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The Organizational Socialization of K–12 Classified Employees
No full textPurpose: The purpose of this mixed methods study was to identify to what extent newly employed classified staff in K–12 school districts in Southern California experienced organizational tactics (content, context, and social) to support their socialization process during the 1st year of employment (G. R. Jones, 1986). In addition, it was the purpose of this study to identify and describe the degree to which newly employed classified staff saw these tactics as effective in supporting their socialization to their new role (role clarity, social acceptance, and task mastery).
Methodology: This study used a sequential explanatory mixed methods design to engage 70 newly employed K–12 classified staff members to identify to what extent they experience organizational socialization tactics during the 1st year of employment. Eight participants from the quantitative portion of the study were interviewed to understand further their perception concerning the effectiveness of organizational socialization tactics used by K–12 organizations to support their role clarity, social acceptance, and task mastery.
Findings: The findings of this study revealed that newly employed K–12 classified staff experience individualized content and context tactics and institutionalized social tactics categorized by G. R. Jones (1986). The findings also demonstrated that newly employed classified staff in K–12 organizations do not perceive organizational socialization tactics used by their districts and schools to be effective in supporting their role clarity, social acceptance, and task mastery during the 1st year of employment.
Conclusions: Several conclusions were identified through the data analysis and major findings of this study. These conclusions provide a deeper understanding of the organizational socialization tactics experienced by newly employed classified staff and their perception concerning the effectiveness of these tactics in supporting their role clarity, social acceptance, and task mastery.
Recommendations: Several recommendations were made based on the major findings and conclusions presented in this study. The recommendations address the need for K–12 organizations to use institutionalized content, social, and context tactics to provide intentional support for newly employed classified staff in the areas of role clarity, social acceptance, and task mastery
The Contribution of Mindfulness Practice to Supporting Children and Their Families’ Challenges Among School Social Workers: A Qualitative Multicase Study of School Social Workers in California
No full textPurpose: The purpose of this qualitative multicase study was to describe the challenges school social workers experience when supporting students and their families in their schools. Additionally, the purpose of this study was to understand how school social workers use mindfulness practices to help them respond to the challenges of working with the students and their families in their school based on Lesser’s mindfulness model (2019): love the work, do the work, don’t be an expert, connect to your pain, connect to the pain of others, depend on others, and keep making it simpler. Methodology: In this multicase study, the researcher conducted five interviews with school social workers in California. The researcher employed qualitative methods to explain the challenges that school social workers face while supporting students and their families and to identify the most useful mindfulness practices for school social workers to use when responding to these challenges. Findings: The findings from the study indicate that school social workers experience multiple challenges when supporting students and their families. Furthermore, the study’s findings identify the most useful Lesser’s (2019) mindfulness practices for school social workers while dealing with these challenges. Twelve identified themes, four major findings, and one unexpected finding emerged from the semistructured interviews and artifacts. vii Conclusions: The study found that the more needs students and families have, the more challenges school social workers experience. Additionally, the study supported the usefulness of school social workers using mindfulness practices while experiencing these challenges. Practicing mindfulness helped school social workers feel more compassionate, present, empathetic, self-aware, and calm while supporting students and their families during challenging times. Recommendations: It is recommended that more research be conducted to replicate this qualitative multicase study concentrating on school social workers who assist a specific group of ethnically diverse students. Another recommendation is that this qualitative multicase study can be replicated with school social workers who only work with children in elementary, middle, and high schools. Finally, it is recommended to use a mixed method to interview and survey school social workers to build on the findings of this study
A Phenomenological Study on the Perceived Impact of Bass\u27s Four I\u27s of Transformational Leadership
No full textPurpose: The purpose of this phenomenological study was to identify and describe World of Warcraft game leaders’ perceptions of the impact on their guilds regarding Bass’s 4 I’s of transformational leadership.
Methodology: This qualitative study interviewed 13 World of Warcraft game leaders who have led their guild members for at least one year. The main source of data collection was semi-structured open-ended interview questions with other resources to include artifacts. The researcher coded and analyzed data for themes and patterns.
Findings: Several domains of Bass’s Four I’s Transformational Leadership framework were found to have an impact on World of Warcraft game leaders’ experiences, influencing communication, motivation, challenges, creativity and innovation, and guild culture.
Conclusions: Frequent and consistent communication, inspiration, organizational culture, creativity, innovation, and female leadership capacity serve as a foundation for leadership development in online gaming. Game leaders shared their leadership perceptions and experiences, providing insight on transformational leadership development.
Recommendations: Game leaders should foster a guild culture and community that is suffused in transparent communication, active motivation and encouragement, strategic visions and goals, and deliberate on promoting creativity and innovation. Game leaders can increase the engagement of guild members by creating safe spaces where guild members can share their ideas and trust that game leaders are listening, being considerate of their needs
Millennial Latina Non-Profit Leaders: Exploring Self-Sabotaging Behaviors and Their Journey to Reclaiming Their Power
No full textPurpose: The purpose of this mixed method study was to identify and describe self-sabotaging behaviors experienced by Millennial Latina nonprofit C-Suite leaders and explore the impact of these behaviors on their career development. A secondary purpose of this study was to identify strategies employed by Millennial Latina nonprofit leaders to overcome self-sabotaging behaviors.
Methodology: Employing a mixed method sequential explanatory design, the research involved eight Millennial Latina nonprofit leaders, utilizing convenience and snowball sampling. Data collection included electronic Likert scales to quantify self-sabotaging behaviors and interviews to explore lived experiences. Analysis sought to identify prevalent behaviors and strategies for overcoming them, guided by thematic analysis of interview transcripts.
Findings: The study highlighted a complex interplay of cultural and gender norms, with key behaviors including minimization of achievements and difficulties with assertiveness, driven by cultural expectations and broader societal dynamics. Participants demonstrated resilience, employing strategies like personal development, cultural pride, and community support. Significant themes included the impact of motherhood, language barriers, and reliance on support systems like religion and social media on professional experiences.
Conclusions: The research concluded that the Latino work ethic, while a strength, can foster self-sabotage through perfectionism. Challenges related to motherhood reveal societal gaps affecting working mothers, with language barriers affecting perceived credibility. Social media presents a nuanced role in professional networking and self-perception, amplifying feelings of inadequacy.
Recommendations: Eight recommendations were identified, including exploring self-sabotaging behaviors across various career stages and sectors, such as the impact on Latinas with different motherhood roles and the influence of social media and lack of intergenerational wealth. Additionally, extending the study to include diverse generational cohorts could offer comprehensive insights into mitigating self-sabotaging behaviors among women
The Meaning-Making of African American Leaders in Technology Organizations
No full textPurpose: The purpose of this mixed-methods study is to identify and describe behaviors that reflect the character, inspiration, relationships, vision, and wisdom that African American technology leaders use to create personal and organizational meaning for themselves and their followers. It was also the purpose to rate how followers perceive their leader’s behaviors related to character, inspiration, relationships, vision, and wisdom in creating personal and organizational meaning.
Methodology: The qualitative portion of this mixed-method study involved face-to-face interviews with African American technology leaders, while the quantitative segment consisted of electronic surveys completed by their followers. The quantitative survey assessed followers’ perceptions of the importance of meaning making behaviors of African American leaders in technology organizations.
Findings: Findings indicate that character, inspiration, relationships, vision, and wisdom are critical to meaning making for African American technology leaders. Character is the most critical trait, with participants emphasizing it as foundational to their leadership, influencing their ability to build trust, make ethical decisions, and create inclusive environments. Survey results mirrored this sentiment, with followers identifying character as the most vital behavior for leaders to demonstrate.
Conclusion: The study concludes African American technology leaders rely on character, inspiration, vision, relationships, and wisdom—individually and interchangeably—to create meaning for themselves and their organizations. Leaders who vi consistently embody strong personal values and act with integrity foster deeper trust and respect among peers and followers. These qualities enhance their ability to navigate challenges and create meaningful organizational impact.
Recommendations: Comparative studies across non-technology fields to examine the influence of character on leadership effectiveness in diverse contexts could determine whether African American leaders in other industries face similar challenges. Expanding the scope to include other underrepresented leaders might provide valuable comparative data. Long-term, single-case studies could offer in-depth insights into the leadership journey of African American technologists. Additional research could explore the effectiveness of diversity and inclusion initiatives in leadership development and the impact of people-skills training for technology leaders. A phenomenological study could further investigate the experiences of African American technologists as they progress in their careers. These avenues of research could deepen understanding of the unique dynamics shaping leadership in underrepresented groups
Adaptive Leadership During Times of Great Change and Opportunity: Building Adaptive Capacity as Perceived by Community Emergency Response Team Program Managers
No full textPurpose: The purpose of this phenomenological study was to identify and describe the strategies used by Community Emergency Response Team (CERT) program managers 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 1` to build an adaptive capacity. The purposeful, convenience sampling frame 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 peers and three faculty advisors. The data collected from interviews and artifacts were evaluated to capture themes related to the study’s research questions.
Findings: The analysis of data collected from interviews and artifacts resulted in 955 frequencies across 25 major themes. Five major findings emerged from these themes and key findings.
Conclusions: Four conclusions were obtained based on the study\u27s major findings and literature. CERT program managers build adaptive capacity by (a) aligning organizational processes to policies, (b) providing access to professional training and development, (c) reflecting on meeting and training practices as a leader, and (d) embracing failure as a learning opportunity.
Recommendations: Further research is recommended to develop a course curriculum that incorporates leadership strategies that align with Heifetz et al.’s (2009) five characteristics of adaptive leadership within the Federal Emergency Management Agency CERT programs and Washington State Leadership Summit. The course provides strategies for CERT program managers at the federal, state, and local municipals with practical principles for building adaptive capacity within their organizations. The interactive training focuses on enhancing leadership skills and building relationships among CERT program stakeholders across Washington state municipals
How Elementary School Principals Successfully Led through the Turbulence of the COVID-19 Crisis
No full textPurpose: This phenomenological study aimed to discover and describe behaviors elementary school principals practiced while leading their schools through the turbulent times of COVID-19 using the leadership attributes of personal temperament, concern for collective interest, resilience, and moral purpose, as perceived by elementary school teachers. Methodology: This qualitative study used a phenomenological research design. Data were collected from interviews 12 with elementary school teachers in Monterey County to discover and describe behaviors their principals practiced in leading their schools through the turbulent times of COVID-19. Findings: The study revealed 16 themes related to behaviors elementary school principals used related to the leadership attributes of personal temperament, concern for collective interest, resilience, and moral purpose. From the themes, four major findings emerged: (1) effective personal temperaments including having a stable personality, remaining calm and collected, and being a positive and kind person; (2) collective interest was demonstrated by taking a school first approach, supporting teachers, and promoting wellness; (3) resilience was demonstrated by connecting with faculty and building relationships; and (4) moral purpose was promoted by an open-door policy. Conclusions: Based on the findings of the study and the literature, it was concluded that (1) personality determines leadership style, which influences teacher attitudes and school vi performance; (2) effective leaders focus on the needs of those they serve by being a servant leader; and (3) leadership is about showing up and being available when needed. Recommendations: The additional research is recommended: (1) replicate the study in other geographical areas (counties, states) and with diverse career populations; (2) conduct a quantitative study on the topic; (3) disseminate information about how personal attributes influence leadership; (4) examine how leadership attributes of personal temperament, concern for collective interest, resilience, and moral purpose can be improved through professional development; (5) study the types of questions about temperament, concern for collective interest, resilience, and moral purpose that are most useful in the principal hiring process; and (6) conduct a study on how superintendents impacted school principals via the leadership attributes of personal temperament, concern for collective interest, resilience, and moral purpose
Transition From Military Service to Civilian Middle Management: A Phenomenological Study of the Lived Experiences of African American Veterans
No full textPurpose: The current phenomenological study aimed to determine how African American veterans identify and describe historical impacts, socioeconomic impacts, challenges, and opportunities in transitioning from military to middle management roles in the civilian world.
Methodology: The current study used in-depth semistructured/open-ended interviews to collect data from service members transitioning into management positions in the civilian sector. The interviewer followed a script, and all participants were asked the same questions. The data were collected, coded, and analyzed using the NVivo program to identify themes that emerged from participants’ responses. Rich narratives through qualitative interviews and artifact collection established a vivid picture of the personal choices, strategies, challenges, and triumphs that characterized each veteran’s journey. Furthermore, qualitative data offered a platform for participants to voice their experiences in their own words, thereby bringing authenticity to the research.
Findings: Participants identified five areas that influenced their adjustment into middle management in the civilian arena, and the factors were then rated and ranked. The top five elements were: (a) Historical Legacy Awareness, (b) Racial and Gender Discrimination, (c) Economic Disparities, (d) Cultural Adjustment from Military to Private Citizen, and (e) Military Skills Undervalued. The applicants stated preparation, having a solid support system, education level, and other aspects elevated or minimized the effects of the five listed factors.
Conclusion: African American service members in the current study employed various strategies concurrently to improve their shift from military management to civilian supervisor positions. First, they enhanced resilience by learning healthy coping strategies and educating the civilian workforce. Second, they expanded and used transition services available to the soldier, which included networking with other service members. Third, enhancing socioeconomic mobility for African American veterans and participation in political activism on state and federal levels to address policies that present barriers to employment was important. Lastly, African American soldiers aimed to improve their leadership/management development through certificate training, formal education, and self-improvement.
Recommendations: Based on the current study’s findings, four recommendations were made for further research to advance the understanding of how to improve African American service members’ adjustment into middle management positions in civilian corporations
Exemplary Elementary School Principals’ Use of Emotional Intelligence as They Lead Their Organizations in Rural Areas
No full textThe roles of school leaders have evolved from a more conventional focus, one encompassing independent leadership, to a relational leadership approach that is more open and personable (Hoyle et al., 2005). The purpose of this qualitative multicase study was to describe the emotional intelligence strategies that exemplary elementary principals in rural areas use as they respond to leadership challenges in their school organizations based on Goleman’s (2006) four domains of emotional intelligence (self-awareness, self-management, social awareness, and relationship management). A secondary purpose of the study was for exemplary elementary principals in rural demographics to explain how their use of emotional intelligence strategies supported their success and tenure as they responded to leadership challenges in their school organizations. This study used a multicase research design to understand how exemplary elementary principals in rural California school districts use their emotional intelligence (EI) to respond to leadership challenges in their school organizations. Data were collected through semistructured interview questions and artifact collection. Responses from participants were coded and analyzed for themes to identify the relationship between data patterns, themes, and categories. The key findings from the study were that all four domains of emotional intelligence are essential strategies for responding to leadership challenges. Relationship management and social awareness were identified as more critical when responding to leadership challenges in their school organization. Self-awareness and self-management were identified as less important when responding to leadership challenges in their school organization. The significance of the study is that modeling emotional intelligence strategies is essential in responding to leadership challenges. Additionally, relationship management and social awareness are crucial to support success and tenure in principalship in a rural area
Special Education Preschool Teachers’ Perspectives, Attitudes, and Self-Efficacy Towards Inclusive Education
No full textPurpose: The purpose of this study was to investigate the perspectives of special education preschool teachers in California regarding the inclusion of children with disabilities in general education preschool classrooms. Furthermore, the study examined the self-evaluation of these teachers regarding their abilities to support children with disabilities in general education classrooms. Last, the study aimed to identify additional factors that impact the attitudes of teachers towards including children with disabilities in general education preschool classrooms.
Methodology: A mixed methods nonexperimental descriptive, sequential, convergent research design was employed. Data collection tools included surveys (quantitative) and interviews (qualitative). In Phase 1, dependent variables were measured using Likert scales, and independent variables such as demographics were collected via a short questionnaire. In Phase 2 semistructured interviews were conducted. Methodological triangulation was used for data analysis.
Findings: Special education preschool teachers showed moderately positive attitudes towards inclusion, recognizing its social benefits but expressing concerns about full inclusion and current practices. They reported moderate to high confidence in supporting students in general education settings, contingent on available resources and support. No significant relationship between self-efficacy and attitudes was found. Qualitative analysis revealed 13 key factors influencing attitudes and self-efficacy.
Conclusions: The results of this study underscore the multifaceted nature of attitudes and self-efficacy in inclusive education. To improve teaching efficacy and attitudes towards inclusion among special education preschool teachers, the following key actions are necessary: (a) maintain a continuum of placement options and flexible service delivery models and employ an individualized approach to inclusion to ensure that diverse student needs are met; (b) enhance resource availability and support systems, including targeted and ongoing professional development on inclusive practices, collaboration time, lower teacher-student ratio, and highly trained paraprofessionals; (c) increase funding to support effective and meaningful inclusive education; and (d) promote inclusive mindsets and foster a culture of mutual respect and shared philosophies between general and special education staff.
Recommendations: Twelve suggestions for future research are made to further explore these issues. In addition, educational leaders should investigate context-specific mediating variables that affect self-efficacy and attitudes towards inclusion to identify effective strategies for enhancing inclusive education practices