732 research outputs found
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A Mixed-Methods Study of How Elementary Principals Build Trust With Staff Using Weisman’s Five Domains of Trust Model
No full textPurpose: The purpose of this mixed-methods study was to identify and describe how elementary school principals establish trust with staff using the 5 domains of competence, consistency, concern, candor, and connection (Weisman, 2010). In addition, it was the purpose of this study to determine the elementary school principals’ perceived degree of importance for the 5 domains of consistency, competence, candor, concern, and connection for building trust.
Methodology: This mixed-methods research design used quantitative and qualitative data to analyze the research questions related to trust between elementary school principals and their staff. This study used both surveys and in-person interviews. The population for this study included elementary school principals within the San Bernardino in California.
Findings: The quantitative analysis of data resulted in 24 themes for the first 5 questions. Each of the 5 domains of trust produced at least 2 high-ranked findings. Based on the criteria designed by the researcher, 11 major findings were discovered. For the quantitative portion, competence resulted as the most important domain for building trust with a mean of 5.7 and 70% of respondents indicating strongly agree.
Conclusions: Six conclusions were drawn from the data and findings. Elementary principals must (a) exercise all five domains simultaneously to establish trust, (b) connect with their staff members to receive input from them, (c) show concern through the interactions with their staff members to show they are valued, (d) have the ability to share their own instructional experiences and knowledge, (e) create a space conducive to open communication, and (f) lead by example.
Implications: This study revealed that behaviors related to the five domains of trust establish trust between principals and staff members. As such, it is crucial for universities to create educational programs that consist of various forms of leadership styles to create school leaders who are multifaceted in leading schools. Next, it is important that both aspiring principals and current principals take time for self-reflection and allow feedback from others so they can grow as professionals. Also, all school districts should establish an administrative mentorship program to develop and support school leaders. Lastly, joining administrative associations and taking part in professional development will provide school leaders with a competitive advantage in the field of education
A Mixed-Methods Study of How Elementary Principals Build Trust With Staff Using Weisman\u27s Five Domains of Trust Model
No full textPurpose: The purpose of this mixed-methods study was to identify and describe how elementary principals establish trust with staff using the 5 domains of trust: connection, concern, candor, competence, and consistency (Weisman, 2010). In addition, it was the purpose of this study to determine the elementary principals’ perceived degree of importance of the 5 domains for building trust.
Methodology: This mixed-methods research design used quantitative and qualitative data to analyze the research questions related to trust between elementary principals and their staff. The study combined surveys and in-person interviews. The quantitative data were gathered via a 10-question online Likert Scale survey. The results of the quantitative survey guided qualitative data gathering. The population for this study included elementary principals in San Diego County.
Findings: Qualitative findings of this research suggest that elementary principals demonstrate trust building strategies from each of the 5 trust domains, with competence as most significant to building trust with staff. Additionally, quantitative findings concurred that the trust domain of competence was perceived as most important to creating trust.
Conclusions: The study’s findings supported by literature conclude the need for elementary principals to integrate leadership strategies from each of the 5 trust domains in order to build trust with staff. Elementary principals can build a culture of trust by demonstrating the following behaviors: (a) developing positive relationships with staff members through meaningful interactions, (b) demonstrating genuine care and concern for staff’s personal needs and well-being, (c) setting clear expectations through open and honest communication, (d) building the capacity of teams through shared decision-making, and (e) leading by example demonstrating consistency and alignment between words and actions.
Recommendations: The researcher recommends state administrative credentialing programs implementing emotional intelligence coursework to build the emotional capacity of principals in developing trust. Additionally, school districts should provide principals ongoing coaching and professional development around the 5 domains of connection, concern, candor, competence, and consistency in order to support principals to acquire the leadership skills needed to build and sustain trust
How Professional Physical Therapist Education Programs Develop Cultural Competence Within Their Students: An Exploratory Concurrent Mixed Methods Study
No full textPurpose: The purpose of this exploratory concurrent mixed methods study was to describe experiences that shape the factors of cultural intelligence (CQ) as perceived by students of professional physical therapist education programs. In addition, it was the purpose of this study to determine whether any particular factor of cultural intelligence influenced one’s overall cultural competence according to the cultural competence continuum by Cross et al. (1989).
Methodology: Students in a professional physical therapist education program completed a questionnaire, which included Likert scale questions, open ended questions, and a 37-item self-assessment based on the expanded cultural intelligence scale by Van Dyne et al. (2012). Responses were analyzed to identify experiences that improved factors of cultural intelligence. Multiple regression analyses were performed to determine the impact of each factor of cultural intelligence on the level of cultural competence on the cultural competence continuum.
Findings: Immersion in cultural events and receiving positive feedback from diverse patients improved motivational cultural intelligence. Discussions between students in controlled settings improved cognitive cultural intelligence. Metacognitive cultural intelligence was improved when students were faced with difficulties interacting with culturally diverse patients resulting from cultural distance. Behavioral cultural intelligence improved when patients learned or practiced non-verbal cues as well as language(s) other than English. Multiple regression analyses found that no single factor of cultural intelligence is significantly related to the level of cultural competence on the cultural competence continuum.
Conclusion: Cultural competence could be improved through exposure to different cultural settings and diverse people; engaging in discussion and receiving feedback on behaviors and communication styles; acquiring more than one language; as well as putting forth practice towards becoming culturally competent and allowing for skills to be developed over time.
Recommendations: Research must be conducted on how professional physical therapist education programs develop cultural competence among faculty members. Moreover, research is needed in other healthcare programs using the factors of cultural intelligence as a conceptual framework. Furthermore, a qualitative ethnographic study should be performed on students of color in professional physical therapist education programs. Lastly, a mixed methods study should be conducted on how professional physical therapist students overcome language barriers
CR 08: I Watch Parks and Recreation, Shouldn\u27t I be Competitive for a Local Government Job?
No full textAre you interested in a local government job? Come learn the ins and outs of local government and gain some valuable insight into the hiring process. Explore simple steps you can take to gain a differential in the competitive hiring process
CR 05: Preparing for the Opening Interview Question
No full textResearch says that once an applicant successfully “gets through” the opening interview question that the remainder of the interview is easy! Do you want to move ahead in your educational leadership career but fear the job interview? In this session you will craft out an opening statement and work with a partner to practice in preparation for the high stakes interview process. Gain confidence as you prepare for important career advancement opportunities
