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How Exemplary Elementary Principals Lead From the Heart Using Mark Crowley’s Four Principles (Building a Highly Engaged Team, Connecting on a Personal Level, Maximizing Employee Potential, and Valuing and Honoring Achievements) to Accomplish Extraordinary Results in their Schools
No full textPurpose. The purpose of this phenomenological study was to determine how exemplary elementary principals lead from the heart using Mark Crowley’s four principles (building a highly engaged team, connecting on a personal level, maximizing employee potential, and valuing and honoring achievements) to accomplish extraordinary results in their schools.
Methodology. This phenomenological design used qualitative data to analyze the research questions regarding exemplary elementary principals’ use of heart-led leadership strategies to achieve extraordinary results. As part of a larger thematic study which included interviews of 140 exemplary leaders, this study identified and interviewed eight exemplary elementary principals in Ventura County, California. The respondents were purposefully chosen from elementary principals in the county based on their demonstrated exemplary leadership.
Findings. The findings from the study show the powerful impact of elementary principals leading from the heart following Crowley’s four principles of leadership. Major findings include the importance of principals taking the time to develop caring relationships with and among all employees. Additional findings included the importance of a shared vision, goals, and decision making along with the value of the principal demonstrating humility and vulnerability with their employees.
Conclusions. It is concluded that elementary principals successfully lead from the heart by investing the time in order to develop genuine relationships with and among employees. The study concluded that employee relationships are fundamental to a school’s success. Relationships are built on the shared vision of the work, the principal’s willingness to demonstrate vulnerability and humility, and the principal’s ability to provide open and honest communication and feedback to employees.
Recommendations. The researcher recommends improved professional preparation in the area of leading from the heart in higher education administrative preparation programs. Administrators should participate in collaboration and mentoring opportunities focused on relationship development with employees and their evaluations should reflect this practice. This emphasis on leading from the heart should be expanded beyond the elementary school site to all aspects of school administration
Female Assistant Superintendents: Using Personal Power to Overcome Self-Sabotage
No full textPurpose: The purpose of this explanatory mixed-method study was to identify and describe self-sabotaging behaviors experienced by female assistant superintendents and to explore the impact these behaviors had on their career development. A secondary purpose of this study was to identify strategies employed by female assistant superintendents to overcome self-sabotaging behaviors.
Methodology: This explanatory sequential mixed-method study described the experiences of ten female assistant superintendents in California. The first phase of the study was quantitative and included an online survey designed to identify female assistant superintendents’ most prevalent self-sabotaging behaviors and the impact they had on their career development. The second phase of the study was qualitative and included one-on-one interviews to gain in-depth information about the self-sabotaging behaviors that impacted their career development, as well as strategies used to overcome them.
Findings: Examination of the data from the ten participants in the study indicated several findings. First, female assistant superintendents engaged in nine self-sabotaging behaviors throughout their leadership careers, and these behaviors were attributed to a variety of internal and external factors. These self-sabotaging behaviors negatively impacted women’s career advancement efforts, and all female assistant superintendents utilized the following strategies to overcome these behaviors: constructive preparation, owning all of oneself, empowering other women, and cultivating self-intimacy.
Conclusions: The study showed that all women engaged in self-sabotaging behaviors throughout their careers, attributed to biological, physiological and neuroscience factors, childhood upbringing, culture, and societal messages. The study also found that self-sabotaging behaviors adversely impact women, and that women utilize a variety of strategies to counteract these behaviors. The most identified strategy female assistant superintendents used to counteract self-sabotaging behaviors was constructive preparation.
Recommendations: Further research is recommended to identify self-sabotaging behaviors and their impact on a variety of female educators within public school systems, including teachers, school counselors, site administrators, and district administrators striving for promotions in educational leadership. Further research is also recommended to be conducted to identify strategies female assistant superintendents in other states and with other delimitations utilize to counteract self-sabotaging behaviors
Writing Instruction for Multilingual Learners
No full textPurpose: The purpose of the study was to explore and describe the benefit of three key elements of instructional writing strategies: structured writing, visual learning, and collaborative tasks to assist Title 1 middle school site administrators and teachers in assessing the impact of the instructional writing strategies for multilingual learners to achieve reclassification to Fluent English Proficient.
Methodology: The qualitative case study included a thorough analysis of one-on-one interviews with seven teachers and seven administrators with more than three years of experience in a middle school from the Sacramento area.
Findings: Examination of the data indicated the following findings: (1) Consideration of language levels is required when developing a writing lesson, (2) Using all three instructional strategies in tandem during a lesson provided optimal learning and teaching, (3) Administrators supported their Teacher\u27s decision on how they implemented writing instruction, (4) Administrators felt an urgency in finding supports for ELs, and (5) Teachers and administrators saw the benefit differently.
Conclusions: Four conclusions were drawn from the data and findings. First, combining the three instructional strategies during lessons will yield a greater return on learning. Second, combining the three instructional strategies during lessons will yield a greater self-efficacy for educators. Third, combining the three instructional strategies during lessons will yield a greater self-efficacy for students. Fourth, increasing writing using the three key instructional writing strategies will support reclassification.
Recommendations: Future educational researchers should replicate the study using a target population of primary school teachers and administrators. A future study should include a different region in California with a large population of English Learners or students in high-needs schools. Additionally, a researcher should conduct a mixed-methods methodology to include data results from the ELPAC and SBAC scores. To conclude, the researcher recommends that the study be replicated for a post-COVID-19 pandemic study
Music as a Form of Therapy in the K-4 Special Education Classroom: A Phenomenological Study
No full textPurpose: The purpose of this phenomenological study was to identify and describe the perceptions of elementary K-4th grade teachers on the effects of music therapy as it pertains to academics and behavioral incidents in the special education classroom (Gooding, 2010).
Methodology: This qualitative study used a phenomenological design to ascertain the perception of the teachers on the impact of music therapy regarding academics of students in the K-4 grade special education classroom. The data were collected using the descriptive narrative to ascertain the perception of the changes in academics and behavior gathered from the interview questions.
Findings: Analysis of the phenomenological qualitative data showed that music has a positive effect on both academics and behavior in the K-4th grade special needs classroom. Data shows that music played as background noise allows the students to stay focused and add a calming effect to the classroom. The study found that music relieves anxiety and increases peer and staff relationships.
Conclusion: Resulting themes deduced from the qualitative interviews support the efficacy of music as a form of therapy in relation to academics and behavior in the K-4th grade classroom as it pertains to students with special needs. These findings prove the institutional need to support music as a form of therapy in the classroom.
Recommendations: It is recommended that the following six areas be pursued: (a) A mixed methods study be conducted to include the academic scores from California and Washington state tests, (b) a study that includes schools from a more diverse region, (c) include the paraprofessionals to ascertain their perspective, (d) including the perspective of parents of the special needs students, (e) replicate the study in the general education classroom to see what effects music as a form of therapy could have, and (f) conduct a study in later grade levels utilizing music selected by the teacher and music selected by the students to understand if the choice of music influences the outcome of the study
A Study to Identify and Describe the Influence of Political Styles on Latino Officers in Los Angeles County when Attaining the Rank of Captain
No full textPurpose: The purpose of this qualitative phenomenological study was to identify and describe how Latino police officers perceive and use their political styles to attain the rank of Captain through the lens of White et al.’s (2016) nine political styles.
Methodology: This phenomenological study explored the lived experiences of 14 Latino police captains who used political styles, skills, and strategies navigating their organization to move up in rank, particularly to attain the rank of captain. Study participants were Latino police captains from the Los Angeles Police Department. The researcher collected qualitative data via semi-structured interviews to ensure consistent information collection and provide flexibility to gain clarification through follow-up questions.
Findings: The data analysis resulted in 30 themes with 666 references based on the research question and the sub-questions. Factors influencing Latino police officers to attain the rank of captain in law enforcement included support by teaching, mentoring, and coaching; adapting to organizational change; and developing the next generation of leaders in law enforcement. Thirty key findings emerged related to the lived experience of Latino police captains in leadership roles in the Los Angeles Police Department.
Conclusions: Examination of the key findings resulted in eight conclusions demonstrating actions that should be taken to facilitate Latino police captains to move up in law enforcement ranks. The findings showed Latino captains attained rank by building strong relationships, being a role model for others, adapting to organizational change, and developing the new generation of police leaders.
Recommendations: Based on the findings and conclusions of this study, further investigation in the following areas was recommended: goal setting and coaching effectiveness, the relationship between promotability and emotional intelligence, the role of leadership classes in promotion opportunities for underrepresented groups, and the benefit of mentoring and coaching for entry- and mid-level police officers
A Phenomenological Study on How Exemplary Community College Chief Human Resource Officers Lead From the Heart to Accomplish Extraordinary Results
No full textPurpose: The purpose of this phenomenological study is to describe how exemplary community college chief human resource officers lead from the heart using Crowley’s (2011) four principles (building a highly engaged team, connecting on a personal level, maximizing employee potential, and valuing and honoring achievements) to accomplish extraordinary results in their organizations.
Methodology: This qualitative study used a phenomenological method to describe how eight exemplary community college chief human resource officers lead from the heart using Crowley’s (2011) four principles (building a highly engaged team, connecting on a personal level, maximizing employee potential, and valuing and honoring achievements) to accomplish extraordinary results in their organizations. Data from interview transcripts and artifacts were triangulated, synthesized and coded for themes using NVivo software.
Findings: Examination of qualitative data from the participating eight exemplary community college CHROs in this study indicated various findings. The data from the study resulted in 21 themes and 571 frequencies related to Crowley’s (2011) four principles of leading from the heart. From these, eight major findings emerged.
Conclusions: The study described how eight exemplary community college chief human resource officers lead from the heart by building highly engaged teams, connecting on a personal level, maximizing employee potential, and valuing and honoring achievements. The study resulted in five conclusions related to establishing a culture of trust, creating a safe and caring work environment, support of employees’ mental, physical, and professional well-being, showing value and honor of employees’ work, and a foundation of connecting on a personal level built on respect and trust.
Recommendations: It is recommended that the study be replicated in a larger geographic area and expanded to a sample of participants that consider age, years of experience, gender, and training. A post-pandemic study is also recommended. A mixed method study to gather quantitative and qualitative data from both leaders and employees and a meta-analysis study to analyze the findings of the 14 studies conducted by the thematic group of peer researchers are recommended
A Phenomenological Study of Exemplary Corporate Learning and Development Leaders Leading From the Heart
No full textPurpose: The purpose of this phenomenological study was to describe how corporate learning and development leaders lead from the heart using Mark Crowley’s (2011) 4 principles (building a highly engaged team, connecting on a personal level, maximizing employee potential, and valuing and honoring achievements) to accomplish extraordinary results in their organizations.
Methodology: This study followed a qualitative phenomenological research study to describe the lived experiences of exemplary corporate learning and development leaders. Eight corporate learning and development leaders were selected from the target population in publicly traded technology companies in the state of California. Each of the corporate learning and development leaders was interviewed in a semistructured open-ended, one-to-one interview protocol developed by a group of peer researchers. Data from artifacts were used to triangulate the research results. Transcripts were analyzed and synthesized for themes using NVivo coding software.
Findings: Examination of qualitative data from the participating 8 exemplary corporate learning and development leaders in this study produced various findings. Analysis resulted in 20 themes and 466 frequencies. From these 20 themes, 9 key findings emerged.
Conclusions: The study identified the behaviors that exemplary learning and development leaders practice within their corporate technology organizations to create engagement, connections, appreciation, and maximization of potential as identified by Crowley (2011) in their organizational heart-led leadership framework. The researcher drew 5 conclusions from the data and findings. Exemplary learning and development leaders create conditions for organizational growth and productivity by (a) working alongside their team members to build engagement, motivation, transparency and trust; (b) communicating authentically with their team members to build emotional connections; (c) establishing a safe space and communicating positively to increase creativity and innovation; (d) showing appreciation to boost engagement and motivate higher achievement; and (e) creating opportunities for growth to increase productivity and loyalty.
Recommendations: Further research in heart-led leadership is necessary. Research to identify specific behaviors that leaders across the organization practice to engage, connect, maximize potential, and honor and reward achievement to all members of their organizations should be conducted. This study should also be replicated in other regions and company profiles with different cultural values
How Exemplary Black Women Leaders Use Influence to Achieve Extraordinary Results
No full textPurpose: The purpose of this phenomenological study was to understand and describe how exemplary Black women business leaders (BWBL) influence employees through personal motivation, personal ability, social motivation, social ability, structural motivation, and structural ability.
Methodology: This phenomenological study research design identified and explored how 10 exemplary BWBL who have achieved extraordinary results influence employees through personal motivation, social motivation, structural motivation, personal ability, social ability, and structural ability. Participants were selected from exemplary BWBL in Southern California and Northern California who fulfilled the study’s requirements. Interviews, observations, and artifacts were used to gather data. To identify study findings, data were coded and triangulated.
Findings: Exemplary BWBL use the following influence strategies to produce extraordinary results: creating a positive and appreciative work environment; celebrating and recognizing meaningful work; creating a learning culture and providing learning opportunities; listening, asking engaging questions, and providing balanced feedback; building a culture of belonging by valuing and caring for employees; developing a climate of mutual respect; providing support; giving specific verbal recognition; and creating an environment that encourages open collaboration.
Conclusions: This study concluded that BWBL who wish to influence their employees to achieve extraordinary results must create a positive and appreciative work environment while celebrating and recognizing the meaningful work of their employees. They must create a learning culture and provide learning opportunities and listen, ask engaging questions, and provide balanced feedback to their employees. BWBL who build a culture of belonging with their teams by valuing and caring for them create a climate of mutual respect and meet employees’ needs by providing them with the support needed to be successful and giving them specific verbal recognition while creating an environment that encourages open collaboration to achieve extraordinary results.
Recommendations: Further research is recommended using a mixed-methods approach to study influence strategies that leaders use to achieve extraordinary results. Also recommended for further research is on similarities and differences of influence strategies based on gender or where in the United States the leaders reside
Shattering Your Own Glass Ceiling: The Self-Sabotaging Behaviors of Secondary Female Principals and Strategies Used to Overcome Them
No full textPurpose: The purpose of this explanatory mixed methods study was to identify and describe self-sabotaging behaviors experienced by female secondary principals and to explore the impact these behaviors have on their career development. A secondary purpose of this study was to identify strategies used to overcome self-sabotaging behaviors.
Methodology: An explanatory mixed methods design was used to uncover the perspectives of 10 female secondary principals in Northern California who have experienced career impacting self-sabotaging behaviors and to examine strategies that exemplary female secondary principals use to overcome their internal barriers. The quantitative phase included a 51-item online survey about self-sabotaging behaviors and the impact they have had on career development. The qualitative phase incorporated semistructured interview questions to understand the women’s lived experiences as female educational leaders. These approaches allowed the researcher to understand the internal barriers that women face in educational leadership and ways to overcome those barriers. The researcher analyzed data using NVivo software to identify themes from which to develop findings and draw conclusions.
Findings: Analysis of the data revealed that female secondary principals engaged in all nine self-sabotaging behaviors outlined in the study’s framework and developed because of external factors. The behaviors had an adverse impact on women’s career development and physical and mental well-being. All participants used the following strategies to overcome self-sabotaging behaviors: cultivating self-intimacy, honest self-expression, recognizing a woman’s unique destiny, building a power web, owning all of one’s self, inspiring other women, and acting with confidence.
Conclusions: The study indicated that women participate in self-sabotaging behaviors during the development of their careers in leadership. Influences such as social expectations, upbringing, external barriers, and cultural impacted the development of self-sabotaging behaviors. Women develop and use a variety of strategies to counteract self-sabotaging behaviors. Cultivating self-intimacy was the most referenced strategy that female secondary principals used to overcome self-sabotaging behaviors.
Recommendations: Further research is recommended to identify self-sabotaging behaviors and their impact on women in other populations within educational leadership. It is also recommended that further research into the strategies women use to overcome self-sabotaging behaviors be conducted using additional criteria
Heart-Led Behaviors of Exemplary Unified School District Superintendents
No full textPurpose: The purpose of this phenomenological study was to describe how exemplary K-12 school district superintendents lead from the heart using Mark Crowley’s four principles (building a highly engaged team, connecting on a personal level, maximizing employee potential, and valuing and honoring achievements) to accomplish extraordinary results in their organizations.
Methodology: This study utilized a qualitative phenomenological inquiry methodology to study the behaviors of eight exemplary K-12 school district superintendents in Southern California. Open-ended semistructured interviews were conducted utilizing a virtual platform. Responses from interviews in conjunction with observations and appropriate artifacts including, meeting agendas, memos, and newsletters provided information about the behaviors and lived experiences of hear-led leaders. The data collected was analyzed and organized into themes by NVivo software. The emerging themes identified patterns of behavior exemplary superintendents exhibited in leading their district.
Findings: Data analysis from virtual interviews, observations, and artifacts resulted in 18 themes, 14 key findings, and 1,459 frequencies for the four principles of heart-led leadership.
Conclusions: The framework of heart-led leadership (Crowley, 2011) was utilized to describe the behaviors K-12 exemplary school district superintendents exhibit to lead their organizations. The analysis of data resulted in 4 conclusions. Superintendents who exhibit leadership from the heart (a) spend time to hire the right people, (b) connect on a personal level to establish strong relationships, (c) create success for all members by maximizing employee potential, and (d) foster a culture of gratitude by valuing and honoring achievements.
Recommendations: Post pandemic replication of the study is recommended when in person interviews can be facilitated. It is also recommended that a mixed-method study gathering and comparing qualitative and quantitative data to draw conclusions on heart-led behaviors of school district superintendents. Understanding the differences in leadership styles of male and female superintendents, further research is recommended to study gender differences in heart-led leadership principles. Moreover, because of the significance of mentoring relationships, it is recommended that a study is conducted to examine the differences in lived experiences between school districts superintendents who have mentors vs. those who don’t