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Crisis Leadership and Management of Catholic Community Services and Catholic Housing Services of Western Washington Nonprofit CEOs during the 2020-2022 Coronavirus Pandemic
No full textPurpose. The purpose of this phenomenological study was to identify and describe the crisis leadership strategies exemplary CEOs of Catholic Community Services and Catholic Housing Services (CCS/CHS) of Western Washington used to lead during the 2020- 2022 COVID-19 pandemic, viewed through the lens of Boin et al.’s (2017) five critical tasks of strategic crisis leadership (sense-making, decision-making and coordination, meaning-making, accounting, and learning). An additional purpose of this study was to understand and describe exemplary leaders’ experiences during a crisis. Methodology. A qualitative phenomenological study was used to identify and describe the crisis leadership strategies of nonprofit CEOs of the Archdiocese of Seattle. The data collected included (1) face-to-face interviews using semi-structured, open-ended questions; (2) artifacts; and (3) observations. Five participants were interviewed about their experiences.
Findings: The findings showed that nonprofit CEOs: (1) used their spirituality and personal faith to demonstrate hope and courage to their communities; (2) used electronic communications to distribute crisis plans; (3) relied on the Archdiocese for directives from federal, state, local and health professionals to assist in decision-making and coordination; (4) demonstrated honesty through transparent communication of information; and (5) made decisions in partnership with their community leaders.
Conclusions: The study resulted in five conclusions: (1) As CEOs made themselves available to their community, they demonstrated hope and courage through their spirituality and faith in God; (2) To provide timely information to communities, CEOs used electronic platforms to communicate crisis plans; (3) By relying on credible information from the Archdiocese, CEOs were able to make decisions and coordinate their actions; (4) CEO’s ability to send consistent messages through electronic platforms- built trust between the CEOs and the community; and (5) CEOs made decisions in partnership with their community to coordinate community action during the crisis.
Recommendations: The researcher recommends (1) to replicate this study with exemplary women leaders in the Archdiocese of Seattle; (2) a mixed-method study to assess perceptions of parish community leaders regarding CCS/CHS CEOs’ crisis leadership behaviors, using Boin et al.’s critical tasks; and (3) a qualitative study using a community focus group to review and evaluate the Archdiocese’s crisis response plan
Cross-Linguistic Awareness in 90/10 Two-Way Bilingual Immersion Programs
No full textPurpose: The purpose of this phenomenological study was to identify, describe, and recommend the specific cross-linguistic connection instructional strategies that teachers in TWBI 90/10 programs have found to be most effective for fostering language and literacy development.
Methodology: This qualitative phenomenological study explored how teachers of TWBI 90/10 programs perceived the use of specific cross-linguistic connection instructional strategies to better serve emergent bilingual learners (EBLs) and what implications cross-linguistic connections had on dual language instruction. To determine what best instructional strategies support bilingualism, biliteracy, academic achievement and cultural competence, in-depth semi structured interviews were conducted. Ten teachers were selected to be interviewed and provided insight as to what they believed was most effective to support students’ language and literacy learning.
Findings: The findings from the study indicated that think-pair-share, peer collaboration time, identifying cognates through read alouds, vocabulary in context, listing cognates, and modeling language in a safe space have been found to be the most effective cross-linguistic connection instructional strategies for fostering language and literacy development in EBLs. In addition, it was determined that TWBI 90/10 teachers recommend thematic teaching and having visual references around the learning environment to strengthen cross-linguistic connections that support EBLs in achieving language proficiency and literacy in two languages. The semistructured interviews yielded 13 identified themes, six key findings, and two unexpected findings.
Conclusions: It is concluded that opportunities for student interaction strengthen cross-linguistic connections, a conscious effort to use semantic and syntactic cues to identify cognates builds vocabulary, a supportive environment fosters language development, ongoing training is needed for bilingual teachers, and creating a strong bilingual teacher pipeline will be required.
Recommendations: I recommend that teachers use a variety of collaborative strategies, teachers use a variety of cognate awareness strategies, schools must foster a supportive environment for students to use their linguistic repertoire, staff must model effective cross-linguistic strategies, schools need to provide parent presentations, partnerships between school districts and higher educational organizations must be created, professional development must be required, universities must advocate for research, bilingual organizations must advocate for research, and publishers and authors must highlight cross-linguistic connections in their text
The Use of Personal Disruption Strategies by Female Executive Ministry Leaders for Career Advancement
No full textPurpose: The purpose of this explanatory mixed methods research study was to identify and describe the perceived impact of Johnson and Mohr’s (2019) five disruptive career skills on females in church executive leadership.
Methodology: This mixed methods study highlighted eight women in executive ministry positions in the United States and the impact that disruptive behaviors had on their advancement to executive leadership positions.
Findings: Analysis of the mixed methods data from the eight female ministry executives revealed that females found it difficult to challenge authority in ministry. They understood preparing and the benefit of improvisation. They were humble in self-promotion and used tools developed in prior careers such as communication, decision-making, and strategy to garner respect within the ministry.
Conclusion: The research validated the literature confirming that female ministry leaders are willing to take risks to test strategies and pioneer ministry opportunities using the five personal disruptive skills to advance their careers.
Recommendations: The researcher recommends that strategic leadership programs for females in ministry be incorporated to include church leadership competency, communication strategies, and professional development through coaching and mentorship programs In addition, female ministry leaders must have vision, enthusiasm, and skill to connect, encourage, and equip other females in ministry to strive for development and promotion to executive leadership
Deficit-Oriented Language Use: Understanding the Effects of Deficit-Oriented Labeling on First-Generation Students
No full textPurpose: The purpose of this sequential mixed methods study was to describe how first- generation undergraduate college students perceive that deficit-oriented and strengths- based language has impacted them during their first year of study. A further purpose of this study was to identify how these students overcome the negative influences that are associated with deficit-oriented language.
Methodology: A sequential mixed methods research design was chosen to address the research questions for this study. Using a convenience sampling approach, the survey was disseminated to all first-year students in a specific program at a single university. Once the quantitative survey data were analyzed, a subset of these respondents was then chosen for virtual semistructured open-ended interviews. This sequential approach of mixed methods ensured an in-depth exploration, juxtaposing both quantitative findings and qualitative insights.
Findings: This study revealed nuanced perceptions of deficit-oriented language among first-generation college students, with a slight but not statistically significant correlation to feelings of academic questioning. Notably, strategies to counteract such language’s effects were diverse, ranging from seeking peer support to engaging in self-advocacy, highlighting the complexity of navigating educational environments.
Conclusions: Findings in this study underscore the importance of language in educational settings, and deficit-oriented language has a discernible though varied, impact on first-generation students’ academic self-concept. The resilience and strategic responses of these students indicate potential areas for support and intervention by educators and institutions.
Recommendations: This study advocates for the development of balanced feedback strategies, comprehensive educator training on the nuances of language, and the incorporation of findings into educator-preparation programs. Further research is encouraged to expand on these findings, particularly through longitudinal and comparative studies among different educational contexts
Leadership in Early Childhood Special Education
No full textPurpose: The purpose of this qualitative phenomenological study was to identify what early childhood special education (ECSE) teachers describe as essential knowledge and skills that experienced principals need to know and be able to do to support the three elements of the California Professional Standards for Education Leaders (CPSEL) of Standard 2, Instructional Leadership. Element A: Professional Learning; Element B, Curriculum and Instruction; Element C: Assessment and Accountability.
Methodology: This qualitative phenomenological study identified 12 ECSE teachers who described the essential knowledge and skills that experienced principals need to know and be able to do to support the CPSEL standards. The respondents were purposively chosen based on specific criteria and recommendations from an expert panel of two California county leaders in administrative roles. The researcher collected data and uploaded the findings into the NVIVO software to determine themes and patterns in the data.
Findings: The findings determined what ECSE teachers describe as the essential knowledge and skills that experienced principals need to know and be able to do to support the three elements of the CPSEL Standards 2. Nine themes, three major findings, and one unexpected finding emerged from the semistructured interview questions and artifacts.
Conclusions: The study found that understanding, knowledge, and support are essential knowledge and skills ECSE teachers describe general education administrators need to know and be able to do based on the three elements of CPSEL Standard 2. Qualitative data and a review of literature were used as evidence to support these conclusions.
Recommendations: The researcher recommends two mixed method studies be completed: (a) based on the CPSEL Standard 2 and (b) general education administrators’ knowledge of ECSE. Another recommendation: a multicase study that focuses on the challenges faced by ECSE teachers teaching on general education school sites. Additionally, it is recommended to complete a larger scale Delphi study related to the required leadership skills necessary to lead effectively and successfully in ECSE. Finally, it is recommended that this study be replicated for K-6 special education teachers
Movin’ On Up: The Lived Experience of Women of Color in Leadership and the Supports that Helped Them Make it to the Top
No full textPurpose: The number of women of color in leadership continues to be significantly lower than the number of men. The lack of opportunity combined with the lack of support results in less women of color in leadership. The purpose of this phenomenological study was to explore the lived experiences of women of color in their roles as leaders in corporate environments with respect to the support (personal supports, organizational supports, cultural supports, and stereotypical supports) received. Specifically, the research examined the stories of female leaders of color to understand how their experiences have supported or hindered their growth in leadership.
Methodology: For this study, a qualitative design was used to conduct research. Particularly, the researcher chose to do individual semi-structured virtual interviews with the participants to gather data.
Findings: The findings of this research on the experiences of women of color in leadership show that women of color in leadership positions face many challenges including microaggressions, imposter syndrome, and having to work twice as hard to prove themselves. The study also found that supports such as mentoring, representation, and safe spaces create a positive environment and increase the likelihood of promotion within an organization.
Conclusion: The findings and literature support that women of color who are in leadership and attempting to move into leadership benefit from supports such as mentoring, coaching, and networking. By providing supports, women of color have a better chance of not only advancing into leadership roles but remaining in these positions longer.
Recommendations: The researcher recommends a myriad of supports for organizations attempting to recruit and retain women of color in leadership. These include, equity committees and equity training for all staff on the topics of bias and microaggressions. Additionally, interviews with Human Resources and former staff would help understand some of the issues within the organization and how they can be addressed
A Phenomenological Study on the Effectiveness of Induction Programs to Prepare Second- and Third-Year Teachers to Meet the Needs of All Students After the COVID-19 Pandemic
No full textPurpose: The purpose of this phenomenological qualitative descriptive study was to identify and describe how second- and third-year elementary school teachers who participated in induction programs perceived the efficacy of the induction programs in preparing them to design and implement effective instructional programs to meet the needs of all students after the COVID-19 pandemic.
Methodology: This phenomenological qualitative descriptive study explored and described second- and third-year teachers participating in induction programs to learn how the induction programs support new teachers after the COVID-19 pandemic. Using convenience sampling, structured interviews were held with 12 participants from Los Angeles County to learn about their lived experiences. Triangulation was provided by analyzing artifacts, which included agendas, professional development materials, and documents used in the induction programs.
Findings: Data analysis revealed that second- and third-year teachers find that induction programs that incorporate the California Standards for the Teaching Professions are effective. Induction programs prepare them to implement instructional programs to meet the needs of their students. The major findings indicated that mentors, reflection, lesson planning, reflecting on data, and collaboration are impactful in supporting new teachers.
Conclusions: Effective induction programs need to include mentors. They also need to include time for teachers to reflect on their practice and data to ensure they are continually refining their practice. Induction programs should incorporate collaboration and high expectations of their teachers to support new teacher’s growth.
Recommendations: Recommendations include mandating mentors for all teachers, ongoing reflection, professional development that focuses on instructional strategies for diverse learners, use of common and summative data to inform instruction, and collaboration amongst all staff. Research needs to include learning more about mentor and new teacher relationships and perspectives on induction programs. This study should be replicated by studying effective questions to enhance reflective practices
Department of Defense Project Management Team Leaders: Team Dynamics and Teamwork Strategies During Complex Construction Projects
No full textPurpose: This qualitative multi-case study explored the challenges, strategies, and recommendations that DOD project management team leaders experienced as they made complex decisions leading successful construction projects based on Parker’s (2008) model.
Methodology: A qualitative multi-case study research design described the challenges, strategies, and recommendations Department of Defense project management team leaders used as they made complex decisions leading successful construction projects.
Findings: Close examination of data collected from interviews and artifacts yielded 117 frequencies for DOD project management team leader\u27s team characteristics, and six themes regarding the lived experiences, challenges, strategies, and recommendations. Five key findings and one unexpected finding were identified as to how DOD project management team leaders identify and describe as they navigate complex construction projects with their team.
Conclusions: The study supported that key elements within a team need to be identified, communicated, and exercised during the duration of a DOD project management team in construction. Key elements of the team structure identified were clear purpose, setting clear roles and work assignments, inclusive participation, active listening, and open communication and trust. These actions can be better supported through an outside agency in a learning setting to better prepare DOD project management team leaders.
Recommendations: Further research is recommended to replicate this qualitative multiple case study for DOD project management team leaders in different regions of the country. Furthermore, future research could narrow down the research to exclusively civilian, or military-only members. These future studies would add breadth and depth to the data, and a better overall understanding of how DOD project management teams function and could be more effective moving forward
An Exploration of Hispanic Female Principals’ Career Advancement Through the Lens of Intersectionality
No full textPurpose: The purpose of this phenomenological study was to explore the perceived impact of barriers created by the intersection of gender and ethnicity on the advancement of Hispanic females to the K-12 principalship. A second purpose of this study was to identify strategies Hispanic females leverage to overcome barriers due to intersectionality while advancing to the K-12 school principalship.
Methodology: This qualitative research study employed a phenomenological approach to describe the lived experiences of nine Hispanic female principals serving in public K-12 schools in Orange and Riverside counties in California. Data collection included an interview protocol of 13 semi-structured questions and one-on-one interviews to explore principals’ perceptions regarding the impact of intersectionality on their career advancement. Interviews were recorded and transcribed, and data was analyzed to identify themes related to research questions.
Findings: Examination of the qualitative data indicated that Hispanic female principals relied on characteristics related to emotional intelligence and grit as they navigated the lengthy and challenging route to the principalship. Participants considered their intersectionality an advantage to their attainment of the role and did not perceive they had been negatively impacted by bias, discrimination, or structural barriers.
Conclusions: Hispanic female principals believed their careers were positively impacted by their intersectionality. With few mentors or role models, principals relied on forms of Community Cultural Wealth including familial and aspirational capital. Additionally, participants, all first and second generation Americans, demonstrated grit, resilience, and positive attitudes characteristic of the immigrant mindset. Findings of the study should be cautiously applied to a wider group as intersectionality was but one factor that impacted Hispanic female principals’ perceptions of the barriers encountered and strategies leveraged as they ascended to the principalship.
Recommendations: Further research is recommended to identify the perceived impact of intersectionality for Hispanic female principals who may be less influenced by the immigrant experience. Additional research should explore factors that discourage Hispanic female teachers from seeking the principalship, and the structures that public school districts might put in place to support their advancement
Exploring the Influence of County Government Collective Bargaining on High-Performance Work Practices
No full textPurpose: The purpose of this qualitative multicase study was to identify and describe the high-performance work practices (HPWP) of county government management lead negotiators who have negotiated in the collective bargaining agreement (CBA). In addition, it was the purpose of this study to describe the challenges and benefits of negotiating HPWP in the CBA as perceived by management lead negotiators. Lastly, it was the purpose of this study to identify and describe the strategies used by management lead negotiators to mitigate challenges when negotiating HPWP in the CBA.
Methodology: A qualitative multiple-case study methodology was used. I conducted semistructured, in-depth interviews with six management lead negotiators who negotiated county government CBAs. In addition, the interview data were supported by a review and analysis of CBA artifacts.
Findings: Four key findings and two unexpected findings emerged from an examination of the qualitative data: There are very few HPWP successfully negotiated in county government CBAs. Lack of trust is a major challenge in negotiating CBA HPWP. Building trust is an overriding strategy for overcoming challenges in negotiating CBA HPWP. Morale/retention is the greatest benefit of negotiating CBA HPWP. Organizational politics pose a major challenge in negotiating CBA HPWP. Participants identified the finding of mutual gains as a strategy for mitigating challenges in negotiating CBA HPWP.
Conclusions: CBA HPWP are seldom used in practice. Trust is foundational for successfully negotiating CBA HPWP. CBA HPWP boosts morale and retention. Politics will undermine efforts to negotiate CBA HPWP. Creating mutual gains is a desired CBA HPWP negotiation strategy.
Recommendations: Further research is recommended about how collective bargaining influences CBA HPWP from additional perspectives in a variety of organizations. Further research is also needed regarding the efficacy of using mutual gains interest-based bargaining (IBB) for CBA HPWP negotiations