732 research outputs found
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Exploring Resilience in Exemplary Rural School Superintendents
No full textPurpose: The purpose of this exploratory phenomenological study was to identify and describe the strategies used by exemplary rural superintendents to maintain personal resiliency based on Everly, Strouse, and McCormack’s (2015) five factors of personal resilience (active optimism, decisive action, moral compass, relentless tenacity, and interpersonal support).
Methodology: This exploratory phenomenological study used purposeful criterion sampling and recommendations from the county superintendents in the identified geographic area. Each of the 8 identified exemplary rural superintendents was interviewed using an instrument aligned to the five factors of personal resilience and their definitions. The researcher collected rich qualitative interview data, that were converted to transcripts, and participants were asked to verify accuracy. Additionally, participants were asked to provide artifacts to triangulate the research results. Transcripts were then coded, and themes emerged and were presented and supported with frequency tables. Additionally, participants were asked to provide artifacts to triangulate the research results.
Findings: Data analysis yielded 5 findings related to resilience strategies to maintain active optimism, decisive action, moral compass, relentless tenacity, interpersonal support, personal resilience
Conclusions: Five conclusions were drawn from the data on the findings. The strategies that exemplary rural superintendents use to maintain resiliency are (a) interpersonal support, (b) relying on your noble purpose, (c) influencing your organization through emotional stability, (d) promote a positive attitude (e) experience previous success
Recommendations: Further research is recommended to replicate this study with other target populations such as urban and suburban counterparts and other educational leaders like principals and directors. Other studies are recommended for interpersonal support, quantitative analysis on large superintendent resilience populations, mixed methods adversity studies on rural areas, longitudinal studies on new superintendent success, and comparison studies on adverse childhood experience effects on leadership
A Sequential Explanatory Mixed Methods Study of Chief Nurse Executives on Creating a Culture of Inclusiveness
No full textPurpose: The purpose of this sequential explanatory mixed methods study was to identify and describe the leadership strategies that exemplary chief nurse executives use in inpatient acute care hospitals located in Southern California to create an organizational culture of inclusiveness using Kennedy’s (2008) 5 leadership qualities of cultural differences.
Methodology: A sequential mixed methods research design was selected to answer this study’s research questions. The researcher was a part of a thematic group of 10 peer researchers and 7 faculty advisors. Through purposeful sampling, the researcher selected 18 exemplary chief nurse executives for survey data collection using instrumentations developed by the thematic. From the 18 participants, 6 were selected to participate in virtual semistructured open-ended interviews. The final analysis of this sequential mixed methods research design summarized the findings that emerged from both quantitative and qualitative data.
Findings: The findings of this study revealed that exemplary chief nurse executives believe that creating a culture of inclusiveness will lead to positive organizational outcomes, meeting the patient’s diverse needs, and encouraging a respectful and accepting environment. Based on quantitative data analysis, the summary of the survey items produced similar responses of strong agreement with the five leadership qualities of culture difference as defined by Kennedy (2008).
Conclusion: Seven conclusions were drawn from this study’s data analysis of exemplary chief nurse executives. Creating a culture of inclusiveness is an active pursuit and (a) requires routine conversations, (b) using all 5 leadership qualities of cultural difference, as defined by Kennedy (2008). Chief nurse executives can create a culture of inclusiveness using the strategies of (c) intentionally encourage diverse perspectives, (d) actively participate in meetings and organization events to understand individual staff members’ differences, (e) create a safe space to share ideas, (f) serve as a role model for the expected behaviors, and (g) embrace a shared governance model.
Recommendations: Further causal-comparative research is needed to compare the strategies identified by the exemplary chief nurse executives and the perceptions of employees and patients. Additionally, further research should be conducted on different types of hospitals, including integrated health care systems and specialized medical centers
Strategies That Exemplary Elementary Dual Immersion Principals Use to Create an Organizational Culture of Inclusiveness
No full textPurpose: The purpose of this sequential explanatory mixed methods study was to identify and describe the leadership strategies that exemplary elementary dual immersion principals in Orange and San Diego counties in Southern California use to create an organizational culture of inclusiveness using Kennedy’s (2008) five leadership qualities of cultural differences.
Methodology: This sequential explanatory mixed methods research study utilized quantitative surveys and qualitative interviews of 15 exemplary elementary dual immersion principals in Orange and San Diego counties in Southern California to identify and describe the strategies used to create an organizational culture of inclusiveness according to Kennedy’s (2008) five qualities of cultural differences.
Findings: The findings of this research study revealed that exemplary elementary dual immersion principals recognize the importance of creating an organizational culture of inclusiveness in ensuring access, equity, and inclusion for all students, regardless of their linguistic or cultural background. The quantitative data garnered from this study highlights the need for Kennedy’s (2008) five leadership qualities of cultural differences. Moreover, the qualitative data reinforces the implication that an organizational culture of inclusiveness is essential to the success of elementary dual immersion programs.
Conclusions: The six conclusions extrapolated from this study establish the need for exemplary elementary dual immersion principals to create an organizational culture of inclusion through (a) embracing all staff members regardless of position; (b) engaging in servant leadership; (c) utilizing face-to-face communication; (d) cultivating strong relationships, (e) promoting the free exchange of ideas, are open to innovation, and craft solutions benefiting all stakeholders; and (f) celebrating diversity to unify stakeholders and create a culture of acceptance and inclusion.
Recommendation: Further research is needed to evaluate the effectiveness of the strategies identified in this study with other dual immersion programs, such as secondary dual immersion programs and programs with a target language other than Spanish. It is recommended that the strategies identified in this study be used to support the preparation and certification of new dual immersion principals and the ongoing evaluation of established dual immersion principals, ensuring equitable outcomes for all students regardless of their linguistic or cultural identity
What Are School Counselors From Exemplary Alternative Schools Doing to Support Social and Emotional Learning With Students?
No full textPurpose: The purpose of this phenomenological study was to identify and describe the best practices school counselors from exemplary alternative education schools in San Bernardino County use to support social emotional learning (SEL) using the Collaborative for Academic, Social, and Emotional Learning (CASEL) core competencies (self-management, self-awareness, social awareness, relationship skills, and responsible decision-making). An additional purpose of the study was to describe the CASEL SEL core competencies that were perceived as most important by school counselors from exemplary alternative education schools in San Bernardino County.
Methodology: This qualitative phenomenological study identified and described the best practices school counselors from exemplary alternative education schools in San Bernardino County implement to support SEL using the CASEL core competencies. The researcher created in-depth, semistructured interviews that were composed of 15 interview questions consistent with the research questions.
Findings: Examination of phenomenological data revealed 20 themes, which led to 7 key findings and 2 unexpected findings. The following were the key findings: School counselors assist students with strategies in identifying stress and various stress management strategies. School counselors identify practices that help students to understand their emotions. School counselors ensure that students practice empathy to relate to themselves, peers, and others. School counselors work to educate students in all forms of communication. School counselors educate students to think critically. School counselors demonstrate that communication and establishing relationships are a fundamental part of SEL. Communicating and building rapport are skills needed to build relationships.
Conclusions: This study concluded that school counselors who support SEL using the CASEL core competencies perceive that communication and building rapport are the best practices when implementing SEL. The most important CASEL core competency practice to reach students is establishing and maintaining relationships.
Recommendations: Further research is recommended to study the perspectives of students in alternative education and SEL
How Do Exemplary Public School Superintendent Lead During Turbulent Times by Relying on Their Moral Purpose, Concern for the Collective Interest, Personal Temperament, and Resilience
No full textPurpose: The purpose of this phenomenological study was to the describe behaviors that exemplary superintendents practice to lead their organizations through turbulent times using the leadership attributes of moral purpose, concern for the collective interest, personal temperament, and resilience.
Methodology: This phenomenological study examined 12 exemplary superintendents in California who have led districts with a student population with at least 1,500 students, who have been in the position for a minimum of 2 years in the same district during a crisis period that occurred within the past 5 years, led their districts during turbulent times. Participants were interviewed on an online platform. There were observations and the examination of artifacts included.
Findings: Examination of the phenomenological data collected from 12 exemplary California superintendents found to lead their districts during turbulent times relied on the leadership behaviors of moral purpose, concern for the collective interest, personal temperament, and resilience.
Conclusions: The study supported that exemplary superintendents must build effective communications systems creating regular 2-way communication flow within the community; actively build relationships, which in turn develops trust; are collaborative, which includes listening to and valuing the opinions of others; engage in continual reflection on their own practice to continually improve; develop their own resilience, and share their “why” or moral purpose with their community to successfully lead during turbulent times.
Recommendations: Further research is recommended to benefit active superintendents, training programs, and school boards. How superintendents lead during turbulent times using their personal temperament, on specific 2-way communication systems superintendents used during the pandemic to effectively manage the continually changing status produced by county health departments; how superintendents rebuilt trust after an extended labor strike; how superintendents of large districts work to be present and accessible to their community, lead past mistakes made by their leadership team or the board would be beneficial to support school leaders; and lastly, research on effective support systems to help superintendents lead beyond crisis would also support the important work of superintendents
Political Styles and Strategies Used by Midsized Elementary School District Superintendents to Work With 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 superintendents. In addition, it was the purpose to identify and explain the political strategies superintendents use to work with the different political styles of school board members.
Methodology: This study used a mixed methods sequential explanatory research design to collect quantitative data through an electronic survey to identify and describe the political styles of each superintendent and their board members. An in-depth qualitative interview process further explored each superintendents’ lived experience with using different political strategies with each of their board members’ political style.
Findings: A careful review of the mixed methods data from the 5 school districts participating in this study revealed a variety of findings. The major strategies used by the exemplary midsized elementary school district superintendents to work with their board members included providing continual communication, meeting needs of their board members, building trust, empowering others, and knowing and communicating their political vision for the school district.
Conclusions: It was concluded that midsized elementary school district superintendents who want to ensure positive working relationships with board members of all political styles must commit to open, transparent communication as a bedrock strategy, meet the needs of their board members by developing both professional and personal relationships with individual board members, build trust through authentic actions that create a united front for working toward district goals, create opportunities for board members to be empowered to work within their area of expertise, and share the district vision in a clear, concise vision statement.
Recommendations: Further research is recommended to explore the various options available to aspiring superintendents who may obtain positions as a superintendent early in their career and learn on the job instead of the more traditional track, study superintendents who are from organizations other that educational institutions, and explore a study comparing the various political strategies used by both superintendents and board members as they work together toward a common vision and goal attainment
Teachers Attitudes Regarding Adverse Childhood Experiences, Trauma-Informed Educational Practices, and Student Resiliency
No full textPurpose: The purpose of this convergent parallel design mixed methods case study was to determine how training on Adverse Childhood Experiences and Trauma-Informed Educational Practice affected the attitudes of teachers, in Shasta County’s Enterprise Elementary School District (EESD), regarding students who had experienced Adverse Childhood Experiences (ACE). A further purpose of this study was to understand if teachers in EESD perceived training in ACE and Trauma-Informed Educational Practices (TIEP) was effective in changing their classroom practices to support the resiliency of students who had experienced ACEs.
Methodology: The methods for this research included: an online survey, The Attitudes Regarding Trauma-Informed Care (ARTIC) Scale© by The Traumatic Stress Institute, distributed electronically to 140 teachers EESD Teachers and concurrent interviews of 9 volunteer EESD Teachers. The results were studied to gain an understanding of the effects of ACE trainings and TIEP on the attitudes and classroom practices of teachers and student resiliency.
Findings: The teachers reported that ACE & TIEP trainings positively impacted their relationships with students, changed their classroom practices, improved student resiliency, and decreased negative behaviors.
Conclusions: Teacher education in ACE and TIEP is beneficial to teachers. Teachers gain valuable perspectives regarding student behaviors and helped them gain valuable skills. Whole School approaches to TIEP lead to an increase in positive student outcomes and develop student resiliency.
Recommendations: It is recommended that a replication of this study be conducted on a larger scale with multiple rural districts, however, not conducted during a pandemic. Conduct a mixed methods comparative study of communities, comparing communities that use a trauma-informed communities’ approach. Research school districts which have developed the ‘Whole School’ approach including training and supporting parents/caregivers, teachers, and other staff to include not only TIEP for the students but includes Trauma-Informed Supervision for staff and teachers and trauma-informed parenting for the parents
A Phenomenological Replication Study on the Unique Challenges Experienced by Veterans Diagnosed with Posttraumatic Stress Disorder (PTSD) While Attending a California State University (CSU) in Riverside, San Diego, San Bernardino, or Orange County
No full textThe purpose of this qualitative phenomenological replication study was to understand the unique challenges experienced by veterans diagnosed with Posttraumatic Stress Disorder (PTSD) while attending a California State University (CSU) in Riverside, San Diego, San Bernardino, or Orange County. Furthermore, it was the intent of this study to explore the current and prospective services veteran students believe were helpful or would be helpful in promoting positive academic outcomes.
A phenomenological approach was utilized in the development of this qualitative research study to explore the lived experiences of veteran students diagnosed with PTSD attending a California State University (CSU) in Riverside, San Diego, San Bernardino, or Orange counties. Moreover, this research study explores the current and prospective services veteran students diagnosed with PTSD believe were helpful or would be helpful in promoting their academic success and persistence. Semi-structured, virtual interviews were conducted and recorded to illicit a deeper understanding of the veteran students experiences as they navigate the complexities of the CSU system. The data yielded from the interviews were coded using NVivo software which, subsequently, established common themes.
Analysis and evaluation of the data from the seven participants identified 13 major findings. The participants indicated their motivations for attending college, the challenges they experienced, and the strategies they employed to improve their academic outcomes. Furthermore, the findings revealed the support services which enhanced their ability to achieve positive academic outcomes and persistence.
The conclusions of the study indicated the participants believe PTSD and the symptoms associated with this stress and trauma related disorder presented challenges which impaired their positive academic outcomes. The participants also identified support services and mitigation strategies that were instrumental in increasing their positive academic outcomes and persistence.
To expand the breadth and depth of this study, additional research is recommended. The recommendations proposed include increasing the scope of the study to explore other institutions of higher learning and increasing the sample size. Furthermore, a comparative study encompassing private and public universities would identify the most effective support services veteran students diagnosed with PTSD perceive would enhance their academic outcomes and persistence
Excelling in Telework: A Delphi Study
No full textPurpose: The purpose of this Delphi study was to determine the factors IT management experts identify as necessary for healthcare employees to reach positive decision outcomes in virtual workplaces, to rate the importance of the identified factors, and to determine the practices IT management experts recommend for implementation for the five most important factors. Methodology: This study used a Delphi method that consisted of three rounds to collect data from 15 IT management professionals who are experts in leading virtual teams at Southern California hospitals. In Round 1, participants were asked to identify the factors healthcare employees need to reach positive decision outcomes. In Round 2, a Likert scale survey was used to rate the importance of the factors identified in Round 1. In Round 3, expert panelists provided practices to implement the five highest-rated factors identified in the previous round. Findings: The expert panelists identified 22 important factors that healthcare employees need to reach positive decision outcomes in virtual work environments. The factors were ranked to produce a list of the top six most important factors: (1) clear, transparent communication and feedback; (2) leadership that models expectations; (3) openness/general psychological safety to voice thoughts, make decisions; (4) strong interpersonal relationships and feelings of trust; (5) clear pathway toward conflict resolution established; and (6) intentional celebration and/or team member recognition. The expert panel recommended 58 practices to support the successful implementation of the top 6 ranked factors. Conclusions: This study amplified the complexities between technology and social structures and interactions amongst healthcare employees in telework environments. First, a variety of factors are needed for healthcare employees to reach positive decision outcomes in virtual workplaces. Furthermore, the leader has a critical influence on these factors and more specifically, on helping employees successfully navigate telework environments. Finally, the successful implementation of the most important factors is best achieved by several practices happening concurrently. Recommendations: Based on this study’s findings, six recommendations were presented for further research to advance the literature on the factors necessary to ensure employees excel in telework environments
The Integration of Art: A Multiple Case Study of Science, Technology, Engineering, Art, and Math (STEAM) Schools in Three Schools in Southern California
No full textPurpose: The purpose of this qualitative multi-case study was to describe and analyze how schools that implement a STEAM program include the arts in their integrated program. The study focused on 3 K-12 schools in Southern California that are located in the Antelope Valley high desert region of the state. This multi-case study analyzed an elementary school, a middle school, and a high school that are in different districts in the area.
Methodology: This multi-case study used qualitative data to analyze the research questions regarding art infusion in STEAM programs and teacher and leader perspectives. Drawing from interviews of teachers and teacher leaders working in STEAM programs that infuse the arts, this study describes common features of schools implementing an art infused STEAM program.
Findings: The findings from the study indicate that STEAM education programs follow a clear vision that is founded on project-based learning principles that allow students to produce art. The 15 structured interview, artifacts, and researcher notes identified 13 themes, 4 major findings, and 1 unexpected finding.
Conclusions: It is concluded that school districts must work to employ leaders with exceptional qualities, such passionate, vision, and strategic skills in developing community partnerships and building resources. It is also concluded that STEAM schools must designate ample time for teacher collaboration and training in order to engage students in project-based explorative learning.
Recommendations: Further studies can replicate this study in other geographic locations in California. Another study could compare leadership style and qualities from other regions. Comparisons can be made between students in STEAM programs and students not currently in a STEAM program. A study can determine the implications of professional developed for STEAM teachers, leaders, and district staff