732 research outputs found
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A Mixed Methods Study Identifying and Describing Factors to Promote Psychological Safety in Middle School Professional Learning Communities: Making the Bread Rise
No full textPurpose: The purpose of this mixed methods explanatory study was to identify and describe factors of risk-taking behavior among Riverside County Professional Learning Community (PLC) middle school teachers. It elicited teacher perspectives of a psychologically safe PLC that promotes risk-taking. Additionally, it sought to identify factors that increase psychological safety in a PLC.
Methodology: This mixed methods study uses a sequential explanatory 2-step process to produce results. The quantitative-qualitative study started with a quantitative survey that collected and analyzed numerical data on levels of risk among the population. Qualitative interviews provided context and further explanation on the methods to foster risk-taking among group members.
Findings: The study revealed that middle school PLC teachers perceive that there is a supportive environment for risk-taking. However, risk-taking creates anxiety because of personality driven conflicts and lack of recognized contributions to the PLC. Identified factors that influence risk-taking are increased awareness of psychological safety, a learner’s mindset among team members, and a designated facilitator that is focused on team development.
Conclusions: The conclusions from this study suggested that PLC environments are systematically healthy for psychological safety. PLC teams must focus on team development in order to encourage risk-taking within the group. Conflict resolution efforts must be put in place for the team to produce effective work for student outcomes.
Recommendations: Further research should include a correlation study to look at the levels of psychological safety among middle school teachers and identify specific variables that increase the psychological safety among them. A replication study of this mixed methods explanatory study should identify and describe levels of psychological safety among teachers and PLCs at different educational levels (K-5, 9-12, and postsecondary). A correlation study must be conducted to identify the relationship that exists between conflict resolution and levels of risk-taking. Another recommendation is a case study to identify and explore the relationship between psychological safety and performance. A phenomenological study should be performed which describes the institution of psychological safety within its PLC
A Male Veteran Student Postsecondary Education Experience
No full textPurpose: The purpose of this qualitative study was to identify and describe obstacles for obtaining a 4-year college degree as perceived by male military veterans. In addition, it was the purpose to identify and describe strategies to overcome obstacles for obtaining a 4-year college degree as perceived by male military veterans. Lastly, it was the purpose to identify and describe motivating factors that male military veterans perceive that helped them obtain a college degree.
Methodology: This generic qualitative study captured data from male veteran students who had successfully completed a 4-year degree by identifying the strategies, obstacles, and motivating factors for obtaining a college degree as perceived by male veterans. A sample size of 12 male student veterans who obtained a college degree from a 4-year college between the years 2015 through 2020 from the University of Phoenix, University of Maryland Global Campus, or Saint Martin’s University in Pierce or Thurston counties in Washington State.
Findings: Examination of generic qualitative methods data from male veteran student postsecondary education experience participating in this study indicated that exclusion, lack of transition preparedness, and balancing college responsibilities along with family and job responsibilities were the most difficult obstacles faced by male student veterans in obtaining their 4-year degree. Intrinsic and extrinsic motivation factors were identified as critical in male student veterans overcoming obstacles to obtaining their college degree.
Conclusion: There were four conclusions drawn from this study based on the data. The results of this study support the conclusion that reveals that for a male military veteran college student to overcome the obstacles to the successful completion of a college degree, he must follow a transition journey.
Recommendation: The researcher recommends that the results of this study be used to continue to identify obstacles, strategies, and motivating factors that veterans use to obtain their 4-year degree
Exploring how Philippine American Nonprofit Leaders Build Trust with their Staff and Volunteers
No full textPurpose: Although a considerable amount of literature exists regarding leadership and trust, little research focuses on Philippine American nonprofit organizations and their leadership. The purpose of this phenomenological study was to explore how Philippine American nonprofit leaders build trust with staff and volunteers using the five domains of competency, consistency, concern, candor, and connection.
Methodology: This phenomenological qualitative study collected data via semi-structured interviews, participant observations, and review of artifacts. The study sample was comprised of 10 Philippine American nonprofit leaders from Southern California. Weisman’s Trust Model served at the theoretical framework of the study and guided data collection and analysis. Participant interviews were recorded, transcribed, reviewed, and coded.
Findings: An analysis of the data resulted in the identification of 23 themes referenced 397 times, but unequally distributed across the five domains. Further analysis of the data yielded 12 key findings on how Philippine American nonprofit leaders build trust with their staff and volunteers.
Conclusions: Based on the literature and findings of this study, it was concluded that the five domains are essential to building trust. Philippine American nonprofit leaders build trust with their staff and volunteers by engaging in the following strategies: (a) treat others with respect, provide opportunities for development, promote inclusion, and show interest in the personal lives of others; (b) demonstrate leadership abilities and foster a collaborative environment; (c) build and maintain personal relationships and participate in shared decision-making; (d) demonstrate vulnerability, invite feedback, and be open and straight forward; and (e) have set processes and procedures for the organization and ensure mutual understanding between members.
Recommendations: Further research on how Philippine American nonprofit leaders build trust should be conducted with a larger sample size and broader geographic range. Additionally, it is recommended to replicate this study from the perspective of how the staff and volunteers of Philippine American nonprofit organizations build trust with their leaders and compare the differences and similarities in the strategies
CR 06: The WOW Factor for Women - The Make it or Break it Factor for Moving Ahead in Your Carrer
No full textYou’re smart! You’re educated! Your resume is packed with stunning accomplishments. Then why are you not getting ahead in your career? Chances are you may need to hone in on personal traits to enhance your “Executive Presence”. In an increasingly diverse workplace where looks and degrees are no longer “everything” what does it take to create a commanding executive presence? The right clothes, a firm handshake, an impressive degree? These all matter but they don’t tell the whole story. In a recent survey of CEOs, executive presence was rated second for the top leadership traits that make a difference (technology skills ranked 12th). Dr. Marilou Ryder, author of the Rules of the Game: How to Win a Job in Educational Leadership will share traits that professionals with strong executive presence display and help women leaders to start managing their own executive presence in the work force. Participants will familiarize themselves with qualities of executive presence and manage practical tools increase their executive presence.
Participants will: • Explore why developing good executive presence matters • Discover how developing executive presence can impact career advancement • Identify traits that professionals with strong executive presence display • Learn tools to increase professional executive presenc
