732 research outputs found
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How Exemplary Rural Superintendents Build Trust With and Between School Board Members
No full textPurpose: The purpose of this explanatory sequential mixed-methods study was to identify and describe what strategies exemplary rural superintendents perceive as most important to build trust with school board members using the five domains of competence, consistency, concern, candor, and connection.
Methodology: This explanatory sequential mixed-methods case study combined both quantitative and qualitative approaches, also known as an explanatory sequential mixed-methods study. Numerical data (quantitative), through use of a survey, were used to provide the researcher a broad perspective on how exemplary superintendents build trust with and between school board members. Also, narrative data (qualitative), in the form of select open-ended interviews of exemplary superintendents, were used to determine successful experiences related to building trust with and between school board members (Roberts, 2010).
Findings: The first major finding of the trust research with exemplary rural superintendents was that each superintendent who participated concurred that all five domains—competence, consistency, concern, candor, and connection—were found to be important when building trust with and between school board members. The second major overarching finding from the study was that communication is a critical function and transcends all domains. Communication was consistently mentioned during the qualitative interviews as an important component for building trust with and between superintendents and board members. The superintendents emphasized the need for constant, open, and honest conversations with board members.
Conclusions: The study supported the conclusion that the exemplary rural superintendents who participated in this study believe and use all five trust domains (competence, consistency, concern, candor, and connection) including communication as a sixth domain. All five exemplary rural superintendents described during their interviews ways in which they use the five domains and communication to build and maintain trust with and between their school board members.
Recommendations: Based on the findings of this study, the researcher believes there is a void of information that warrants an expansion of research for superintendents. Future research could provide more breadth and depth or have a different twist on potential related topics
Conversational Leadership Behaviors of Exemplary Unified School District Superintendents
No full textPurpose: The purpose of this phenomenological research study was to describe the behaviors that exemplary unified school district superintendents practice to lead their organizations through conversation using Groysberg and Slind’s (2012b) 4 elements of conversational leadership: intimacy, interactivity, inclusion, and intentionality.
Methodology: This study utilized a qualitative phenomenological inquiry methodology to study the behaviors of 10 unified school district superintendents in Southern California. Semistructured interviews followed a peer researcher-developed guide and were used in conjunction with observations and artifacts to learn about the lived experiences and perspectives of conversational leadership. Data collection and analysis was facilitated by NVivo software to identify patterns related to behaviors exemplary superintendents practiced as leaders in their organizations.
Findings: Close analysis of data from interviews, observations, and artifacts yielded 19 themes and a total of 1,525 frequencies for the elements of conversational leadership. Nine conversational leadership key findings were identified to represent how exemplary unified school district superintendents lead their organizations using the 4 elements of conversational leadership: intimacy, interactivity, inclusion, and intentionality.
Conclusions: Groysberg and Slind’s (2012b) 4 elements of conversational leadership were used as the framework to describe the lived experiences of exemplary unified school district superintendents who lead their organizations through conversation. Based on the data, 4 conclusions were drawn. Unified school district superintendents who demonstrate conversational leadership (a) are committed to fostering effective relationships by engaging others in honest and authentic conversations to build trust, (b) promote conversational interactivity to communicate with transparency and engage others in two-way dialogue, (c) trust organizational members to have meaningful engagement opportunities and communicate the shared organizational goals, and (d) guide purpose-driven actions to support organizational goals by providing timely, targeted information through multiple venues.
Recommendations: Further research is recommended to study the differences between male and female superintendents on conversational leadership utilizing the elements of intimacy, interactivity, inclusion, and intentionality. Knowing that consistency in leadership is important to any organization, it is recommended to conduct a study to determine whether there is a correlation between superintendents who practice conversational leadership strategies and the length of time they remain in an assignment in a district
Examining the Effects of Brain Education on Employee Stress Management, Work Performance, Relationships, and Well-being
No full textPurpose: The purpose of this study was to identify, examine, and describe the lived experience of employees who received Brain Education training in the areas of stress management, work performance, relationships, and well-being.
Methodology: This qualitative phenomenological study utilized semi-structured interviews to collect data from employees trained in Brain Education. Employees were purposefully chosen based on specific criteria, including those trained in Brain Education for at least three months, worked for organizations that employee more than 20 people, and were located in California.
Findings: Analysis of the data showed 10 major findings across 29 major themes and 76 associated codes. Results of this study revealed Brain Education increased employees’ ability to effectively manage stress, increased work performance, improved relationships, and increased employee well-being.
Conclusions: Six conclusions were drawn: (1) employee engagement, work performance, and organizational citizenship is increased through Brain Education training resulting in increased organizational performance; (2) employee work performance is improved through increased focus, productivity, problem-solving, creativity, and teamwork as a result of Brain Education training; (3) employee ability to navigate organizational change is increased through Brain Education training; (4) employee emotional intelligence is increased through Brain Education training, which develops and improves work relationships resulting in increased performance; (5) employee leadership skills are increased through Brain Education training, which contributes to optimal organizational functioning; and (6) employee ability to manage stress, health, and well-being is increased through Brain Education training, which prevents burnout, increases presenteeism, and lowers healthcare costs.
Recommendations: Further research is recommended in the following areas: (1) repeat this study in other U.S. locations to expand the research in Brain Education; (2) repeat this study with employees in a single organization for deeper insight into the effects of Brain Education on team dynamics, work group performance, and workplace outcomes; and (3) repeat this study specifically for organizational leaders to provide deeper insight into leadership behaviors and the effects on their employees and organizational performance
Student Perceptions of Dual Enrollment Participation
No full textPurpose: It was the purpose of this study to explore students’ perceptions of the impact of dual enrollment participation on academic preparation and college knowledge prior to their first year of college.
Methodology: This was a qualitative research study that utilized a phenomenological approach to explore the impact of dual enrollment participation. Twelve previous dual enrollment students participated in semi-structure interviews.
Findings: The findings from this research study illustrate the impact of dual enrollment participation. Based on the findings students’ state that dual enrollment participation exposes them to rigorous coursework. Students expressed that they were prepared for college because dual enrollment allowed them to be exposed to what they needed to expect from college whether it was the change from a formulaic to analytical writing style to understanding that in college students are more responsible for their learning and how to critically think. Dual enrollment participation also provides students the opportunity to complete college requirements while still in high school, which allows them to get ahead in college and complete their goal faster. Students perceived dual enrollment as highly beneficial, as it allowed them to experience college coursework with no tuition cost and understand the expectations of what to expect from college. Dual enrollment participation provides students with exposure to college level coursework and provides a good preparation to what college will be like. It eases transition from high school to college. Participation allowed students to have an ease in anxiety because they understood the college system because of being exposed in dual enrollment.
Conclusion: Based on the literature and findings of this study it is concluded that
students who participate in dual enrollment are more prepared for college. Dual enrollment participation decreased time to goal completion. Dual enrollment participation has a positive impact on student understanding of the matriculation process. Dual enrollment participation has a positive impact on student understanding there is a difference in high school and college.
Recommendations: Future research is recommended to further explore the impact of dual enrollment participation
The Training of Elementary Assistant Principals
No full textPurpose: The purpose of this Delphi study was to identify the most important professional development topics and practices for preparing teachers to become elementary assistant principals, as perceived by panel of experts. An additional purpose was to identify strategies for implementing the most important practices for the preparation of teachers to become elementary assistant principals.
Methodology: A classical Delphi method was utilized to collect perceptual data from a panel of California elementary school principals and administrators at county, district offices of education, and at the university level in California that met specific criteria regarding their education, years of experience, completion of formal training in mentoring, and involvement in formal coaching or mentoring of elementary assistant principals. For the purposes of this Delphi study, an electronic questionnaire was distributed in three rounds to assess the participants’ perceptions of the most important professional development topics and practices for preparing teachers to become elementary assistant principals.
Findings: In Round One, the expert panel members identified 30 professional development topics that were narrowed down in Round Two to the top ten professional development topics that are necessary for preparation of elementary assistant principals. The experts also named nine most important practices for preparation of elementary assistant principals. In Round Three, the panel suggested a wide range of strategies for implementation of the most important practices that were grouped into eight categories and were presented as key findings of this study.
Conclusions: Based on the data and research findings, eight conclusions were drawn related to the training of elementary assistant principals.
Recommendations: There were five recommendations for further research covering these topic areas: (a) examination of experiences and perceptions of novice assistant principals regarding their leadership development before and after their leadership assignment; (b) replication of the study with a secondary panel of experts;
(c) models for training and supports of aspiring elementary assistant principals at the school, district, and county office levels
Strategies Exemplary High School District Superintendents Use to Work with the Political Styles of School Board Members
No full textPurpose: The purpose of this mixed methods study was to understand the political styles of high school district superintendents and school board members as perceived by superintendents. In addition, it was the purpose of this study to identify the political strategies high school district superintendents use to work with the different political styles of board members. Methodology: Through an explanatory sequential mixed-methods study design, an electronic survey was utilized to collect quantitative data. Following quantitative data collection, in-depth qualitative data was collected through one-on-one interviews with exemplary high school district superintendents in California. The results of the quantitative survey data and qualitative interviews were then analyzed. Findings: Analysis of data from both the survey and interviews of five exemplary high school district superintendents resulted in several major findings: (a) Superintendents should work in the interest of the organization when working with school board members; (b) Superintendents work with all political styles of school board members; (c) Exemplar superintendents utilize effective communication strategies when working with the various political styles of school board members; (d) Managing the decision making process through various strategies is crucial when working with school board members; and (e) Exemplar superintendents use effective strategies in conflict resolution when working with school board members. vi Conclusions: It can be concluded, based on the findings of this study that high school district superintendents must be prepared to work with school board members with various political styles. Further, superintendents must learn a variety of effective strategies to work with all nine political styles. Recommendations: It is recommended a future study collect data from superintendents and board members to add to the breadth and depth of the data collected. A better narrative understanding of the perspective of board members would add powerful information to the existing framework
RE 02: A Critical Dissertation Task: Developing Your Interview Protocol and Conducting Interviews for a Qualitative Study *
No full textInterviews are a common practice in many walks of life. We’ve all participated in several which suggests (because we are experienced) that we simply repeat the process for qualitative dissertation studies. Nothing could be further from the truth. A typical qualitative study has a limited number of subjects. Therefore, it is critical that the data we gather be as accurate, as rich, and as complete as we can get it. The goal of this session is to present a structured process, a 1, 2, 3, 4, etc. that will guide you through the preparation, development, validation and use of the interview protocol. There will be a direct relationship between the quality of the interview process and the overall quality of your dissertation
