732 research outputs found
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The Lived Experiences and Perceived Challenges of Young Arab Muslim Females with the Hijab in Southern California in the Contemporary Era
No full textPurpose: The purpose of this phenomenological study was to explore the lived experiences and perceived challenges of Southern California Arab Muslim females who wear the Islamic head covering (18–40 years old) in the contemporary era.
Methodology: A phenomenological approach was utilized to capture the essence of the participants’ lived experiences while identifying the researcher as the instrument. Data collection was through in-depth, phenomenological, semistructured, and face-to-face interviews with 12 participants who were Arab, Muslim, female, wear the hijab, between 18 and 40 years old, and lived in Southern California.
Findings: This study revealed Arab hijabi women generally feel safe and comfortable living in Southern California because of its multiculturalism and large population of Arabs and Muslims. However, they still experience Islamophobia on a daily basis mostly through microaggressions and have a generally higher level of alertness to their surroundings. They are seen as the other, assumed oppressed, and are underestimated. They are often targets of backlashes and are constantly being judged and criticized from inside and outside of their community because of their visibility. Thus, they are always under pressure and highly conscious of their behaviors. They are highly likely to be harassed and discriminated against based on their identity relating to work and education and were concerned about their professional lives. They have a high degree of anxiety traveling by air and are subjected to more security at the airports under the guise of random selections. The majority of the discriminations went unreported.
Recommendations: Valid and reliable education as well as periodic and relevant cultural competency training are key to reducing discrimination and Islamophobia. Education must start early at schools. Muslim-rights activist groups and leaders must work closely with the local law enforcement agencies and schools to break barriers and educate them about the Muslim community and its needs. They must also work together to educate the Muslim community about their rights and resources available to them, encouraging them to report discrimination and hateful acts
Leading for Excellence: Leadership Behaviors That Cultivate a High-Achieving School Environment
No full textPurpose: The purpose of this explanatory mixed-methods study was to determine the degree of importance for the 12-step principles proposed by Harvey et al. (2014) to create a K–12 school environment that fosters high student achievement as perceived by public school elementary principals. A secondary purpose was to explore and describe the leadership strategies for implementing the 12-step principles proposed by Harvey et al. to create a K–12 school environment that fosters high student achievement as perceived by public school elementary principals.
Methodology: An explanatory mixed-methods study was completed to examine the degree of importance each of the 12 leadership principles proposed by Harvey et al. (2014) had toward developing a highly effective school environment focused on increased student achievement through an online survey of 5 elementary principals. This study also explored and described the leadership strategies 5 elementary principals used to implement the 12-step principles proposed by Harvey et al. to create a school environment that fosters high student achievement through interviews.
Findings: Based on quantitative research findings, the behaviors related to the 4 principles of leadership perceived to be the most critical by leaders are as follows: flexibility and resilience, strong leadership, vision and values, and communication. Based on qualitative research findings, the researcher found that codes related to the following principles were reported by leaders at the highest percentage: academic achievement and assessment for the 21st century (17%), collaboration and shared decision-making (12%), love and passion (10%) and embedded professional development (10%).
Conclusions: Conclusions reached through research include a strong interplay of all 12 of the leadership principles proposed by Harvey et al. (2014), ensuring student achievement is a central focus of site leaders, ensuring data drives decisions, recognizing relationships matter, developing a vision and using it to inform decisions, and ensuring leaders remain flexible and resilient are all crucial to creating a high-achieving school environment.
Recommendations: Recommendations for future research could include completing a replication study, a correlational study, a case study, a longitudinal study, or a phenomenological study
Strategies Exemplary Unified School District Superintendents Use to Work With the Political Styles of School Board Members
No full textPurpose: The purpose of this sequential explanatory mixed-methods study was to identify the political styles of superintendents and school board members as perceived by unified school district superintendents. In addition, it was the purpose to identify and explain the political strategies unified school district superintendents use to work with the different political styles of school board members.
Methodology: This sequential explanatory mixed-methods study analyzed quantitative surveys to identify the political styles of superintendents and school board members and qualitative interviews to identify political strategies using a political styles framework.
Findings: The major strategies exemplary unified district superintendents used to work with the political styles of board members were to build relationships and trust; get to know them personally; invest time and energy; open, honest, direct communication; communicate frequently; provide relevant, timely information; listen; be responsive; learn preferred communication style; develop board capacity and team; clarify roles and governance process; adapt own style; understand their political reality; identify their interests; give options; focus on common vision; identify shared priorities; and align individual interests with district goals.
Conclusions: It was concluded that superintendents who get to know board members personally and build trust are more successful with developing relationships; superintendents who fail to communicate effectively will struggle; superintendents who spend time developing the board and clarifying roles will have a stronger governance team; superintendents who do not develop political acuity and adapt their style will not work effectively with the board; superintendents who focus on a common vision will have greater success with moving the district in a positive, coherent direction; superintendents who use a variety of strategies will be better equipped to navigate politics; and student outcomes will be negatively impacted when a superintendent does not provide the board and district with effective leadership.
Recommendations: Additional research should be conducted to do a meta-analysis of the political styles thematic; understand political styles from perspective of board members; examine the strategy themes at a deeper level; identify strategies used by women in superintendent positions, city managers, and nonprofit executives; and analyze superintendent political styles and longevity
Exemplary Human Resources Administrators Leading Through Storytelling
No full textPurpose: The purpose of this phenomenological study was to understand and describe how exemplary human resources administrators use storytelling to lead organizations using Denning’s (2011) model. In addition, it was the purpose to understand how they use storytelling to create transformational change. Denning’s The Leader’s Guide to Storytelling highlights eight storytelling narrative patterns: to ignite action and implement new ideas, build trust, build your organizations’ brand, transmit organizational values, foster collaboration, share knowledge, neutralize rumor, and create and share vision.
Methodology: This phenomenological qualitative study described the lived experiences of exemplary human resources administrators in Northern California. The researcher was part of a thematic research team of 3 peer researchers and 2 faculty advisors. Through purposeful sampling, the researcher selected 10 exemplary human resources administrators who met at least 4 of 6 criteria identifying a leader as exemplary. The collection of data included face-to-face semistructured interviews. The researcher conducted observations and gathered artifacts for data triangulation. The data were coded, and emergent themes were identified.
Findings: Student stories are vital to spark action and build brand. Stories getting to know people helps build trust. Stories around relationships fosters collaboration. Stories during negotiations can share knowledge. Stories told with social media and union leadership can neutralize rumor. Sharing stories about the mission and students shares the vision and assists with recruitment. Sharing stories getting to know people, student stories, and those shared with union leadership helps create transformational change.
Conclusions: Human resources administrators who share student stories will evoke emotion that engages stakeholders, build relationships, and be more successful in communicating the organization’s vision. They will be more successful in building trust with union leadership in the negotiations process.
Recommendations: It is recommended that a phenomenological study be done to explore experiences of female human resources administrators and how they use stories, a multiple-case study to identify storytelling strategies that county office human resources administrators use to develop organizational culture, a mixed-methods study to identify storytelling strategies that human resources administrators use to build trust in labor relations, and a Delphi study to identify storytelling strategies used within social media
CR 01: So You Want to be a Superintendent
No full textHave you ever thought about what life would be like as a school superintendent? Despite the multitude of challenges and conflicts superintendents face we believe that it is a leadership role that is un-matched in personal and professional rewards. How do you get from where you are to the superintendency? What do new superintendents identify as areas they are best prepared for and the gaps in preparation that are challenges? How does being a superintendent change you professional and personally? Join us for a conversation about the exciting roller coaster ride of a school superintendent
