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Grounded Leadership: A Look into California Community College Mid-Level Leaders
No full textPurpose: The purpose of this explanatory mixed-method study was to identify and describe what exemplary California Community College mid-level leaders do to maintain their physical, emotional, intellectual, social, vocational, and spiritual health based on the six dimensions of Rosen’s healthy leader model.Methodology: This study employed a purposive sampling method to select 15 mid-level leaders from two California community college districts. Data collection involved two instruments: the Stay Grounded Survey, administered to all 15 participants, and semi-structured interviews conducted with a subset of five participants. Quantitative data were analyzed using descriptive statistics including mean scores, frequency distributions, and standard deviations. Qualitative data were coded and synthesized into 19 emergent themes that revealed the grounded leadership strategies employed by participants.
Findings: Seven key findings emerged from the analysis. Exemplary mid-level leaders maintain groundedness through intentional strategies across all six dimensions of health. Specifically, they cultivate resilience through physical wellness practices, regulate emotions to foster self-awareness and clarity, and sustain relevance through intellectual curiosity and adaptability. These leaders are driven by a vocational sense of service, guided by core values in ethical decision-making, and committed to building authentic, trust-based relationships. A holistic approach to leadership was found to be central to their ability to remain aligned, purpose-driven, and effective in their roles.
Conclusions: The study yielded seven conclusions, including that exemplary leaders (a) develop intellectual agility to lead innovation through uncertainty, (b) lead with purpose to sustain motivation and institutional impact, (c) act on values to build ethical resilience, (d) foster authentic relationships to strengthen organizational culture, (e) maintain holistic wellness for long-term leadership sustainability, (f) apply grounded leadership to navigate institutional challenges, and (g) align leadership with authentic identity for consistency and clarity.
Recommendations: Higher education institutions should embed curiosity, wellness, emotional support, and equity into leadership culture. Recognize invisible labor, create inclusive leadership pipelines, and prioritize reflective, relational growth. Promote grounded leadership through experiential training and role-relevant development. Future studies should assess broader impacts, psychological effects of leadership pressures, wellness barriers, and long-term outcomes of grounded leadership programs to inform sustainable leadership practices in education
Adaptive Leadership: Strategies Used by U.S. Navy Command Senior Enlisted Leaders to Build Adaptive Capacity in Times of Great Change
No full textPurpose: The purpose of this phenomenological study was to identify and describe strategies used by U.S. Navy command senior enlisted leaders (CSELs) to build an adaptive capacity based on the five key characteristics of adaptive leadership identified by Heifetz et al. (2009).Methodology: This phenomenological study explored the lived experiences of U.S. Navy CSELs. Purposeful, convenience sampling was used to identify 10 participants who met the study’s criteria. The semistructured, open-ended interview protocol was developed by a thematic research team of nine peer researchers and three faculty advisors. Data collected from the interviews and artifacts were analyzed to identify themes related to the study’s research questions.
Findings: In this quantitative phenomenological study, data derived from interviews were evaluated to identify major findings. These major findings were then analyzed to verify alignment with the reviewed literature and then summarized based off Heifetz et al.’s (2009) five key characteristics of adaptive leadership (making naming the elephant in the room the norm, nurturing a shared responsibility for the organization, encouraging independent judgment, developing leadership capacity, and institutionalizing reflection and continuous learning).
Conclusions: This exploratory phenomenological study aimed to identify and describe the strategies used by U.S. Navy CSELs to build an adaptive capacity based on the five key characteristics of adaptive leadership identified by Heifetz et al. (2009). The qualitative analysis of the data collected during interviews and literature review highlighted major findings that aligned with Heifetz et al.’s five key characteristics of making naming the elephant in the room the norm, nurturing a shared responsibility for the organization, encouraging independent judgement, developing leadership capacity and institutionalizing reflection and continuous learning.
Recommendations: Based on the significant findings of the qualitative phenomenological study, five recommendations have been made to expand the current literature and body of knowledge that exist for CSELs and their strategies to build adaptive leadership capacity. The subsequent recommendations have a positive outlook, assisting CSELs in building adaptive capacity within their organization. Personal and professional development for current and prospective CSELs must include tools and strategies for feedback and communication, teach the importance of presence and information sharing to facilitate team collaboration, and guide on fostering empowerment through decision-making and independent judgment. It must consist of training on building trust and respect through servant leadership, and finally, it must cultivate formal leadership training and education to build adaptive capacity
The Use of Personal Disruption Strategies by Female Executives in the Property Management Industry for Career Advancement
No full textPurpose: This explanatory mixed-method study aimed to identify and describe the perceived impact of Johnson and Mohr’s (2019) five disruptive career skills on female property managers’ advancement to executive leadership positions.
Methodology: This mixed method study identified and described the impact of the disruptive behaviors of eight female executives in the property management industry across the United States. The researcher gained a transparent view of female property management executives using quantitative and qualitative research methods.
Findings: Females who challenge and influence authority are more likely to challenge authority figures by providing indisputable facts and using influence tactics. Females are typically comfortable in unfamiliar situations and capable of improvising effective solutions. Female executives value their work speaking for itself rather than relying on self-promotion. Females had no issue welcoming a less prescribed career path to advance their careers, even with lateral career moves or demotions. Females often prioritize decision-making abilities over likeability, even if it means making unpopular choices.
Conclusions: The study supported the literature that females possess certain strengths that are useful when utilizing disruptive strategies. Strengths include influencing authority, mastering improvisation, openness to alternative paths toward achieving goals, and prioritizing respect over likeability. By leveraging these strengths, women can increase their chances of career advancement.
Recommendations: Women in the property management industry should invest early in their careers by actively participating in female-to-female mentorship programs, enrolling in relevant leadership training, and joining industry-specific networking groups. By implementing these recommendations, females can master confidence, emotional intelligence, communication skills, and relationship-building
Self-Sabotaging Behaviors of Female Chief Executive Officers of Behavioral Health Organizations and Power Tactics Used to LeadHERship
No full textPurpose: The purpose of this sequential, explanatory mixed-methods study was to identify and describe personal power tactics that female Chief Executive Officers of behavioral health nonprofit organizations employ to overcome four identified self-sabotaging behaviors from the Self-Sabotaging Framework adapted from Lerner (2012) and Ryder and Briles (2003).
Methodology: This sequential mixed methods research study deployed a phenomenological approach to identify and describe the lived experiences of six female Chief Executive Officers of behavioral health nonprofit organizations in California. Data collection included interviews consisting of eight semistructured questions and 28 survey questions. Interviews were recorded and transcribed to support data analysis and identify themes related to the research questions.
Findings: Data analysis indicates that female CEOs of behavioral health non-profit organizations engage in self-sabotaging behaviors of thinking too small, fear and worry, holding back, and not taking time for reflection. Participants used the following personal power tactics to overcome self-sabotaging behaviors: Embracing new and complex experiences with courage and determination, demonstrating confidence and prioritizing community needs, prioritizing organizational goals over fear, engaging in well-established personal and professional relationships, engaging in strategic self-analysis, awareness of cultural influences and family upbringing, and engaging in self-awareness/self-reflection.
Conclusions: The study indicated that female CEOs of behavioral health nonprofit organizations engage in self-sabotaging behaviors throughout their careers. Female CEOs of behavioral health nonprofits use a variety of power tactics to overcome self-sabotaging behaviors. Self-awareness/Self-Reflection was the most referenced power tactic all female CEOs of behavioral health nonprofit organizations used to overcome self-sabotaging behaviors.
Recommendations: Further research is recommended to identify women\u27s self-sabotaging behaviors in other populations within behavioral health nonprofits outside California. Further research is also recommended to determine the impact of education components in behavioral health and the effect on decreased self-sabotaging behaviors or increased self-awareness
A Classic Delphi Study: To Identify and Describe How Elementary School Teacher Leaders Create and Foster a School Culture That Supports Social-Emotional Learning
No full textPurpose: The purpose of this Delphi study was to identify the strategies that elementary teacher leaders use to create and foster a school culture that supports the five Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies (self-awareness, social awareness, relationship skills, self-management, and responsible decision making). An additional purpose was to identify what teacher leaders perceive to be the most effective strategies for creating and fostering a school culture that supports these social and emotional learning (SEL) competencies.
Methodology: This study used the Delphi method to collect data from elementary teacher leaders serving Grades TK–6 to identify their strategies to create and foster a school culture that supports SEL. Participants were selected using specific criteria and recommendations based on purposeful sampling. The researcher used Google surveys via email to collect the data.
Findings: Examination of results of the Delphi study and based on the results of the effectiveness ratings, six key findings were identified. These key findings were based on the highest mean effectiveness ratings and reflected some combining of similar strategies that were identified for different competencies. The key findings included professionalism, communication, collaboration, and having a growth mindset.
Conclusions: The study supported the teacher leaders and staff members who support one another through professionalism, creating and maintaining agreed upon norms of behavior, and establishing communities to share ideas. It adds to the current knowledge on SEL and the effective strategies that teacher leaders use to create and foster a culture of support for the cognitive, academic, and emotional development of children.
Recommendations: Based on the findings of this study, school district leaders and site administrators should further the growth of teacher leaders through professional development that is focused on teacher relationships and the sharing of best practices in education. When teachers learn from their peers with real-life examples, it is more impactful and improves the organizational culture of schools. In addition, this study provided recommendations that would enhance the social-emotional culture of schools and school districts through teacher-led activities and committees
Exemplary Leadership: A Mixed Methods Case Study Discovering How Nonprofit Leaders in Human and Family Service Organizations Create Meaning and Make a Difference
No full textPurpose: The purpose of this mixed methods case study was to identify the behaviors exemplary nonprofit executive directors use to create personal and organizational meaning for themselves and their followers through character, vision, relationships, wisdom, and inspiration. In addition, the purpose of this study was to determine the degree of importance the followers in nonprofit organizations perceive the behaviors related to character, vision, relationships, wisdom, and inspiration help create personal and organizational meaning.
Methodology: This mixed methods study obtained in-depth qualitative data through interviews with three exemplary executive directors in Sonoma, Napa, and Solano counties in nonprofit organizations. Following the qualitative interview process, quantitative online surveys were sent in English and Spanish to followers of the chosen exemplary organizations. The results of the qualitative interviews and the quantitative survey data were then compared for triangulation.
Findings: Careful examination of the data collected from the qualitative interviews yielded 440 total codes for the domains of vision, character, relationships, wisdom, and inspiration. Themes were identified and discussed for each of the five domains in the meaning maker study. Seven key findings were identified to represent how exemplary executive directors in nonprofit organizations create meaning.
Conclusions: The study supported the interconnectivity of the domains of vision, character, relationships, wisdom, and inspiration, and all characteristics were identified as important. It highlighted that a leader who could fluidly move from one domain to the other daily or in the event of an emergency was better prepared to head a nonprofit organization.
Recommendations: Further research is needed to add to the depth of research in the meaning makers study. A mixed methods case study examining larger nonprofit organizations; leaders who identify as lesbian, gay, bisexual, transgender, and questioning one’s gender identity or sexual orientation also referred to as LGBTQIA, male, Latino/Latina, and leaders of color would add to the depth and breadth of this research. Additional research on nonprofit organizations would shed light on exemplary leadership and its impacts on communities
Personal Disruption Strategies Used by Latina Superintendents for Career Advancement
No full textPurpose: The purpose of this explanatory mixed methods study was to identify and describe the perceived impact of Johnson and Mohr’s (2013) five disruptive career skills on Latina superintendents’ advancement to an executive leadership position.
Methodology: Using an explanatory mixed methods approach, this research studied the experiences of eight Latina superintendents in California. Data was gathered through a combination of quantitative surveys and qualitative interviews. Quantitative data involved collecting responses and calculating mean scores, while qualitative data was gathered through semi structured interviews. Combining quantitative and qualitative data allowed for an in-depth evaluation and the development of themes from survey and interview data.
Findings: The study revealed that Latina superintendents used data and persuasive communication to advocate for equity, particularly for students of color. They exhibited adaptability and resourcefulness, especially during the COVID-19 Pandemic. Latina leaders maintained a balance between cultural humility and self-promotion, subtly integrating the latter into their professional activities. The superintendents embraced diverse career paths, characterized by adaptability and resilience. They prioritized educational equity and student welfare over personal popularity demonstrating an understanding that respect can often lead to likability.
Conclusions: This study supported the literature, affirming the significant impact of ethnicity on Latina superintendents\u27 leadership. It identified key strengths, including their strategic challenge of authority in advocating for students of color. Latina superintendents effectively balance thorough preparation with improvisation, and intentionally used social media for self-promotion. These strengths, combined with a focus on student-centered decisions and leveraging mentorship opportunities, highlight the positive impact of the five disruptive career skills on their executive advancement.
Recommendations: The researcher recommends incorporating leadership programs and diversity training that focus on cultural intelligence, cross-cultural communication, and unconscious bias. Structured mentorship programs pairing emerging Latina leaders should be created with experienced mentors who understand the challenges Latinas face due to their intersectionality. In addition, Latinas must have access to organized professional development and networking events to equip them with strategies to navigate leadership challenges, Board dynamics, and career opportunities. Last, educators must advocate for educational policies that foster inclusive and diverse leadership, focusing on recruiting, promoting, and retaining minority leaders
Returning to School After a Pandemic: K-6 Education Teachers Perspectives on Low- Income Students Returning to School With Regard to Academic Achievement, Behavior, Mindset, and Social Connections
No full textPurpose: The purpose of this phenomenological study was to determine K-6 educators’ perceptions of the impact on low-income students returning to school after the trauma of a pandemic for 2 years with regard to behavior, academic achievement, mindset, and social connections.
Methodology: This qualitative study interviewed 12 K6 teachers who taught before, during, and after the pandemic in Orange County, CA. Semi-structured open ended interview questions was the main source of data collection with other sources including observations, and artifacts. Data was coded and the researcher analyzed the data for themes and patterns.
Findings: After analyzing data, codes, and themes the researcher concluded with 8 major findings related to low-income students returning to school after being online for 2 years in regard to mindset, behavior, social connections, and academic achievement. The findings indicated teachers modified instruction in response to students as they exhibited decreased motivation, a lack of independent learning, decreased confidence, decreased persistence, and a fixed mindset impacting their self-efficacy. Furthermore, the participants strongly indicated that a student’s home environment made an impact as they returned to the classroom and their risk-taking behavior decreased along with an increase in helpless behavior.
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Conclusions: This study supported the literature and affirming that self-efficacy serves as the basis for motivation and accomplishment. Self-Efficacy helps an individual overcome obstacles that may interfere with using one’s abilities to achieve goals. When a student’s self-efficacy is affected it can negatively impact their mindset, behavior, social connections, and academic achievement.
Recommendations: The researcher recommends that a strategic plan be developed stakeholders to address the changes in student confidence, all staff at the district or school site do a book study or professional development to address decreased motivation as well as increasing behavior and risk-taking, form professional learning communities (PLCs) for performance data and next instructional steps, and incorporate and promote a growth mindset schoolwide. These strategies should continue to help and support low-income students and enhance their self-efficacy skills since returning to campus
A Delphi Study of Strategies that Elementary School Principals Use to Create and Foster a Culture that Supports Social-emotional Learning in Elementary Schools.
No full textPurpose: The purpose of this Delphi Study was to identify elementary principals\u27 strategies to create and foster a school culture that supports social-emotional learning and to identify what principals perceive as the most effective strategies for creating and fostering a school culture that supports social-emotional learning in the elementary setting.
Methodology: This study used the Delphi method to collect data from elementary principals serving grades TK-6 to identify their strategies to create and foster a school culture that supports Social-Emotional Learning. Participants were purposely selected using specific criteria and recommendations based on purposeful sampling. The researcher used Google surveys via email to collect the data.
Findings: In an examination of the results of the Delphi study, six key findings were identified that create a school culture that supports SEL school wide. These six key findings were: (1) Celebrating and acknowledging staff, (2) Being visible and transparent, (2) Ensuring that everyone’s voice and perspectives are respected, (4) Open and honest communication, (5) providing time, and (6) Setting norms and expectations.
Conclusions: School administrators who create and foster a school-wide culture that supports SEL do this by celebrating and acknowledging staff, being visible and transparent, ensuring everyone’s voice and perspectives are respected, and reinforcing expected behaviors. Additionally, administrators communicate openly and honestly and provide time to collaborate, build relationships, and support professional learning.
Recommendations for Action: To create and foster a culture that supports SEL, principals need to celebrate and recognize staff in various ways and develop skills to facilitate inclusive and transparent communication among staff and all stakeholders
Examining Teachers’ Experiences in Fostering Social-Emotional Learning After Returning to In-Person Instruction in the Midst of the COVID-19 Pandemic
No full textPurpose: This qualitative phenomenological study examines how middle school teachers in Riverside County, California, support the social-emotional learning (SEL) needs of students as students returned to in-person instruction after the COVID-19 pandemic. Methodology: This qualitative study explores how Riverside County middle school teachers addressed students\u27 social and emotional needs upon returning to in-person learning after COVID-19. Twelve teachers from local public middle schools (grades 6-8) participated in semi-structured interviews, answering ten questions. Data from interviews and artifacts were transcribed and analyzed using NVIVO software to identify recurring themes related to the study questions. Findings: The shared experiences of participants and the support given socially and emotionally were: (a) behaviors characterized by a lack of emotional regulation, (b) granted individuals the opportunity to use a diverse range of techniques for managing stress and difficulties, (c) established rapport with students and parents/guardians, (d) emotional support was provided via the implementation of curriculum, use of district resources, and assistance from school support personnel, (e) inadequate self-management skills resulting in undesirable actions, (f) established collaboration and built a network by proactively engaging with home and support personnel, (g) effective communication and techniques for self-regulation, (h) negative social interactions that caused disruptions in and out of the classroom, (i) lessons and conversations centered upon empathy, vii (j) exhibited deficiencies in both verbal and nonverbal interpersonal abilities, (k) facilitated and mentored students in enhancing their interpersonal communication abilities, (l) lack of competence in making caring, productive, as well as responsible decisions, (m) fostered responsible decision-making through demonstrating and reflecting. Conclusion: This study’s findings emphasize the need for early, ongoing support in self-management and social awareness to promote healthy behaviors. Social interactions help students recover lost developmental ground, as limited engagement during COVID-19 hindered organization and impulse control, contributing to post-pandemic school challenges. Recommendations: This study highlights the role of SEL in supporting students\u27 academic and developmental milestones, focusing on teacher strategies for managing students\u27 behaviors post-COVID-19. Future research should expand the sample across California, assess SEL needs in high-risk areas, and examine COVID-related mental health impacts to improve support systems for vulnerable students