involvement, and positively influencing infant outcomes
Disability Services as Related to Higher Education Leadership: An Exploratory Study
No full textOver the past three decades, the number of students with disabilities attending postsecondary institutions has increased, yet their completion rates remain lower than those of students without disabilities. This mixed methods exploratory study investigates the role of provost leadership in supporting disability services and understanding the needs of students with disabilities in higher education. The study focuses on Texas higher education institutions, examining the relationships between provosts and directors of disability services. The researcher collected data through esurveys and open-ended questions of 16 participants, primarily directors of disability services. Quantitative analysis of Likert scale items explored domains such as leadership, collaboration, consultation, information dissemination, access, equity, office administration, operations, and professional development. Qualitative analysis provided deeper insights into organizational structures, institutional characteristics, and the collaborative dynamics between provosts and disability services directors. The findings reveal diverse perceptions and approaches regarding the alignment of disability services with institutional missions and the effectiveness of collaboration in promoting accessibility and equity for students with disabilities. The study highlights the importance of communication, collaboration, and alignment with institutional goals to foster a more inclusive and supportive environment on college campuses
