732 research outputs found
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Phenomenological Study on the Impact of Servant Leadership for Establishing a Culture of High Performance as Perceived by Middle School Principals
No full textPurpose: The purpose of this phenomenological study was to explore and describe middle school principals\u27 perceived impact of servant leadership constructs developed by Patterson (2003) for establishing a culture of high performance.
Methodology: This phenomenological qualitative study described the lived experiences of middle school principals\u27 use of Patterson\u27s (2003) seven servant leadership constructs for establishing a culture of high performance in Orange County, California. The researcher was part of a thematic team of eight peer researchers and two faculty advisors. Data collection included virtual, face-to-face, semi-structured interviews using a protocol developed by the thematic team. Observations and artifacts for triangulation were utilized, and data was coded for emergent themes.
Findings: The data revealed 20 themes and 186 references across the seven servant leadership constructs of agapao love, humility, altruism, vision, trust, empowerment, and service. Thirteen key findings and seven major findings were discovered.
Conclusions: Five conclusions were drawn from the data and findings that described the perceived impact of the seven servant leadership constructs for establishing a culture of high performance for middle school principals. Middle school principals who establish a culture of high performance must (a) connect all seven of the constructs of servant leadership; (b) make stakeholder engagement a central focus; (c) know that relationships are key; (d) decision making must be purpose-driven; and (e) communication must be delivered clearly and consistently.
Recommendations: Further research is needed on servant leadership and the associated constructs. Replications of this study should focus on the demographics of principals, including specific genders and broader geographic locations. A mixed-methods study should add a quantitative tool to draw further insight into the servant leadership constructs for establishing a culture of high performance. Also, a correlational study could elucidate the causal-comparative relationship between principals and their subordinates. To conclude, a meta-analysis research study should be considered, using data from all eight thematic team members\u27 studies to deepen the understanding of servant leadership across all fields of K-12 education
Trust and Leadership: How Exemplary Superintendents Build Successful Principal Teams in Elementary School Districts
No full textPurpose: The purpose of this phenomenological study was to identify and describe behaviors exemplary superintendents practice during leadership team meetings to build and maintain trust with their principals based on the facets of trust defined by Tschannen-Moran and Hoy (benevolence, reliability, competency, honesty, and openness).
Methodology: The qualitative use of phenomenology was utilized in this study. Respondents were able to tell their stories, providing semistructured feedback in order for the researcher to gain a deeper understanding of trust building during leadership team meetings. The researcher interviewed 16 principals from Sonoma and San Mateo Counties.
Findings: Examination of qualitative data from the 16 principals participating in this study indicated a variety of findings and themes. These themes were (a) following through consistently on next steps and requests; (b) creating a nurturing environment; (c) fostering open and honest conversations with members of the leadership team; (d) being open to discussing difficult or controversial topics; (e) having the “backs” of their principals; (f) having strong communication before, during, and after meetings; (g) using past experience in demonstrating knowledge about complex topics; (h) listening with an open heart and open mind; (i) modeling their own humanness and vulnerability; (j) creating a “safe space” for all principals to have a voice; (k) serving as an inspirational leader who cares about all staff; (l) providing community building and welcoming activities; (m) following up with individual principals after the meeting; (n) making decisions after taking all input into consideration; and (o) being forthcoming in owning and accepting their own errors.
Conclusions: The study supported eight conclusions including (a) initiate a communication plan with principals, (b) develop intentional meeting structure, (c) share past experiences in decision-making, (d) seek multiple perspectives from principals, (e) prioritize the needs of principals, (f) model vulnerability and empathy, (g) turn missteps into opportunities, and (h) empower principal voice and agency.
Recommendations: Future qualitative or mixed methods studies exploring trust building throughout school districts are recommended. A longitudinal mixed methods study following principals throughout their careers and their trust-building partnerships with their superintendents would be highly informative
Efforts and Courage Are Not Enough Without Purpose and Direction: A Phenomenological Study on How Mid-level Administrators Learn and Acquire Leadership Skills in Higher Education
No full textPurpose: The purpose of this phenomenological study was to identify and describe the lived experiences of mid-level administrators as it relates to leadership development in Private Non-Profit Higher Education in both formal and informal settings.
Methodology: This study was a phenomenological study that identified and described the lived experiences of mid-level administrators as it relates to the leadership development for 18 mid-level administrators in both formal and informal settings in Private Non-Profit higher education.
Findings: Examination of the qualitative data from 18 mid-level administrators who work in Nonprofit Private higher education yielded 10 major findings. The findings were divided into three categories; formal learning, informal learning, and unexpected findings. The findings included important revelations about marginalized populations and their access to leadership development programs in Private Non-Profit Higher Education, as well as how leaders develop their leadership skills both formally and informally through organic mentoring relationships, communities of practice, professional development, and formalized degree programs.
Conclusions: Ten conclusions were drawn in this study, based on data. These conclusions focused on leadership development of mid-level leaders in Private Non-Profit Higher Education, specifically in the areas of leadership development in formal and informal settings.
Recommendations: Further research is recommended on the topics related to leadership development in higher education. Recommendations include the exploration of university practices with regard to the development of marginalized populations within institutions, the inclusion of leadership development time in faculty and staff workload, and the creation of policy that addresses the deficiencies in university culture that contribute to a lack of development for leaders
The Efficacy of the Co-Principal Model of School Administration as Viewed Through the Lens of the California Professional Standards for Education Leaders
No full textPurpose: It was the purpose of this qualitative phenomenological study to examine the experiences of K-12 school principals who participated in the co-principal model viewed through the lens of the California Professional Standards for Education Leaders (CPSELs). No such study specifically focusing on the CPSELs has been conducted, even though the co-principal model has been implemented in various forms for over forty years. It is important to determine if the co-principalship is an effective alternative for schools and districts.
Methodology: To investigate the co-principal model of school leadership in California schools and districts, this study followed a phenomenological qualitative research design. A series of face-to-face or virtual interviews with the various co-principals took place. Interviews were conducted to provide personal experiences of those who have worked in the co-principal model for at least one year. The interviews were recorded, transcribed, and coded for themes. In addition, participants were asked to submit artifacts that would provide additional information that was pertinent to this study. For analyzing the artifacts of the study’s participants, a matrix was devised for theme analysis.
Findings: Examination of the qualitative data from the nine principals participating in this study affirm that the co-principal model is indeed a viable alternative to the traditional model of school administration. Universally, participants spoke in favor of a co-principalship, sharing that it adds increased principal presence at the school site, is a solid example of collaboration and professionalism for staff and students, allows them to share the principal workload with another person, and strengthen relationships with stakeholders. Unanimously, participants agreed that they prefer the co-principalship.
Conclusions: The study supported the implementation of a co-principalship and the value that having two leaders on a school site can add. The ability to share the workload with another person also allows for a better work-life balance for those serving in a co-principalship.
Recommendations: Further research is recommended to focus on the personal characteristics needed in order for a co-principalship to be successful. Another idea is to study the perceptions of district superintendents and/or classroom teachers who have implemented or worked under the model
The History of the Doctoral Program in Organizational Leadership at Brandman University From an Innovation Theory Perspective: Beta Cohort 2013- Zeta Cohort 2017
No full textPurpose Statement. The purpose of this historical research study was to document the evolution of the Doctoral Program in Organizational Leadership at Brandman University from concept and design to implementation to present iterations (2013-2017). In addition, it was the purpose of this study to examine changes in vision, structure, curriculum, and the factors that influenced key leaders and decisions from the perspective of Bolman and Deal\u27s 4-frame model, including structural, human resource, political, and symbolic frames.
Methodology. This study is part of a 2-person thematic qualitative historical study on the Brandman doctoral program, with 1 researcher studying program design and implementation with the Alpha cohort in 2012, and this researcher studying the evolution of the program from the Beta cohort of 2013 through the Zeta cohort of 2017. Interviews were conducted with 16 key leaders of the program during the time period being studied. Additionally, relevant documents, artifacts, and relics were reviewed to triangulate interview data.
Findings. Findings of this research study relate to the importance of leaders using a variety of frames through which to view their organization and make strategic leadership decisions regarding systematically pursuing innovation. Additionally, the findings address the importance of aligning hiring practices and program structures to the core values and mission of the organization.
Conclusions. Utilizing Bolman and Deal’s 4-frame model, the Brandman University Doctoral Program in Organizational Leadership was evaluated in terms of its innovative approach to doctoral education. The program’s focus on transformational leadership offered in a practitioner scholar environment exemplified alignment between theory and practice.
Recommendations. Further study is recommended to determine the impact of the Brandman doctoral program. Recommendations include studies focused on the role of the human resources frame in the evolution of the program; impact of student transformational change projects (TCPs); evaluation of quantitative program data; analysis of the perspectives of other members of the Brandman University community; replication of this historical study, focusing on the years following 2017; and examination of the role of the Brandman University Center for Instructional Innovation (CII)