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Sustained Solution: Servant Leadership to Guide Transformational Thinking in Education
No full textIn this quantitative correlational study, the purpose was to examine the relationship between teacher and administrative staff perceptions on principal servant leadership characteristics measured in the SLQ: altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship. Servant leadership is a leadership form that emphasizes the values of service, connection, cohesion, and results in high levels of follower motivation, satisfaction, and retention. Researchers have determined that servant leadership does make a significant difference in both business and education. Given the effectiveness of servant leadership, it is vital to understand the application of servant leadership in the school setting. Barbuto and Wheeler’s Servant Leadership Questionnaire (SLQ) was used to survey teachers and administrative staff of two public charter schools (K–8) in Texas and collect data. Findings from a Pearson’s correlation coefficient test revealed significantly strong positive relationships between all five of the SLQ subscales―altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship―and respondents’ reports of servant leadership
The Structural Underpinnings of Access to Justice: Building a Solid Pro Bono Infrastructure
Get PDFWhen individuals in the United States face civil justice issues, they do not have a constitutional right to legal counsel and therefore must secure paid counsel, proceed pro se or qualify for free or pro bono legal assistance. As a result of the economic downturn, the number of Americans who are unable to afford legal counsel is now at an all-time high, and studies have shown that roughly 80 percent of the civil legal needs of low-income Americans go unmet. As the civil legal system is designed to require an attorney in most, if not all, legal situations, this ever-widening justice gap has sparked a national conversation on access to justice, particularly for underserved and vulnerable populations. As part of and in response to this conversation, the National Center for Access to Justice launched the Justice Index, an online resource that aims to provide a comprehensive, visual picture of access to justice across the country. In doing so, it evaluates each states’ infrastructure for providing attorney access, support for self-representation and access to the courts for non-English speakers and people with disabilities. When evaluating attorney access, the Justice Index omits a critical indicator – pro bono legal services provided by the private bar. This is in large part due to the lack of analysis surrounding the best practices necessary for states to develop a pro bono infrastructure to expand access to justice. This article will therefore explore and evaluate the laws, rules and policies adopted by some states and proffered by the public interest community as best practices for promoting pro bono and will aim to determine which practices or interventions are the most effective and should be instituted by all states to increase access to justice
American Medical Response Active Shooter Project Proposal
Get PDFAmerican Medical Response (AMR) Tukwila is the hub of its Western Washington operations. With over 400 employees and multiple customers and guests at any given time, they must have measures in place to ensure the safety and security of those on the premises. In the summer of 2019, AMR Tukwila experienced a possible active shooter incident. While this is a low occurrence event it proves the need for having a plan and procedures in place. Active shooter situations have steadily risen over the years and can happen without warning. This proposal identifies problems and solutions so that AMR Tukwila employees, staff and customers can safely conduct their daily business of serving the community in which they live and work
Team-Based Academic Interventions at an Urban High School and Their Impact on Student Achievement
No full textAcademic improvement is a concern for urban schools (Jacob & Ryan, 2018) therefore it is significant to focus on requisite skills, which contribute to student success. The purpose of this qualitative research study was to explore how team-based academic interventions impact student achievement. This study examined how public, high school student–athletes, ages 14–17, understand and describe their experience with academic study table program as part of their athletic practices. Additionally, the study examined student–athletes’ perception of participation in team-based activities and the influence of academic achievement and how the implementation of study tables during athletic practices impact student–athletes’ academic success. The research and data analysis also explored the impact of academic interventions on the student’s self-efficacy. This study table program consisted of 30-minute study sessions—twice a week. Data collection for this study consisted of three types: pre and poststudy table session interviews, observation of study habits during the study tables (before athletic practices), and participant journals. These data collections allowed the researcher to further study the range of impact that these interventions have on academic success and self-efficacy. The analysis of the data and review of the literature are interconnected in a positive manner and examined student perception of academic support programs. The data demonstrated how the incorporation of study tables into athletic practices had a positive impact on student–athletes’ academics and self-efficacy. The practice of incorporating the study table program on an ongoing basis would benefit the students in their academics
The Understanding and Involvement in Shared Governance by Faculty Who Have Transitioned to Higher Education from Industry
Get PDFThe purpose of this single case study was to explore how faculty who transitioned to higher education from industry understand shared governance, how their understanding of shared governance was formed, and how these faculty perceive their involvement in shared governance.
The study was conducted at a small private college located in the Midwest, with a sample size of 14 full-time faculty members who transitioned to higher education from industry. The conceptual framework for this study was based upon the theory of transformative learning (Mezirow, 1991). Data were collected through interviews, demographic surveys, and a review of institutional qualitative data. The data analysis resulted in the emergence of four central themes: a minimal understanding of shared governance, the resources assisting faculty, the factors inhibiting involvement, and the roles of the administration and supervisors. The results indicated that there is a minimal understanding of shared governance by individuals who have transitioned to higher education from industry. Involvement in shared governance is also inhibited in these faculty members by inadequate training methods, the poor communication of expectations, and the feeling of being overwhelmed. However, the faculty expressed internal motivations to become involved in institutional processes but relied upon their colleagues and learning through involvement to gain an understanding of shared governance. These findings can assist administrators and supervisors in establishing the means to communicate faculty expectations adequately and to develop professional development opportunities to train faculty
Life After Death: An Autoethnography of a Teacher’s Journey Through Personal Grief and Loss
Get PDFThis study sought to understand how grief and loss affected me on a personal and professional level. Additionally, the process of grief and loss and its effects on teacher performance was examined. The death of a loved one often leaves a person feeling a great deal of emotions. As an educator, it is incredibly difficult to process grief and loss at work due to the demands of working with students all day. Nine participants were recruited for this study and I used semi-structured interviews to discover more about the experiences of these educators while they dealt with the loss of a loved one at work. The findings of this study discovered five themes: (a) Lack of Support and Resources, (b) Non-Empathetic Displays of Action, (c) Lack of a Designated Grieving Space, (d) Physical and Mental Stress of Death, and (e) Performance Pressures due to Lack of Grieving Time. The experiences of the stories shared in this study hope to provide insight on how educators navigate through their personal pain and how the school community can offer increased support through these difficult times. This study is significant because it may provide school leaders with necessary information to bring about reformative that is necessary to offer educators greater support at work when dealing with the death of a loved one
Exploring Experiences of Alternatively Certified Teachers Teaching in Low Socioeconomic Status Schools
No full textTeacher retention remains a concern for public schools within the United States. Each year, a large percentage of teachers leave the classroom and education altogether. The current study focused specifically on contributing factors to an alternatively certified teacher’s (ACT) willingness to enter a classroom in a socioeconomically disadvantaged public school and to remain within it for multiple years. It was designed in response to the lack of current research using a phenomenological approach to study the lived experiences of ACTs. Using Vygotsky’s sociocultural learning theory and the work of Darling-Hammond in defining experience as contextual pillars, the elements related to ACTs’ perceptions of favorable experiences were explored, explaining how their human experiences may have influenced their willingness to continue teaching within a low socioeconomic status (SES) school. Purposive sampling was used to recruit eight participants within this phenomenological study. Questionnaires, interviews, and journal entries were used to retrieve the experiences of the participant. Results obtained from each participant’s account of their own teaching experiences indicated that factors such as community, connectedness, cultural responsiveness, parent involvement, and mentorship opportunities were positive contributors to remaining within the classroom
Parent and Teacher Perceptions About What Leads to Mastery in Reading at Classical Charter Schools in Texas
Get PDFThroughout the United States and in the State of Texas there are high percentages of students who are not reading at grade level. This study looked at the activities done at home by families of students who scored above grade level on the Third Grade Reading STAAR from classical charter schools. In this quantitative study, a survey was given to the parents of fourth-grade students and the teachers of elementary students. The families used in the study were from classical charter schools located in Texas. The literature review discusses the curriculum used in classical schools and how reading is taught. In addition to parents of fourth-grade students being surveyed elementary school teachers at three classical charter school in Texas were surveyed. The study was seeking to discover activities linked to high reading scores but also to find if teachers were aware of activities parents of struggling readers could do at home to improve reading skills. The study found that parents of students scoring above grade level were highly involved in reading with their children, speaking with them often, and modeling an enjoying for reading. Teachers reported support for doing many activities related to reading and talking with the child. The survey found a vast majority of teachers reporting sharing reading strategies with parents. Interestingly, an equally large percentage of parents reported that teachers had not shared reading strategies with them
A Correlational Study: Understanding the Relationship Between Leadership and Morale Within Law Enforcement Agencies
Get PDFLaw enforcement agencies employ officers who are driven to serving and protecting their communities. However, officers are not only tasked with serving and protecting, but also with dealing with issues of low morale within their law enforcement agencies. The issue of low morale resulting in high turnover rates, and issues with law enforcement agencies struggling with retention rates, is not new, nor is the issue of low morale within law enforcement agencies. This study emphasizes the relationship between leadership and morale, rather than the common factors of stress, pay, benefits, and hours. The study explored 3 factors among law enforcement agencies: (a) leadership and morale, (b) retention rates, and (c) turnover rates. The researcher surveyed 259 law enforcement officers in South Carolina utilizing a Likert-type survey. The officers who participated in the survey came from 4 various law enforcement agencies in 4 varying geographical locations. These agencies ranged in size from small, medium, and large. The data gathered from the survey population were analyzed using a Spearman rho correlation to measure relationships, as well descriptive statistics to further analyze data. Based on the Spearman rho correlations, a strong relationship existed between leadership and morale (p \u3c 0.01), and morale and retention rates (p \u3c 0.01). No relationship existed between morale and turnover rates within law enforcement agencies. Based on the results of the study, some implications from the study could include introducing and requiring annual leadership courses, offering surveys to measure agency morale, and acknowledging possible issues regarding low morale
Impact of New Teacher Induction on Beginning Teachers
No full textTeacher retention and its much more emphasized antithesis, attrition, affects the Federation of Affiliated Christian Churches (FACC) school system. The FACC created the New Teacher Induction (NTI) program after the New Teacher Center model for induction out of Santa Cruz, California to assist new teachers and increase retention rates in their school system. Mentoring, professional development opportunities, and principal engagement were the three-prongs of the NTI approach to teacher support which aimed at increasing new teacher self-efficacy. This qualitative case study examines new teacher perceptions of the NTI program, and its impact on their decisions to remain in or leave the teaching profession. The sample population was drawn from new teachers who graduated from a private teacher training college in the Midwest during a three-year span, and who had participated in the NTI program. Data consisted of questionnaires, semi-structured interviews, and semi-structured focus group sessions. The findings revealed both positive and negative perceptions of the FACC NTI program. Many new teachers reported high levels of self-efficacy prior to entering the program, and they commented on the impact their mentors and principals had on that self-efficacy. Some new teacher expressed disappointment with certain aspects and perceived the need for improvements in the areas of policies and procedures and mentor proximity. The new teachers did not perceive a connection between the NTI program and their retention intentions in the profession