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The Magic Pill: A Qualitative Study of Relational Leadership, Leader Feedback, and Teacher Attrition in Georgia
Get PDFNew teachers are leaving the profession at steadily increasing rates at a substantial cost to Georgia taxpayers who support local school districts and the state department of education (Pelfrey, 2020). Recruitment, training, and hiring efforts are examples of these cost burdens. Teacher turnover causes educational losses for students and financial strains for communities (Owens, 2015; Tran & Smith, 2020). Forty-four percent of teachers leave the field within their first five years, and two-thirds of current teachers do not recommend the profession to others (Georgia Department of Education, 2015). This study examined new teachers’ perceptions of the influence of leadership style on school climate and new teachers’ decisions to remain in the profession through school administrators’ use of leader feedback. An interpretive qualitative research approach was applied to examine five new teacher participants’ lived experiences through narrative inquiry under the lens of the Relational Leadership Theory. Data were analyzed and triangulated through semi-structured interviews, data from the Georgia Department of Education’s tool for teacher performance feedback, and observations of teachers and the school’s social media. The findings revealed how relational leadership supported new teachers but did not reveal that the application of leader feedback influenced decisions for attrition. They also indicated that teachers entering the profession during the Covid-19 pandemic needed additional leader feedback on professional growth, classroom management strategies, and instructional practices. Additionally, this study shows the need for school leaders to be mindful of timely, personalized, frequent feedback and emotional support for Millennial and Generation Z teachers.
Keywords: Relational Leadership, Generation Z, Teacher Attrition, Relational Leadership Theory, TKES, Culture and ClimateChapter I--Overview 1 -- Problem Statement 3 -- Purpose of the study 4 -- Research Questions 4 -- Significance of the Study 5 -- Theoretical Framework 6 -- Conceptual Map 8 -- Research Methodology 9 -- Limitations 9 -- Summary 10 -- Definition of Terms 10 -- Chapter II--Literature Review 16 -- Theoretical Framework 21 -- Culture and Climate 27 -- Millennials and Generation Z 33 -- Teacher Assessment, Evaluation, and Feedback 36 -- Conclusion 45 -- Chapter III--Methodology 47 -- Research Design and Rationale 48 -- Setting 51 -- Role of the Researcher 54 -- Participant Sampling and Selection 54 -- Qualitative Methods of Data Collection 56 -- Interview Process 56 -- Georgia Leader Performance Model 58 -- Observations and Social-Media 58 -- Data Analysis Procedures 59 -- Credibility 61 -- Researcher Bias 62 -- Transferability 62 -- Dependability 63 -- Confirmability 64 -- Ethical Considerations 64 -- Institutional Review Boards 65 -- Informed Consent and Confidentiality 65 -- Summary 65 -- Chapter IV—Participant Profiles 67 -- Background of Participants 68 -- James 69 -- Sam 74 -- Holly 84 -- Sara 91 -- Joe 102 -- Summary 106 -- Chapter V—Discussion of Themes 109 -- Data Analysis 110 -- Background 112 -- Theme One—Relational Experiences and Classroom Supports 115 -- Theme Two—School Climate and Teacher Success 129 -- Theme Three—Administrative Presence and Feedback Frequency 142 -- Chapter Summary 149 -- Chapter VI—Summary, Conclusions, and Recommendations 151 -- Research Questions: Summary 153 -- Implication and Discussion 162 -- Limitations of the Study 164 -- Recommendations for Future Research 165 -- Conclusions 166 -- References 171 -- Appendix A: Interview Questions 181 -- Appendix B: Application for Use of Human Participants in Research 184 -- Appendix C: Research Statement of Consent 186 -- Appendix D: Collaborative Institutional Training Initiative 188Tsemunhu, RudoJones, Joseph, R.Leech, DonaldLairsey, JohnEd.D.Educational Leadershi
A Case Study Examination of Georgia Early College Students’ Perceptions Related to College Readiness
Get PDFThis case study examined the student perceptions of their time in one of Georgia’s Early College High Schools as related to their confidence in preparation for college. The mixed method design allowed for a look into the experiences of both recent graduates and current students. This Early College High School campus is one of eight in the state of Georgia. This campus targets a diverse population of first-generation college students and enrolls them in a program that is located physically adjacent to the public state university campus. Traditionally, many of the students who are enrolled in this program would not be expected to continue into postsecondary education and the population of the Early College campus is representative of communities that are not well represented in college campus environments. Recent graduates were interviewed using an in-depth approach via Google Meet. For phase two of the study, students who are currently enrolled in the Early College were offered a survey. This survey included items related to student perception, college readiness and additional topics of interest that arose from the phase one interviews. Three key findings resulted from the analysis of this research study. First, students’ perception of family engagement was more highly correlated with college readiness confidence than either the perception of academic preparation or social engagement. Second, students who noted a perception of positive academic preparation were also likely to perceive positive social engagement. Finally, while both current students and recent graduates perceived a high degree of self-advocacy within the Early College model, they described less certainty about relying on self-advocacy after their time in the Early College setting.
Keywords: Early College, First Generation CollegeCHAPTER 1 1 -- Introduction 1 -- Problem Statement 3 -- Purpose and Scope 5 -- Research Questions 7 -- Theoretical Framework 8 -- Methods 9 -- Research Design 9 -- Data Collection Procedures 10 -- Data Analysis Procedures 12 -- Significance 15 -- Terms and Definitions 15 -- CHAPTER II 18 -- Characteristics of Students Joining ECHS 18 -- Early College High School Initiative 21 -- Conley’s Four Keys Model of College Readiness 24 -- College Transition Knowledge and Skills 25 -- Culture of College 29 -- Self-Advocacy 30 -- College Enrollment Knowledge 32 -- Alternative Frameworks 34 -- Student Perceptions of ECHS Experience 36 -- Academic Preparation 37 -- Social Engagement 37 -- Family Relationship to School 37 -- CHAPTER III 39 -- Research Design 39 -- Research Participants 40 -- Case Selection 40 -- Student Characteristics at the ECHS 40 -- Phase 1 Interview Participant Recruitment 42 -- Interview Participant Demographics 43 -- Phase 2 Survey Participant Recruitment 45 -- Survey Participant Demographics 46 -- Instruments 48 -- Recent Graduate Interview 48 -- Current Student Survey 50 -- Data Collection Procedures 51 -- Phase One: Recent Graduate Interview 51 -- Phase Two: Current Student Survey 54 -- Data Analysis Procedures 55 -- Phase One: Recent Graduate Interview 55 -- Phase Two: Current Student Survey 57 -- Descriptive Statistic Analysis 59 -- Correlation Coefficients 59 -- Validity and Reliability 60 -- Validity 60 -- Reliability 60 -- Constraints 61 -- Limitations 61 -- CHAPTER IV 63 -- Student Perceptions of ECHS Experience (RQ1) 63 -- Academic Preparation in ECHS 63 -- Social Engagement in ECHS 71 -- Family Relationship with ECHS 79 -- Summary of RQ1 Findings 84 -- Student Confidence in College Transition Knowledge and Skills (RQ2) 85 -- Awareness of College Culture 85 -- Self-Advocacy 89 -- College Enrollment Knowledge 94 -- Interview Themes’ Influence on Phase Two Survey 96 -- “As Prepared for College as I Would Be in Another School” 97 -- “Feels Like Family” 97 -- “Comfortable Right Away” 97 -- Summary of RQ2 Findings 98 -- Relationship Between ECHS Experience and Confidence (RQ3) 99 -- Changes Made to the Survey Based on Interview Findings 100 -- Descriptive Analysis Results 100 -- Student Perception 101 -- Student Confidence 104 -- Correlational Analysis Results 105 -- Student Perception about the ECHS Experience 106 -- Student Confidence in College Transition Knowledge and Skills 106 -- Student Perception and Confidence 107 -- Summary of RQ3 Findings 108 -- CHAPTER V 110 -- Conclusions and Discussion 110 -- Family Relationships are Key in the ECHS 115 -- Social Engagement is Meaningful for ECHS Students 118 -- Teaching Self-Advocacy is Preferred to Simply Advocating 119 -- Implications for Practice 121 -- A Strong Family Relationship With the School 121 -- Students Utilized Their Voice to Improve Focus on Social Engagement 123 -- A Gradual Release of Responsibility for Self-Advocacy 124 -- Implications for Research 125 -- Summary 126 -- REFERENCES 128Downey, SteveJung, JiyoonGerber, BrianCruz, Becky K. daEd.D.Education in Curriculum and Instructio
"The Inward Eyes of the Kwisatz Haderach:" Jungian Archetypes and Individuation in Frank Herbert's Dune
Get PDFIn this analysis, Jungian concepts such as the anima, animus, and individuation are placed onto the events, characters, and philosophies of Frank Herbert’s Dune. In its second chapter, Dune’s all-female monastic order, the Bene Gesserit, are connected with the Jungian anima and the unconscious. Here, the Bene Gesserit’s philosophy is shown to embrace many qualities of the anima, something that allows insight into their passive, observation-focused philosophy. In its third chapter, Dune’s all-male Great House leaders are analyzed through the Jungian animus and logos, something that helps explain Dune’s strength-based, shadowy politics. These two ideologies gestate within the psyche of the novel’s young protagonist, Paul Atreides, and, in this analysis’s fourth chapter, Paul’s character and actions are understood as an “individuation” process. Here, his relationship with each archetype/ their associated faction foreshadows Paul’s later actions, and, in understanding his development, audiences gain a deeper understanding of what qualities within Paul make him, ultimately, a destructive and power-hungry leader. The analysis closes by exploring the scholastic ramifications of a Jungian Dune reading.
Keywords: Anima, Animus, Dune, Herbert, Individuation, JungI. INTRODUCTION 1 -- Historical Context 4 -- Review of Literature 5 -- Restatement and Significance of Project 15 -- Articulation of Analytical Chapters 17 -- II. “THE WEIRDING WAY”: THE BENE GESSERIT, THE UNCONSCIOUS, -- AND THE ANIMA 21 -- The Unconscious and Anima 22 -- The Anima and the Unconscious in Herbert’s Dune 26 -- Conclusion 34 -- III. “A RULE OF THE EYE AND CLAW:” THE GREAT HOUSES, THE -- ANIMUS, AND LOGOS 35 -- Animus, Logos, and the Shadow 36 -- Qualities of the Animus in Dune’s Great House Leaders 42 -- Mentats as Diseased Logos in Dune 52 -- Two Graves: The Violent Animus and Psychological Wellness 54 -- Conclusion 55 -- IV. “GREAT AND TERRIBLE PURPOSE”: INDIVIDUATION AND -- INITIATION IN FRANK HERBET’S DUNE 56 -- Individuation Demystified 57 -- Paul as Undefined Youth 60 -- Training, Trials, and Lessons of Anima Initiation in Dune 60 -- Training, Trials, and Lessons of Animus Initiation in Dune 65 -- Conclusion 70 -- V. CONCLUSION 71 -- Jungian Analysis in Humanistic Sci-Fi 72 -- Jungian Analysis in Hero Myths 72 -- Jungian Analysis as Mindset Critique 74 -- Jungian Analysis as a Logical Extension of Existing Scholarship 75 -- Jungian Analysis in Herbert’s Dune Sequels 75 -- Conclusion 76 -- VI. WORKS CITED 77Williams, Marty L.Coleman, KendricKatawal, UbarajM.S.Englis
Church History - Riverhill Missionary Baptist Church, 2022
No full textThis item contains 1 PDF file with 12 pages and a title page.This program contains a history of Riverhill, outlined year-by-year
COSA Minutes January 2022 and Agenda February 2022
No full text2 Electronic records. 1,942,574 bytes2 electronic records: Council On Staff Affairs Minutes of Tuesday, January 18, 2022. 4 pages. Council On Staff Affairs Meeting Agenda, February 15, 2022. 1 page
Development and Evaluation of a Model to Identify Perceptions of Toxic Leadership
Get PDFThe perception of toxic leadership or a toxic work environment in a military organization can negatively impact the unit's health and the organization’s ability to carry out military operations. While much of the literature on toxic leadership explores its impact on employees and organizations, little attention has been paid to the decision making processes followers use to evaluate toxic behaviors. This study hypothesized that introducing a force field analysis to explain the relationship between leadership, followership, and the environment could help identify and ameliorate the perception of toxic or destructive leadership in U.S. Air Force and U.S. Space Force organizations.
This project used exploratory, sequential mixed-methods with qualitative and quantitative phases to test an intervention tool designed to identify the factors leading to the perception of toxic leadership. The quantitative phase was a single-factor design, group comparison using a pretest-posttest of current and former Department of the Air Force personnel who self-identified as having experienced toxic leadership. The data were interpreted using both quantitative and qualitative methods. The study also explored whether demographic differences exist in those perceived as toxic leaders.
The study found that using a force field analysis of an organizational system allowed participants to identify the factors that impact toxic leadership and changed their perception of negative influences on followership and the environment. Further, the study found that racial-ethnic and female leaders were disproportionately perceived as toxic compared to their representation in the U.S. Air Force and U.S. Space Force.
Keywords: toxic leadership, toxic triangle, toxic environment, followership, human reasoning, perception, militaryI. Introduction 1 -- Problem Statement 4 -- Definitions 5 -- Theoretical Foundation 6 -- Study Description 6 -- Research Questions and Hypotheses 9 -- Assumptions, Limitations, and Delimitations 11 -- II. Literature Review 13 -- Theories of Human Reasoning 13 -- Leadership 17 -- Negative Leadership 17 -- Toxic Leadership 20 -- Toxic Leadership Definition for this Study 57 -- The Force Field Analysis Model 58 -- Summary of Literature Review 60 -- III. Methodology 61 -- Participants 61 -- Instrumentation 71 -- Procedures 76 -- Data Analysis Methodologies 82 -- Assumptions 84 -- Validity 85 -- Ethical Considerations 86 -- Summary 87 -- IV. RESULTS 88 -- Gender, Race, Ethnicity, and Toxic Leadership Perceptions 90 -- Relationship Between Previous Supervisors and Perceived Toxic Leaders 97 -- Effectiveness of the Intervention in Changing Toxic Leadership Perceptions 100 Effectiveness of the Intervention on Toxic Leadership Perceptions 103 -- Summary 107 -- V. DISCUSSION 109 -- Statement of the Problem 109 -- Purpose of the Study 110 -- Review of the Methodology 111 -- Discussion of the Findings 113 -- Limitations of the Study 127 -- Implications for Current Theory 130 -- Implications for Practitioners and Applied Settings 132 -- Recommendations for Future Research 135 -- Conclusion 136 -- References 138Merwin, Gerald A.Krispin, Jonathan V.Weeks, Samantha A.D.P.A.Public Administratio
American Library Association Lets Talk About It: Womens Suffrage Grant Program, Final Report, 2022
No full text1 electronic record(s) bag with alternative formats and metadata. 1 object files. File size: ~ 14.99 MB.This file is a PDF of the final grant report for the American Library Association Let's Talk About It: Women's Suffrage grant program held in the VSU Archives and Special Collections in spring 2022, sponsored by VSU's Odum Library and the Women' and Gender Studies Program. In addition to descriptive text, it contains photographic images of attendees at the book discussion program events, publicity materials, media articles, and more, from Spring 2022. Authors of the grant include Emily Rogers, Deborah Davis, Christine James, and Robert Taylor. Keywords can include: grant, American Library Association, women's suffrage, book discussion groups, VSU faculty
The Effect of General Deterrence Variables on Oversight of Florida’s Driver and Vehicle Information Database (DAVID)
Get PDFThe Driver and Vehicle Information Database, known as DAVID, is a database operated by the Florida Highway Safety and Motor Vehicles and is used by many law enforcement agencies as an important investigative tool due to the information contained within. One important function of the agencies that allow their employees access to DAVID is to ensure the information is secured and not misused in violation of federal and state law, under a provision known as the Driver Privacy and Protection Act codified in 18 U.S.C. § 2721 (1994). Literature on general deterrence suggests that methods can be taken from an oversight standpoint that would allow for better control and deter users from misusing the data contained within DAVID. This study hypothesized that, if provided, standard operating procedures, ethics training, acceptable use policies, and consistent disciplinary procedures would act to improve oversight and be effective general deterrents against such misuse. The study tested the hypotheses using (n = 86) DAVID points of contact from various police agencies in Florida by way of an online survey. The results indicated a statistically significant relationship between standard operating procedures and acceptable use policies on oversight and deterrence. The null hypothesis could not be rejected regarding ethics training and disciplinary procedures on oversight and deterrence. The results supported two of the four hypotheses, and they may serve as a pathway to develop better administrative policies and procedures to improve the oversight process and help deter users from misusing DAVID in violation of law.
Keywords: D.A.V.I.D., DPPA, FLHSMV, driver license, point of contactChapter I: INTRODUCTION 1 -- Driver and Vehicle Information Database 1 -- Driver Privacy Protection Act 2 -- DAVID Point of Contact 4 -- History of Abuse 6 -- Statement of the Problem 8 -- Objectives of the Research 9 -- Research Questions 10 -- Summary 12 -- Chapter II: REVIEW OF LITERATURE 14 -- General Deterrence Theory 14 -- Fourth Amendment and Government Databases 18 -- Standard Operating Procedures 20 -- Ethics Training 22 -- Acceptable Use Policy 25 -- Disciplinary Procedures and Enforcement 28 -- Chapter III: METHODOLOGY 34 -- Introduction 34 -- Hypothesis 34 -- Survey Instrument 36 -- Study Participants and Data Collection 38 -- Study Measures 41 -- Agency Demographics 41 -- POC Demographics 43 -- Study Procedure 44 -- Summary 44 -- Chapter IV: RESULTS 46 -- Introduction 46 -- Descriptive Statistics 46 -- Hypothesis 1 52 -- Hypothesis 2 53 -- Hypothesis 3 54 -- Hypothesis 4 55 -- Summary 57 -- Chapter V: DISCUSSION 59 -- POC and Agency Demographics 60 -- Historical Context of Descriptive Statistics 62 -- Research Question 1 63 -- Research Question 2 65 -- Research Question 3 67 -- Research Question 4 68 -- Implication of the Findings 71 -- Limitations of the Study 72 -- Future of DAVID and Other Databases 74 -- Recommendations 77 -- Conclusion 79 -- REFERENCES 82Glen, Carol M.Song, MinsunMurillo, Albert G.D.P.A.Public Administratio
Sustaining Recovery: The Participant Prospective of a Collegiate Recovery Program
Get PDFSubstance use in America remains a public health crisis, especially given the ongoing opioid epidemic and an alarming spike in overdose related deaths. Institutions of higher education have a unique opportunity to provide realistic measures of sustained substance use disorder (SUD) recovery through collegiate recovery programs (CRP) that employ recovery-informed procedures to support and sustain sobriety. This quantitative study examines and provides an analysis of the impact of a CRP at a large Georgia university from the perspective of the recovering student while immersed in an abstinence-hostile environment, such as a college campus. The primary aim of this research is to use statistical analysis to establish how an inclusive support system can empower a person to sustain SUD recovery. Despite a small sample size, the study yields significant evidence to support CRPs even though the sample size makes it difficult to generalize the results to the general population. Based on findings from this and existing CRP research, the results illustrate how institutional and social support have a significant impact on a person in SUD recovery, which can assist in developing public and private holistic recovery programs.
Keywords: sustained recovery, substance use disorder, collegiate recovery program, support systemChapter I: Introduction 1 -- Purpose of the Study 3 -- Statement of the Problem 4 -- Definitions 8 -- Background 9 -- Data Collection 13 -- Significance and Implications 14 -- Chapter II: Literature Review 16 -- Substance Use Disorder 16 -- Historical Epidemics 17 -- Substance Use in Colleges 19 -- Intervention 20 -- Treatment 23 -- Social Support 23 -- Relapse 25 -- Recovery 26 -- Directed Holistic Recovery Programming 27 -- Physician Health Program 27 -- Recovery Community Organization 30 -- Collegiate Recovery Program 31 -- Theoretical Prospective 34 -- General Systems Theory 34 -- Bioecological Systems Theory 35 -- Social Learning Theory 36 -- Brain Disease Model of Addiction 37 -- Relationship of Research to Literature and Theory 40 -- Chapter III: Methodology 43 -- Site of Study 43 -- Program Data 44 -- Hypotheses 45 -- Research Question 1 46 -- Research Question 2 46 -- Research Question 3 47 -- Research Design 49 -- Data Preparation 50 -- Data Collection 50 -- Strategy and Measurement 51 -- Research Questions 1 and 2 51 -- Research Question 3 51 -- Variable Construction 53 -- Independent Variable 53 -- Dependent Variables 53 -- Relapse Rate 54 -- Length of Time in Recovery 54 -- Academic Success 55 -- Ethical Considerations 56 -- Data Access and Maintenance 57 -- Chapter IV: Results 58 -- Descriptive Statistics 58 -- Hypotheses Testing 66 -- Research Questions 1 and 2 66 -- Research Question 3 69 -- Summary 71 -- Chapter V: Discussion 72 -- Relapse Rates 73 -- Program Data 73 -- Sustained Recovery 74 -- Program Data 75 -- Academic Success 76 -- Program Data 78 -- Significance 79 -- Limitations 82 -- Future Research 83 -- Recommendations 85 -- Public Policy 86 -- Education 87 -- Conclusion 88 -- References 90 -- Appendix A: Qualtrics Online Research Survey 103 -- Appendix B: IRB Exemption Approval 115 -- Appendix C: Informed Consent Statement 117Dowis, DorindaHehnly, MarcyWatson, W. ToddD.P.A.Public Administratio