732 research outputs found
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Female African American Deans’ Rise to Success: Navigating and Conquering Self-Sabotaging Behaviors by Taking Back Their Power
No full textPurpose: The purpose of this explanatory mixed-method study was to identify and describe self-sabotaging behaviors experienced by female African American Deans in higher education 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 African American Deans in higher education to overcome self-sabotaging behaviors.
Methodology: This sequential explanatory mixed-method study explored the lived experiences of nine female African American deans who acknowledged they had experienced self-sabotaging behaviors throughout their careers. The researcher distributed an electronic Likert scale survey to the participants to identify the most prevalent self-sabotaging behaviors, followed by an open-ended interview to collect in-depth data on the self-sabotaging behaviors participants experienced and strategies employed to overcome them.
Findings: Examination of the quantitative and qualitative data from the nine female African American deans participating in this study indicated a variety of findings. Female African American deans engaged in nine self-sabotaging behaviors throughout their leadership careers. The self-sabotaging behaviors negatively impacted women’s career advancement efforts and their physical and mental well-being, and personal relationships. All female African American deans used the following strategies to overcome self-sabotaging behaviors: building a power web, owning all of oneself, empowering other women, and acting with confidence.
Conclusions: The study showed African American women engaged in self-sabotaging behaviors throughout their leadership careers. The internalization of maintaining racists beliefs passed on from generation to generation and stereotypes contributed to women developing self-sabotaging behaviors. African American women used various strategies to counteract the top self-sabotaging behaviors. Building a power web was the most identified strategy female African American deans used to counteract self-sabotaging behaviors.
Recommendations: Further research is recommended to identify the self-sabotaging behaviors and their impact on female teachers, school counselors, and site-level administrators striving to rise to the ranks of educational leadership. It is also recommended research be conducted to identify strategies female African American deans at historically Black universities use to counteract self-sabotaging behaviors
How Exemplary Special Education Administrators 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 describe how exemplary district-level special education administrators 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 qualitative phenomenological study explored the lived experiences and specific ways in which district-level special education administrators implemented and used Crowley’s (2011) four principles of heart-led strategies to understand the specific experiences and actions of the district-level special education administrators in relation to Crowley’s leading from the heart framework. The researcher was part of a thematic team of 14 peer researchers and five faculty advisors who developed a semistructured interview protocol. Using a nonprobability sampling, nine participants were selected to be interviewed about their lived experiences.
Findings: The findings from the study indicate that district-level special education administrators incorporate Crowley’s (2011) four heart-led principles across all domains in order to accomplish extraordinary results. Semistructured interviews and artifacts revealed 12 themes, 614 references, 13 key findings, and six major findings.
Conclusions: The literature and findings yielded conclusions that described how district-level special education administrators implement Crowley’s four principles of leading from the heart to achieve extraordinary results. Three conclusions drawn are as follows: (a) creating a team with a heart for special education, (b) building and maintaining relationships through intentional presence, and (c) recognizing the work in the four principles is essential.
Recommendations: The researcher recommends that mentorship programs must be developed for implementation of heart-led strategies for special education administrators. To build a community of heart-led leaders, principles discussed in this study must be transitioned from district-level administrators to school-site leadership teams. School-site leadership teams have a significant role not only on students with disabilities but also on all students. Additionally, the findings in this study should be used to train school-site personnel on implementation of heart-led strategies across all settings
The Essential Characteristics of Coaching That Secondary Principals Perceive Support Effective Leadership at School Sites
No full textPurpose: The purpose of this phenomenological study was to understand and describe the essential characteristics of coaching that secondary principals perceive to support effective leadership at school sites. An additional purpose of this study was to determine what strategies secondary principals recommend for improving coaching that supports effective leadership at school sites.
Methodology: This study adopted a phenomenological approach. The researcher analyzed the lived experiences of 11 secondary principals and identified any commonalities that existed among their interviews based on their perceived truths and perceptions of their lived experiences.
Findings: Analysis of interviews, observations, and artifacts from 11 high school principals generated multiple findings. In order for the principal to benefit and feel supported, the coach must establish a trusting relationship where the principal can be vulnerable. Likewise, authenticity, consistency, meaningful feedback, communication, purposeful questioning, and listening must be provided to ensure the principal reflects, grows professionally, and implements change in their leadership.
Conclusions: The study supported the finding that coaching firms must hire individuals of varying background and experiences who have done the actual job they are being asked to coach. The coach must know how to build rapport, communicate consistently, build trusting relationships, and be empathetic. Districts that utilize coaching firms must take the time to evaluate the services the firms provide. They must ensure that the coaches are trained in emotional intelligences and that the coaching is confidential to ensure they can develop trusting relationships with their coachees.
Recommendations: Further research is recommended to determine if coaching characteristics are similar at the elementary and middle school levels. Moreover, a mixed methods study should be conducted with coaches to determine how the essential characteristics of coaching helped the high school administrators develop as leaders. Likewise, a future study should investigate how all veteran site administrators grew as effective leaders based on coaching characteristics. Finally, a Delphi study should be conducted to compare the effectiveness of the coaching characteristics that coaches use when coaching site administrators at the high school level
Mental Health Stigma and Law Enforcement Officers
No full textPurpose: The purpose of this phenomenological research was to describe the perception of law enforcement officers (LEOs) about the stigmatizing behavior they experienced from fellow officers in their organization, after they sought mental health services, following a traumatic event they were involved in.
Methodology: The methodology for this research study will be qualitative from a phenomenological perspective. Data was collected via semi-structured interviews with a purposive sample of 12 active and retired LEOs who served in southern California.
Findings: After the analysis, seven major findings were yielded. The major findings of the study are: (a) Within the law enforcement culture, psychological mediation has been perceived negatively for LEOs and perceived as weak and non-resilient, (b) LEOs knew about the various stigmas and potential negative consequences, but LEOs were still very much open to mental health treatment, (c) Seeking treatment from a reputable therapist with a law enforcement background can potentially expedite the healing process, (d) Increasing rates of LEO’s suicides needs attention, (e) Stigma exists within the law enforcement community around seeking mental health support, (f) Executive management needs to support LEOs who need assistance, and (g) Peer support was critical to LEO’s overall mental health treatment process.
Conclusion: It is concluded that seeking mental health services is key to keeping a healthy lifestyle for all LEOs. Also, it is crucial for executive management, colleagues, and peers and family to help recognize the signs of mental health illness and to provide assistance without any stigma attached. Having a positive attitude towards mental health and taking advantage of all mental health resources will be vital to a LEO’s health, career and most importantly their family.
Recommendations for Action: It is recommended that future studies be conducted on LEOs who have experienced a traumatic/critical event in their career and better gain the perspective of their mental health and their journey in seeking mental health services
The Art of Leadership in Times of Crisis
No full textPurpose: The purpose of this qualitative multiple case study was to identify and describe strategies exemplary Navy command master chiefs (CMDCM) used to lead in crisis using the Five Critical Tasks of Strategic Crisis Leadership (sense making, decision making and coordination, meaning making, accounting, and learning; Boin, ’t Hart, Stern, & Sundelius, 2017) during the COVID-19 pandemic of 2020. In addition, it was the purpose to understand and describe the experiences of exemplary Navy CMDCM during a time of crisis.
Methodology: This study utilized a qualitative multiple case study research design. Qualitative data were collected through standardized, semistructured open-ended interviews. These interviews were used to describe the crisis leadership strategies U.S. Navy exemplary CMDCMs used to meet the challenge of leading during a crisis, specifically the COVID-19 pandemic.
Findings: Exemplary U.S. Navy CMDCM interviewed for this study described the importance of maximizing communication, gathering information, leading by example, remaining flexible, and self-reflection of leadership strategies as being related to the five critical tasks of crisis leadership: sense making, decision making and coordination, meaning making, accounting, and learning.
Conclusion: Based on this study’s findings, six conclusions were revealed to strengthen the understanding of the Five Critical Tasks of Strategic Crisis Leadership used by exemplary U.S. Navy CMDCM to effectively lead during the COVID-19 health pandemic of 2020.
Recommendations: This study was conducted through the lens of Navy CMDCM. It is recommended that this study be replicated using CMDCM serving on board naval warships, female CMDCM, CMDCM trained in crisis preparedness, and subordinates. It is also recommended that this study be replicated to understand the training CMDCM receive prior to being assigned to an installation and the training required to prepare of a crisis
Leading with Heart: How Exemplary K-5 Principals Demonstrate Transformational Leadership Through Heart-Based Practices
No full textPurpose: The purpose of this phenomenological study was to describe how exemplary K-5 principals in Southern California 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 schools.
Methodology: This study utilized a qualitative phenomenological methodology to study the behaviors of elementary principals. This study, due to current Covid restrictions, included virtual one-on-one interviews that were held via the Zoom online platform. The data collected included audio and video recordings, written transcripts, and artifacts from school and district websites, social media platforms, e-mails, newsletters, and meeting agendas. The population was narrowed for this study to include elementary principals in Southern California. The sample for this study, exemplary K-5 principals from three Southern California school districts, was chosen because participants met the specified criteria for exemplary school leadership.
Findings: Exemplary elementary principals use the following heart-based strategies to achieve extraordinary results: develop collective values and goals, demonstrate transparency and vulnerability, engage in personal conversations with their staff, focus on continuous improvement for all employees, have intentional and hard conversations as needed, and publicly recognize their staff’s accomplishments.
Conclusions: The study supported the conclusions that exemplary principals pull together stakeholders with shared interests, passions, and commitments and solicit their input on collective goals for their work. They know that being transparent, open, and vulnerable helps them to connect personally with their staff, especially when joining a new community of professionals. Additionally, exemplary principals provide their staff ongoing opportunities for personal and professional improvement. Finally, this study revealed that exemplary principals will regularly honor their staff publicly through the use of newsletters, websites, social media postings, and verbal praise during meetings and assemblies.
Recommendations: Post pandemic replication of this study is recommended after school districts and communities have recovered so that in-person interviews can be conducted, and in-person school site observations can be included in the data. School site observations will provide for more thorough and complete triangulation of the data
Leading for Excellence
No full textPurpose: The purpose of this mixed methods study is to determine the degree of importance for the 12 step principles of leadership proposed by Harvey, Drolet, and DeVore (2014) to create a K-12 school environment that fosters high student achievement as perceived by public middle school principals. A secondary purpose is to explore and describe the leadership strategies for implementing the 12 step principles of leadership proposed by Harvey, Drolet, and DeVore (2014) to create a K-12 school environment that fosters high student achievement as perceived by public middle school principals.
Methodology: This explanatory mixed-methods study was completed to examine the degree of importance each of the 12 leadership principles of leadership proposed by Harvey et al. (2014) had toward developing a highly effective school environment focused on increased student achievement. The survey was administered online, and the quantitative results guided the qualitative interviews. The population for the study included public middle school principals in Napa, Sonoma, and Solano counties.
Findings: Based on quantitative research findings, the 12-step principles perceived to be the most critical by public middle school principals are as follows: strong leadership, high expectations, strength of teams, and vision and values. Based on the qualitative findings, the researcher found that codes related to the following principles were reported by leaders at the highest percentage: strong leadership, academic achievement and assessment, collaboration and shared decision-making, culture of high achievement, and vision and values.
Conclusions: The conclusions reached from an analysis of survey and interview data included that while there is strong evidence of the importance of all the 12-Step principles, strong leadership is an essential element. It was found that an alignment of vision and values along with establishing a culture of high achievement and recognizing that data drives all decision-making are critical behaviors for fostering a highly effective school environment focused on increased student achievement.
Recommendations: Recommendations for action include reflection, professional development and coaching, prioritizing learning and rigor, and establishing strong teams. Recommendations for future research include completing a meta-analysis, a replication study, a case study, a correlational study, a longitudinal study, or a phenomenological study
Developing and Maintaining Resilience in Charter School Executive Directors
No full textPurpose: The purpose of this exploratory phenomenological study was to identify and describe the strategies used by charter school executive directors to develop and maintain personal resiliency based on Everly, Strouse, and McCormack’s (2015) five factors of personal resilience (active optimism, decisive action, moral compass, relentless tenacity, and interpersonal support).
Methodology: This exploratory phenomenological study identified and described the lived experiences of exemplary charter school executive directors in San Diego, Riverside, and Orange counties. Based on recommendations from expert entities who worked with the target population, the researcher used purposeful sampling to select eight exemplary charter school executive directors. The researcher used an interview protocol developed by the thematic research team to collect qualitative data, which were transcribed, and participants were asked to review for accuracy. In addition, the researcher collected relevant artifacts for data triangulation. The researcher coded the data, identified emergent themes, and presented the data in frequency tables and with descriptive narrative.
Findings: Data analysis yielded seven findings related to resilience strategies for developing and maintaining active optimism, decisive action, moral compass, relentless tenacity, interpersonal support, and personal resilience.
Conclusions: The study supported seven conclusions from the findings. The strategies that exemplary charter school executive directors use to develop and maintain personal resiliency were (a) build trusting relationships; (b) expect and embrace challenge; (c) lead in alignment with one’s mission, values, and purpose; (d) have confidence that success will be achieved; (e) practice self-care and foster avenues of personal support; (f) relentlessly pursue goals and persevere; and (g) engage in regular self-reflection.
Recommendations: Further research is recommended to replicate this study with other target populations such as traditional district superintendents. Other studies are recommended for quantitative analysis on large charter school executive director populations, qualitative or mixed methods study on charter school executive director turnover and interpersonal support, and longitudinal studies on charter school executive director success with adversity
Female African American Higher Education Chief Executives: An Explanatory Mixed Methods Study of Their Use of Personal Power to Dismantle Self-Sabotage
No full textPurpose: The purpose of this explanatory mixed methods study was to identify and describe self-sabotaging behaviors experienced by female African American higher education chief executives and to explore the impact these behaviors had on their career development. A secondary purpose of this study was to identify the strategies employed by female African American higher education chief executives to overcome self-sabotaging behaviors.
Methodology: This explanatory mixed method study identified and described the lived experiences of eight female African American higher education chief executives across the United States. This research design encompassed a sequential data collection method using an electronic survey instrument to collect quantitative data, followed by one-one interviews for qualitative data collection. Based on the collection of survey and interview data, the researcher was able to triangulate data using the trends, categories, and patterns of self-sabotaging behaviors and the methods used to overcome them.
Findings: Data examination revealed that female African American higher education chief executives engaged in nine self-sabotaging behaviors during their quest to executive leadership positions. The behaviors adversely impacted their career advancement and mental and physical wellness. Intersectionality was a contributing factor to the development of self-sabotaging behaviors. The top three self-sabotaging behaviors identified were fear and worrying, thinking too small, and not taking time for reflection. The top three strategies identified to counteract self-sabotaging behaviors were building a power web, honest self-expression, and cultivating self-intimacy.
Conclusions: African American women participate in self-sabotaging behaviors throughout their leadership careers. The intersectionality of gender and race, childhood upbringing, and cultural background were influential in the development of self-sabotaging behaviors. The study also found that self-sabotaging behaviors adversely impact career development. African American women utilize a variety of strategies to counteract self-sabotaging behaviors. Building a power web was the number one strategy identified by female African American higher education chief executives to counteract self-sabotaging behaviors.
Recommendations: Further research is recommended to identify the self-sabotaging behaviors, and their impact on female college athletic executives, religious leaders, and other women striving for leadership positions. It is also recommended that research be conducted using different research methods
Workforce Innovation Opportunity Act ( WIOA) Programs: Examining: WIOA Impact on At-Risk Disconnected Youth\u27s Academic, Career, and Personal Development
No full textPurpose: The purpose of this explanatory sequential mixed methods study was to investigate the perceptions of disconnected young adults’ participation in a WIOA program on the impact of their academic, career, and personal development.
Methodology: This study used quantitative and qualitative approaches to explore how disconnected young adults perceived their academic achievement: reading, writing skills, and educational attainment; and career and personal development, in terms of motivation, life, people, and professional skills as a result of participating in the WIOA program.
Findings: The findings suggest that, overall, disconnected young adult WIOA participants’ academic, career, and personal development have been positively impacted as a result of participating in a federally funded WIOA program. Participants expressed how motivation played a key role in their academic achievement. However, a significant number of WIOA participants did not need the academic support services focused on high school diploma completion. WIOA program empowerment strategies designed to motivate WIOA participants impacted their personal development. Participants believed that their career development had the greatest impact. However, the findings revealed that participants had barriers that created challenges for transitioning into the workforce. Participants thought that WIOA career counselors and coaches lacked training and cultural sensitivity. The need for more career and technical education (CTE) certifications, paid internships, and work-based learning activities was also a concern among WIOA participants.
Conclusions: The study’s findings supported the need for federally funded WIOA programs to develop work-based learning activities that are directly aligned to participants’ needs. Businesses and community partners are needed to implement job training programs that lead to middle-skilled career jobs. At the federal, state, and local levels, WIOA administrators, in partnership with policy makers and politicians, must introduce legislation and policies that bring more funding to WIOA programs.
Recommendations: Further research on federally funded WIOA programs is needed to provide a greater understanding of what barriers prevented participants from successfully transitioning into the workforce. Research examining career counselors and coaches’ perceptions on effective work-based learning activities will provide needed data for program success. Additional research on how WIOA programs were impacted by the COVID-19 pandemic will add to future WIOA program and development strategic plans