732 research outputs found
Sort by
How Exemplary Industrial Production Managers Lead Successfully Through the Turbulence of the COVID-19 Crisis
No full textPurpose: The purpose of this phenomenological study was to discover and describe behaviors that exemplary industrial production managers in organizations practice to lead their organizations through the turbulent times of COVID -19 using the leadership attributes of personal temperament, concern for the collective interest, resilience, and moral purpose.
Methodology: This qualitative study used a phenomenological research design. Data was collected from 10 interviews of industrial production managers and artifacts collected to discover and describe behaviors that industrial production managers in manufacturing organizations practice to lead their organizations through the turbulent times of the COVID-19 crisis.
Findings: The study revealed 27 themes that exemplary industrial production managers utilize to lead effectively through the turbulent times of the COVID-19 crisis using the attributes of moral purpose, concern for the collective interest, personal temperament, and resilience. They achieve this by using several different strategies and tools to help guide their actions during the crisis.
Conclusions: To lead effectively through the COVID-19 crisis, it was concluded that exemplary industrial production managers must use clear guidelines to help make difficult decisions while building rapport with their employees to develop trust on their team. They must stay abreast of what is going on in the organization so they can understand what is important to their people and build a culture of resilience by keeping the lines of communication open, learning from mistakes and focusing on the big picture.
Recommendations: Further research is recommended on leading through a crisis such as COVID-19 by comparing and contrasting the research of the Turbulence Team to look for commonalities and differences in population and experiences. In addition, the study could be replicated by looking at other industries, professions, levels of leadership, geographic area, and gender
Family Child Care (FCC) Provider Perspectives of Barriers to Obtaining Resources and Support Services for Quality Child Care Outcomes: A Qualitative Study
No full textPurpose: The purpose of this qualitative descriptive study was to explore family child care (FCC) provider perspectives of barriers to obtain resources and support services for quality FCC outcomes. Methodology: This study used a phenomenological qualitative research method to identify and describe barriers that hinder FCC providers from obtaining resources and support for quality outcomes. Four open-ended and semistructured interview questions were administered to 12 participants online via the Zoom platform. This study analyzed data across three categories of barriers: (a) situational, (b) dispositional, and (c) institutional. Results of analysis guided the narrative by identifying and prioritizing themes. The population for the study included FCC providers who were sole proprietors operating a FCC home for a minimum of 2 years in San Diego County and who were registered members to the local FCC association. Findings: The findings indicated that FCC providers experienced situational, institutional, and dispositional barriers to obtain resources and support services for quality child care outcomes. The interviews yielded 11 primary themes, 3 major findings, and 3 unexpected findings. Conclusion: It was concluded that FCC providers perceived many barriers to obtaining resources and support services for quality child care outcomes, including time management, lack of resource information, location of trainings/services, inequities based on type of organization (in-home FCC provider versus child care center), lack of FCC provider self-confidence, and the process to qualify for funding. Recommendations: The researcher recommends that state and local leaders, child care resource and referral agencies, and child care networks, increase contact and interaction with FCCs to better understand their unique needs. This includes creating initiatives to ensure FCC provider access and sustained maintenance of support services for quality child care outcomes. In addition, state and local leaders must make the applications for resources and support services more appliable to FCC providers. It is recommended that referral agencies and child care networks offer training on the application process and alleviate some time management issues by holding trainings closer to the FCC providers’ homes
Support Systems Contributing to Retention of Latinas in the Superintendent Position
No full textPurpose: The purpose of this exploratory mixed-methods study was to identify and describe the support systems that California Latina superintendents perceive contribute to their retention in the position. A second purpose of this study was to discover to what extent these support systems impact their retention as a superintendent.
Methodology: This exploratory sequential mixed-methods study described the experiences of 11 Latina public school district superintendents in California. Participants were selected based on delimiting criteria, and purposive and convenience sampling methods were applied. The qualitative phase consisted of one-to-one interviews to gain in-depth information about the support systems the superintendents perceived contributed to their retention in the position. For the quantitative phase, an online survey was designed using the interview data. The superintendents completed the survey to identify the extent to which interview-generated supports led to retention.
Findings: Evaluation of the interview and survey data from 11 Latina superintendents yielded several findings. Participants perceived organizational support through board relations, self-confidence from proven leadership, and contract-embedded supports. Community/professional support came from a colleague or network. Family support included values and help at the home. Cultural attributes supplied motivation and was perceived to have made the strongest impact on the Latina superintendents.
Conclusions: Latina superintendents must insist on paid professional development in their contract. They possess resiliency to build positive relations with a Board who differs from them in race and gender. Establishing a confidant relationship with a colleague is critical for navigating challenges. Latinas benefit from family help at home, but cultural gender norms cause internal conflict. They should access their cultural capital as an asset in educational leadership.
Recommendations: Further research is recommended to determine if support systems are similar for Latina superintendents in other regions. A study evaluating the experiences of relatives who help Latina superintendents with household tasks and childcare is indicated to potentially offer strategies for successful partnerships. Finally, a comparative study that compares student achievement before and after the tenure of a Latina superintendent is recommended
How Exemplary Female Superintendents Use Six Sources Of Influence To Achieve Extraordinary Results
No full textPurpose: The purpose of this phenomenological study was to identify and explore how exemplary female superintendents who have achieved extraordinary results influence employees through personal motivation, personal ability, social motivation, social ability, structural motivation, and structural ability.
Methodology: This phenomenological study identified and explored how 11 exemplary female superintendents who have achieved extraordinary results influence employees through personal motivation, social motivation, structural motivation, personal ability, social ability, and structural ability to achieve extraordinary results. Respondents were chosen from exemplary female superintendents in three Southern California counties who met the study criteria. Data were collected through interviews, observations, and artifacts. Data collected were coded and triangulated to identify study findings.
Findings: Exemplary female superintendents use the following influence strategies to produce extraordinary results: recognizing, appreciating, and celebrating meaningful work; creating a culture of collaboration and teamwork; building capacity through professional learning opportunities; knowing, caring for, and valuing employees; building strong connections and relationships; developing a culture of mutual respect; providing resources and support; recognizing and celebrating their successes; and creating an environment that promotes open communication.
Conclusions: This study concluded that female superintendents who wish to influence their employees to achieve extraordinary results must recognize, appreciate, and celebrate meaningful staff work and create a culture of collaboration and teamwork. They must also build capacity in their employees through professional learning opportunities and build strong connections and relationships with their staff by knowing, caring for, and valuing their employees, which creates a culture of mutual respect. Female superintendents who meet the needs of their employees by providing them with the resources and support they need to be successful recognize and celebrate the successes of their employees and create environments that promote open communication are more likely to achieve extraordinary results.
Recommendations: Further research is recommended on influence strategies that leaders from positions in and outside of education use to achieve extraordinary results, and on similarities and differences of influence strategies based on gender or where in the United States the leaders reside. Also recommended is using a mixed methods approach to study influence strategies that leaders use to achieve extraordinary results
From Barriers to Success: How Elementary School Principals Strategically Lead Schools to Become 21st Century Learning Exemplar Schools
No full textPurpose: The purpose of this phenomenological qualitative study was to examine the barriers and support systems elementary principals describe, through the lens of Activity Theory, they experienced while leading their schools to achieve 21st century learning exemplar status.
Methodology: This phenomenological study examined the perceptions of 15 elementary and K-8 principals and their respective assistant principals regarding the barriers and support systems they experienced while leading their schools to achieve 21st century learning exemplar status. Participants were selected based on the criteria that they had been identified as exemplary by the Partnership for 21st Century Learning (P21); were public, non-private, or charter; and the principal was the administrator of record for 2 years prior to and during the P21 exemplar application process. Data was collected, analyzed, and triangulated between interview data and artifacts. Data was then coded into themes and organized into the four categories of Activity Theory: tools, rules, community, and division of labor.
Findings: Examination of the data found that principals experienced four major barriers representing three of the four Activity Theory categories and eight support systems representing all four of the Activity Theory categories. Tools represented the most significant barrier that principals experienced, and community was the most significant support system that helped principals lead their schools to achieve exemplar status.
Conclusions: Based on the findings and literature of this study, 12 conclusions were drawn that offer deeper insight into the barriers principals encountered and the support systems they experienced on their journey to becoming an exemplar school. Conclusions provided understanding regarding the barriers that made leading a 21st century learning exemplar school challenging and the support systems that were instrumental in helping principals overcome barriers to ultimately achieve exemplar status. The study further suggested that school principals play a critical role in transforming schools to meet the needs of current and future society.
Recommendations: Further research should be conducted to expand on the understanding and knowledge of the common barriers that hinder and support systems that facilitate school transformation, investigate leadership styles exemplar principals’ exhibit, and explore the correlation between 21st century learning and student outcomes
African American Elementary School Principals\u27 Perspectives of the African American Student Achievement Gap
No full textPurpose: The purpose of this phenomenological study was to identify and describe the strategies implemented by African American elementary school principals in Riverside County, California to close the achievement gap that exists for African American students using the CASEL SEL core competencies: (a) self-management, (b) self-awareness, (c) social awareness, (d) relationship skills, and (e) responsible decision making.
Methodology: A qualitative research design was chosen for this phenomenological study. A phenomenological study was used to study the lived experiences of TK-6 African American Principals. This technique involves the use of interviews, “directed toward understanding their perspectives on their everyday lived experience with the phenomenon” (McMillan & Schumacher, 2010b, p. 356).
Findings: The findings made it difficult to segregate the individual components of the research questions and instead led to one overall conclusion and recommendation. Based on the findings that, from the perspective of African American principals, it is a combination of concrete organizational strategies and interpersonal strategies that combine to make an effective overall strategy when working with African American students, further research into programs that combine both elements is needed.
Conclusions: The findings of the study indicate that recommended strategies fall into two categories: Concrete organizational strategies such as goal setting, identifying problems and analyzing problems; and interpersonal strategies such as identifying emotions, perspective taking, and relationship building. From these findings it can be concluded that from the perspective of African American principals, it is a combination of concrete organizational strategies and interpersonal strategies that combine to make an effective overall strategy when working with African American students.
Recommendations: It is recommended that a study that identifies and describes the best approaches for implementing combined inter-personal and organizational training for students be conducted
Grounded Leadership: Exploring Health and Wellness Strategies of Exemplary Field Grade Commanders in the California Army National Guard
No full textPurpose. The purpose of this explanatory mixed methods study was to identify and describe what exemplary field grade commanders in the California Army National Guard (CA ARNG) do to maintain their physical, emotional, intellectual, social, vocational, and spiritual health.
Methodology. This study used a mixed methods approach relying on the collection of data to provide for a more flexible platform to triangulate multiple data sources and increase the validity of the study’s findings. The study used a quantitative survey to examine how exemplary field grade commanders in the CA ARNG rated their use of grounded leadership strategies combined with follow-on interviews and collected artifacts to discover in-depth and personal details regarding the participants’ wellness-related practices.
Findings. Analysis of the data revealed that CA ARNG exemplary field grade commanders maintain their grounded leadership by (a) consistently engaging in physical activity and healthy eating habits, (b) regularly practicing and promoting self-awareness strategies, (c) engaging in continual learning practices, (d) maintaining and developing their social health through authenticity and mutually rewarding relationships, (e) routinely practicing personal mastery principles and engaging in meaningful work, and (f) deeming generosity as essential to their spiritual health.
Conclusions. Five conclusions were drawn from the data and findings. CA ARNG exemplary field grade commanders who (a) consistently engage in lifestyle choices that optimize energy management are more effective at mitigating stress, (b) regularly practice emotional self-awareness cultivate environments that are more resilient to stress, (c) practice personal mastery principles improve their six dimensions of health, (d) practice authenticity to cultivate relationships enhance their leadership capability, and (e) leaders with defined values grounded to their sense of purpose enhance leadership effectiveness in times of uncertainty.
Recommendations for Action. Further research is recommended to replicate this study with the different populations within the CA ARNG and populations from different states among the Army National Guard (ARNG) to determine similarities, differences, and trends in grounded leadership strategies among the various ARNG populations, states, and geographical locations
A Glimpse into the Multilingual Experience: A Phenomenological Study on How Nonnative English-Speaking Students Leverage Personal and Academic Support in Completing the Doctoral Journey
No full textPurpose: The purpose of this phenomenological study is to use Activity Theory to identify and describe the personal and academic supports of multilingual doctoral alumni at a private, non-profit university in California. Methodology: This study was a phenomenological study that identified and described the lived experiences of 15 multilingual alumni that completed a doctorate program at a private, non-profit university. Participants were selected using criterion sampling. Data was collected, analyzed, and triangulated between interview data and artifacts. Data was then coded, themed, and organized with reference to Activity Theory.
Findings: Examination of the data found that multilingual alumni from a doctoral program experienced four personal supports, three personal barriers, three academic supports, and two academic barriers. Activity Theory was used to codify themes into four categories. Tools represented the most significant support that alumni leveraged. Rules and tools presented the most significant barriers for alumni. There were also three unexpected barriers that were identified.
Conclusions: Based on the findings of this study, 13 conclusions were identified that offer insight into the barriers and supports those nonnative English-speaking alumni experienced in a doctoral program at a private, non-profit university. Conclusions demonstrate that students require increased flexibility and empathy from members of personal and academic support networks. Additionally, 14 implications for action were identified.
Recommendations: 9 recommendations for further research were identified. Further research should be conducted to expand on the findings from this study. The barriers and supports that permeate throughout nonnative English speakers’ personal and academic communities may also be present in the experiences of other demographics. The findings from this study reveal the interrelated network of challenges and supports that exist for multilingual students, so future studies are needed to further define these phenomena
Black Parents Matter, Too: Identifying and Overcoming the Barriers to School Participation for African American Parents
No full textPurpose: The purpose of this phenomenological study was to determine how African American parents of school age children identify and describe the factors that need to be present for African American parents to become engaged in their children’s’ local school and in their children’s education.
Methodology: This qualitative study identified and interviewed 12 African American parents from four school districts in Riverside County in Southern California in order to determine their barriers to school participation. Respondents were chosen using purposeful, convenience and snowball sampling based on specific criteria. The researcher collected data and determined themes in order to report findings and recommendations.
Findings: Examination of this qualitative study from the 16 participants from the 4 school districts participating in this study indicated a variety of findings to include the following: (1) schools need to do more to make them feel welcome, (2) schools need to share important information with African American parents, (3) there are not enough African American staff in schools, (4) school resources are not being used based on student need, (5) school staff do not listen to them like they do to non-African American parents, (6) African American parents need help to effectively access technology, (7) school staff need to increase positive interactions with African American parents, and (8) schools do not appear to care about all students based on the way they treat African American students.
Conclusions: Schools need to create a welcoming atmosphere for African American parents because they do not believe it matters to schools if they are present. In addition, more African American staff need to be on campus. Moreover, participants expressed that African American students need specialized programs and school resources should be targeted toward African American children based upon their needs. Also, African American parents have a lack of technology knowledge and their lack of understanding of, and access to, technology as a barrier to successful participation in their children’s school experience.
Recommendations: Further research is recommended to repeat this study using a larger sample and more African American male parent voice, perspectives of African American teachers, students and district administrators
The Impact of Organizational Citizenship and School Culture and Climate Behaviors of Small Elementary School Principals
No full textPurpose: The purpose of this mixed methods study was to determine whether there was a relationship between the small school elementary principal organizational citizenship behaviors (OCBs) as measured by the Principal School OCB Survey and the student academic achievement on the California Assessment of Student Performance and Progress (CAASPP) in California small school districts. An additional purpose was to determine how small school elementary principals identify and describe the impact of their personal behaviors on school culture and climate.
Methodology: This is a mixed methods study. Archival data were collected from the California Department of Education (CDE) Dashboard, and additional data were collected from the Principal School OCB Survey for comparison analysis. In addition, qualitative data were collected by conducting in-depth interviews with 12 principals of rural small schools. In particular, the study focused on the variables of organizational citizenship behaviors and student achievement in two groups: principals and students in small elementary school districts in California.
Findings: This study identified the personal behaviors (as delineated by the elements of OCB) of small school elementary principals and their impact of trust and courtesy on student achievement. In addition, the study looked at decision-making, openness, risk-taking, and altruism and the impact they have in school culture and climate on student achievement. The study also sought to understand the degree to which principals’ vi perceptions regarding trust, courtesy, decision-making, openness, risk-taking, and altruism help to create a strong, cohesive culture and climate.
Conclusions: The study concluded that principals’ organizational citizenship behaviors in relation to school culture and climate could have a profound impact on the school environment and academic achievement.
Recommendations: It is recommended that a replication study be conducted using a secondary panel of principals with the same criteria to examine the representation of high school principals. It is also recommended to conduct a qualitative study to explore the personal behaviors of principals in elementary schools in California who came from different countries. Their perceptions and attitudes toward this construct may provide interesting viewpoints