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The Relationship Between Transformational Leadership Skills and Telecommunication Organizations’ Project Success
Get PDFLow project success rates are a significant issue for telecommunications organizations and project managers, as they can negatively impact operational efficiency and profitability. Grounded in transformational leadership theory, this quantitative project aimed to investigate the relationship between transformational leadership and project success within the telecommunications industry. A priori power analysis was conducted using G*Power, yielding a noncentrality parameter of 2.54, a critical t value of 1.68, degrees of freedom (df) equal to 49, a total sample size of 51, and an actual power of 0.80. The 51 participants were project managers in leadership positions, with two or more years of experience, familiarity in transformational leadership skills, and based in the Northeastern United States. Participants completed the Multifactor Leadership Questionnaire (MLQ) to assess leadership style and a project success criteria survey to evaluate project outcomes. Spearman’s rho correlation analysis revealed a strong and statistically significant relationship between transformational leadership and project success (ρ = .915, p \u3c .001, N= 51). A critical recommendation is that organizations prioritize leadership development training focused on transformational practices for project managers. Emphasizing formal project success criteria alongside adaptive leadership approaches can improve performance and execution. The implications for positive social change include the potential to enhance project success and leadership effectiveness within the telecommunications sector, benefiting project managers, organizations, and the communities they serve by fostering improved service delivery, economic growth, and sustainable professional development
Identifying Motivators for Retention of Service Workers in Youth Group Care Programs
Get PDFResidential group care programs in Calgary, Alberta, Canada face challenges in recruiting and retaining qualified human service workers. This workforce retention issue affects the quality of care provided to vulnerable children and youth, as well as the overall stability of residential group care. The purpose of this qualitative action research study was to explore why service workers in front-line jobs choose to stay in their positions in youth-serving residential group care programs, guided by Herzberg’s two-factor theory of motivation. Nine participants were recruited through purposeful sampling via social media and email, with the criterion that they had been employed at a residential group care program in Calgary, Alberta, for at least 1 year. Data were analyzed using thematic coding and inductive analysis. Key results included diversity of roles and employment length, fulfillment of purpose, commitment to youth and improving care systems, pursuit of professional growth, fulfillment from witnessing youth growth, satisfaction from improving professionally, reliance on supports, connection to people and the work, resilience to manage the demands of the work, suggested improvements to increase retention, and alignment to residential group care work. Recommendations included developing and prioritizing structured and ongoing relational supervision practices, creating a peer mentorship program and sector-wide network for new and emerging human service workers, and advocating for increasing compensation and equity across the sector. This study may lead to positive social change by enhancing services to children and youth in residential group care programs, thereby increasing the retention rates of human service workers
Staff Education Program to Increase Staff Knowledge on Evidence-Based Practices to Reduce Falls
Get PDFFalls among older adults in long-term care facilities constitute a pressing concern, affecting 30% to 40% of residents each year due to physiological changes associated with aging. Such incidents precipitated injuries, extended hospitalizations, elevated healthcare costs, and increased the potential for legal liabilities. This project investigated the effect of a structured educational intervention on nursing staff knowledge of fall prevention strategies in a long-term care facility where the fall rate of 3.4% exceeded the state average of 2.5% and the national average of 3.3%. The project explored the question: In a long-term care facility, does staff education increase staff knowledge of evidence-based practices for reducing falls? Employing a pretest/posttest design, 15 participants in a 3-module curriculum delivered over several weeks, encompassing universal fall precautions, falls risk assessments, and nursing plans and interventions for fall prevention. Using resources such as the STEADI and TIPS toolkits, the modules, delivered through PowerPoint presentations, printed handouts, practical demonstrations, and interactive discussions, emphasized individual fall risk identification and personalized care planning. Findings revealed an improvement in knowledge, with an average pretest score of 52.86% rising to 84.29% posttest, a 31.43% increase. Participants demonstrated proficiency in recognizing environmental hazards, resident-specific risk factors, and greater confidence in planning individualized fall prevention strategies. An education evaluation survey found strong approval, with all participants reporting they were very satisfied or satisfied. The project promoted social change at the clinical site through fall reduction education to advance resident safety and care quality
Comparing Parents\u27 and School Officials\u27 Perceptions of School Safety in a Rural Community in North Texas
Get PDFWith different types and sizes of school districts across the United States, not all federal safety and security recommendations will work for every school district. The school district stakeholders are important components to help administrators understand whether the current policies are working and provide recommendations for change. The purpose of this qualitative study was to explore and compare the perceptions of parents and school officials on safety practices at a rural school district in North Texas. Using routine activity theory, this study provided information on how current practices were perceived by stakeholders in ensuring a safe school environment. Data were collected using in-person semistructured interviews with six parents who had a student enrolled at the district and six school officials who were currently employed by the district. Thematic analysis was conducted to identify themes found in the data. Four themes emerged from parents: positive perceptions, consistency concerns, mixed feelings, and confidence in preparedness. Four themes emerged from school officials: positive perceptions, complexity concerns, mixed feelings, and confidence in preparedness. Key findings revealed overall positive, conditional support by both groups, with specific areas of inconsistency or needed improvement identified. Findings have implications for positive social change by providing a better understanding to district administration of how stakeholders perceive safety practices in a rural school district in North Texas for consideration in future policy changes and implementation
Improving Screening of Social Drivers of Health in a Subspecialty Pediatric Cardiology Clinic
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Moderating Effect of Age and Supervisory Status on Telework and Job Satisfaction Among Federal Employees
Get PDFThe postpandemic U.S. federal workforce has experienced shifts in policies and practices about telework, with mixed empirical evidence on its relationship with job satisfaction. Federal government leaders must understand this impact on telework and job satisfaction. Guided by self-determination theory and socioemotional selectivity theory, the purpose of this quantitative correlational study was to examine the relationship between telework usage and job satisfaction among federal employees, with age and supervisory status as moderating variables. Secondary data were from the 2023 Federal Employee Viewpoint Survey, with approximately 625,000 participants. The results of the multiple linear regression were statistically significant, F(11, 552,670) = 1610.63, p \u3c .001, R² = .031. Telework showed a small but significant negative association with job satisfaction. Age and supervisory status were independently positive predictors. Interaction analyses revealed that age buffered the negative telework effect across all telework categories. Supervisory status moderated only the choose not-to-telework and infrequent groups. Telework and higher satisfaction were not universally linked. Nonteleworkers reported the greatest satisfaction after controlling for telework frequency, age, and supervisory status. Findings underscore the variance of telework impact by age and role, identifying hybrid workers, younger employees, and nonsupervisors as vulnerable subgroups. Recommendations include tailored hybrid work guidelines, mentorship for early career teleworkers, and virtual leadership training. The implications for positive social change include the potential for federal government leaders and personnel management to adopt these strategies to sustain morale while preserving the benefits of teleworking flexibility
High School Instructional Staff Perspectives on Effective Strategies for Increasing Enrollment in the Career and Technical Education Pathway
Get PDFThe problem addressed in this study was the challenges of enrolling students in the career and technical education (CTE) pathway at a northeastern high school, despite local and national commitments to expanding CTE opportunities. The purpose of this basic qualitative study was to explore high school instructional staff perceptions of the challenges in enrolling students in the CTE pathway and the strategies they suggest would increase enrollment. The study was grounded in the conceptual framework of the concerns-based adoption model and the expectancy-value theory, which allowed for an understanding of staff concerns, motivations, and perceptions in relation to student enrollment in the CTE pathway. Two research questions focused on identifying barriers to CTE enrollment and the strategies staff believed would improve student participation. Data were collected through 10 semistructured interviews with high school instructional staff members. Data were analyzed using thematic coding, revealing six major themes: system-level scheduling and competing priorities, staffing concerns, misconceptions and stigma surrounding CTE, the value of peer influence, the value of teacher influence, and student visibility as a recruitment tool. In response to these findings, a 1-year action plan was developed to improve CTE enrollment through staff capacity building, peer and teacher advocacy, and outreach events that highlight student success. The project study’s conclusions identified that increasing visibility of CTE programs and leveraging peer and teacher influence are effective strategies for combating misconceptions and improving enrollment. The research has positive social change implications by increasing awareness of CTE as a rigorous and valuable graduation pathway, ultimately benefiting stakeholders through stronger educational and economic outcomes
Educator Perceptions on Preparing Students for a Biology I State Assessment
Get PDFThe problem addressed through this study was that 9th and 10th grade students’ Biology I state assessment scores continued to decline in a suburban South Carolina school district. The purpose of this basic qualitative study was to explore biology teachers’ perceptions of the low success rates on the Biology I state assessment and to identify recommendations for improvement. Vygotsky’s social constructivism theory provided the conceptual framework, emphasizing the role of social engagement and collaborative learning environments. Semistructured interviews with nine high school biology teachers were conducted and using Braun and Clark’s thematic analysis approach. Themes revealed that teachers are: (a) identifying deficiencies in reading comprehension and critical thinking, (b) facing educational challenges from time constraints, (c) experiencing assessment design issues, (d) combatting lack of student motivation and home support, (g) using interactive and differentiated instruction, and (f) implementing systemic changes to support instruction improvement. Based on these findings, a 3-day project was designed to provide educators with specific strategies to prepare students for the Biology I state assessment. The implications for positive social change include the potential to improve instruction which, in turn, could lead to student learning, increase graduation and career readiness, and enhance opportunities for postsecondary STEM pathways
Global Citizenship Education in Ghana: An Evaluation of the Junior High School Social Studies Curriculum
Get PDFThe aim of global citizenship education (GCE) is to equip individuals with the knowledge, skills, and values necessary to address global challenges. Despite its significance, GCE is often insufficiently integrated into curricula, particularly in the Global South. The purpose of the study was to examine the alignment of the junior high school standards-based social studies curriculum with GCE principles. Using a qualitative case study design and content analysis, the study explores cognitive, socio-emotional, and behavioral aspects of global citizenship embedded in the curriculum. The findings indicate a strong alignment between social studies learning outcomes and GCE principles, with content incorporating universal values and action-oriented learning that addresses local and global contexts. However, the study identifies gaps in explicitly connecting local issues to global challenges. We concluded that, while Ghana’s social studies curriculum provides a strong foundation for GCE, further integration of global perspectives is needed to foster a comprehensive understanding of interconnected global issues
Staff Education to Reduce Relapse Rates Among Individuals with Substance Use Disorders
Get PDFThe program created a more encouraging recovery environment by greatly increasing staff competency in relapse prevention. Staff reported having more conversations with patients about preventing relapses. These enhancements might result in lower relapse rates and better long-term recovery outcomes