732 research outputs found
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Military Leaders’ Perceived Importance of Emotional Intelligence Characteristics When Leading Organizational Change
No full textPurpose: The purpose of this descriptive, qualitative case study was to identify and describe exemplary military senior leaders’ perceived importance of emotional intelligence (EI) characteristics when leading organizational change. The study explicitly addressed the behavioral characteristics of U.S. Marine leaders associated with the EI framework for emotional competencies using Goleman, Boyatzis, and McKee’s (2002) four EI components: self-awareness, self-management, social awareness, and relationship management competencies.
Methodology: A qualitative multiple-case study method was appropriate for this research due to its focus on analyzing the 12 exemplary senior leaders’ perceived importance of EI characteristics to lead change. The qualitative instrument included an in-person or telephonic interview of eight EI questions and the collection of award artifacts. These qualitative tools helped the researcher gain insight on the perceived importance of EI competencies for exemplary senior military leaders who were affiliated with the Installation Personnel Administration Center (IPAC) aboard Marine Corps Base Camp Pendleton in California. The results of the data collection were analyzed using coding software to identify patterns and sort them into components. Findings: Participants identified EI components as essential when leading an organizational change episode. Although all components were deemed important, relationship management was determined to be the most valuable EI component when describing competencies while leading change.
Conclusions: Senior U.S. Marine Corps leaders with high EI are perceived as effective change leaders who can positively lead an organizational change episode. Military senior leaders who foster strong relationship management skills with the competencies of influence, communication, collaboration and teamwork, conflict management, leadership, change catalyst, and building bonds are successful at leading organizational change.
Recommendations: The researcher recommends that senior leaders tasked with an organizational change episode focus on all four of Goleman et al.’s (2002) EI components, but relationship management is the most critical to be an exemplary change episode leader. Military commanders and department leaders looking for positive organizational change should select senior leaders who foster relationships and have strong EI skills to lead the change episode
Perceptions of Teachers Regarding Development of Positive Student-Teacher Relationships in Exemplar Schools Using CSTPs
No full textPurpose: The purpose of this phenomenological, qualitative study was to describe and explore how teachers in Partnership for 21st Century Learning (P21) exemplar schools developed positive student-teacher relationships using the 6 domains of the California Standards of the Teaching Profession (CSTPs).
Methodology: This study included 12 teachers from 2 high schools in California that were recognized as exemplary by P21. Each school principal chose 6 teachers by utilizing a list of specific criteria, based on the CSTPs, that was provided by the researcher. The researcher also conducted interviews of all 12 teachers, completed artifact analysis, and conducted observations of teachers.
Findings: In order to build positive relationships with students, teachers in P21 exemplar schools build a safe classroom environment where students are willing to share their thoughts by engaging in a variety of activities. Teachers also consistently differentiate instruction in order to meet students’ learning needs and assess student learning. Teachers collaborate with each other and seek professional development opportunities.
Conclusions: First, teachers focus on building a positive classroom environment. Also, they are aware of students’ academic abilities and focus on helping students develop transferrable skills. Finally, teachers are consistently seeking out professional development opportunities where then can learn about new ideas as well as share their own knowledge.
Recommendations: Further research could be completed. Additional studies should focus on how teachers in P21 elementary schools foster positive student-teacher relationships. A research study should be conducted on how P21 schools facilitate professional collaboration on campus. A future study should examine the specific strategies that teachers used to set classroom norms for students. A future study should examine the specific strategies that P21 teachers use to formatively assess students and collect data about student performance. A future study should examine how teachers at a P21 exemplar school collaborate with the special education department in order to support students who have specific learning disabilities. Another study should examine to what extent the Capturing Kids’ Hearts program effectively supports the creation of a positive school culture. Another study should examine how teachers in P21 school utilized technology to build positive student-teacher relationships
Career Coaching: A Study of Veterans Health Administration (VHA) Leaders\u27
No full textPurpose: The purpose of this qualitative multiple case study was to explore and describe the impact of career coaching on the career performance growth and retention as perceived by healthcare’s emerging leaders who participated in selected coaching program institutes for a minimum of 1 year at VHA hospitals in Southern California.
Methodology: The researcher selected a qualitative multiple case study to explore and describe VHA leaders’ perceived impact of coaching on their career performance growth and retention. Further, the researcher conducted semi-structured, interviews with 15 participants to gain a better understanding of the lived experiences of the participants at the institute they attended. The transcriptions from all interviews were analyzed using NVivo, a qualitative data analysis software used to organize and analyze interview responses to elicit themes from the participants’ answers aligned to the 2 research questions in this study.
Findings: The data analysis resulted in 21 themes with 238 references across the 2 research questions. Six key findings emerged from the data relating to the VHA participants’ lived experiences related to career growth and retention. The VHA participants identified personal growth as the crucial element relating to their career performance growth. The perception of leadership development was unanimously viewed as a significant influencer on employment retention within the VHA.
Conclusions: All participants (EL, LDI, and ECFD) perceived that individuals who are coached are equipped with personal development skills necessary to lead and coach others. All 15 VHA participants responded that recognition was an essential element for retention. Recognition proved to be a key ingredient in coaching for motivation, commitment, enthusiasm, and retention at the VHA. Leadership development was critical to career performance growth and retention of institute participants.
Recommendations: VHA should conduct studies that measure the benefits of incorporating aspects of coaching for entry-level employees to help navigate personal growth and development. Another recommendation is to replicate this study with a larger sample. The study would pay particular attention to gender differences in participants among the 3 different institutes. The study could be a longitudinal case study over a period of 5 years or more to provide expanded and meaningful long-range data on the topic of coaching within the VHA
Living The Dream: The Stories of Female Foster Youth Alumni with Graduate Degrees
No full textPurpose. The purpose of this qualitative case study was to identify and describe the institutional and noninstitutional sources of support that California female foster youth alumni perceive enabled them to successfully complete a graduate degree.
Methodology. The methodology of this study is a multiple-case study design with utilization-focused sampling to explore the information-rich stories of female foster youth alumni with advanced degrees. Semistructured interviews were utilized to collect data from all of the participants.
Findings. The data collection and analysis resulted in six themes for institutional supports: (a) financial aid, (b) academic resources, (c) mental health services, (d) academic advising, (e) informal faculty and staff social support, and (f) mentoring through faculty and staff. There were six themes for noninstitutional support: (a) social support; (b) family; (c) cohort, classmates, colleagues, peers, and study groups; (d) personal mentor; (e) financial contributions; and (f) friends. The institutional supports were grouped into four categories: (a) financial assistance; (b) academic resources, services, and support; (c) social support and network; and (d) emotional support. The noninstitutional supports were grouped into three categories: (a) social support and network, (b) economic resources, and (c) emotional wellness.
Conclusions. The conclusions indicated that although the participants utilized noninstitutional supports most to complete their degree, they explained that institutional supports are most needed among female foster youth alumni who aspire to obtain a graduate degree. The support that is most needed from the institution is financial assistance in the form of scholarships, stipends, and grants. The most needed noninstitutional support of female foster youth alumni to complete an advanced degree is social support and networks.
Recommendations for action. Recommendations for further research include conducting additional studies with all foster youth alumni with graduate-level degrees, capturing the lived experiences of foster youth alumni with advanced degrees, and tracking the value of a graduate degree within this population of individuals. Action items include removing time and age limits from funding provided to foster youth alumni, developing programs at the graduate level for foster youth alumni, and connecting foster youth with caring adults upon their arrival in the child welfare system
Teachers\u27 Perceptions of Homework\u27s Effects on English Learners
No full textPurpose: Homework is an educational practice that has been implemented for many years. Research has shown that homework can have stringent effects on the well-being of students. To date, much of the research discusses the students’ and parents’ point of view on homework’s effects. Although teachers are the practitioners that develop and implement this practice, there is a dearth of research on teacher’s perspectives of homework’s effects on the well-being of students. Even less research has been carried out on teachers’ perspectives of homework’s effects on the well-being of English Learner Students. Since the goal of education is to provide all students with a quality education, it is imperative that teachers reflect on and utilize educational practices that promote positive outcomes for English Learners as well as mainstream students. Thus, the purpose of this qualitative phenomenological study was to describe and explain elementary school teachers’ perceptions of homework’s effects on the emotional and physical well-being of English Learners.
Methodology: This phenomenological qualitative study utilized in-depth interviews and artifacts to discover teachers’ perceptions of homework’s effects on English Learners. Thirteen elementary school teachers in the South San Joaquin Valley of California were selected to participate in the study via purposeful sampling. An interview script derived from the research questions was used to draw out the teachers’ perceptions. The participants were digitally recorded and given transcripts to review for accuracy. Triangulation was achieved through analyzing data from interview transcripts and artifacts.
Findings: Major findings include emotional effects such as frustration, inadequacy, and tension between family members. Some positive effects attributed to EL students with high academic language and parental support are feelings of accomplishment and a higher confidence level.
Conclusions: Many conclusions were drawn based on the major findings. From these findings a list of implications for action were created. One implication for action is to provide teacher development classes on homework including the history of homework and how this educational practice affects all students.
Recommendations: Recommendations for further research are described in Chapter V, including studies that search out the effects of homework from the students’ and parents’ perspective
The Effects Music and Arts Programs Have on ADD/ADHD Students\u27 Behavior and Academic Performance
No full textPurpose: The purpose of this mixed methods study was to examine the perceptions of elementary general education teachers on the behavior and achievement of fourth and fifth grade students with ADD/ADHD, who participate in either an afterschool or pullout music and arts program. An additional purpose was to determine what extent assessment scores and attendance rates change for students with ADD/ADHD prior to receiving music and arts instruction and after receiving music and arts instruction.
Methodology: This mixed methods study utilized a triangulation mixed method design, combining qualitative phenomenology and quantitative nonexperimental secondary data analysis. The primary source of qualitative data collection was semi-structured, open-ended interviews. The secondary source of data collection was archived records of assessment scores and attendance. Qualitative data was coded, themes were identified, and the interrater reliability process was employed. The study also employed descriptive and inferential analysis to analyze the quantitative data. Triangulation of data was secured through on-site observations during school performances.
Findings: Analysis of both qualitative and quantitative data showed that ADD/ADHD students enjoy coming to school for music and arts, are more focused, motivated, and involved in their learning. ADD/ADHD students are more social and have less difficulty communicating with or in front of their peers, since involvement with a music and arts program. Students are being responsible for their work habits and taking ownership for their own learning. The study found an increase on student achievement for district and state wide assessments, and a decrease in the amount of absences.
Conclusions: Themes identified through the qualitative data clearly support the positive impact music and arts have on students with ADD/ADHD. This makes it crucial to find avenues of support for music and arts on a more consistent basis.
Recommendations: It is recommended that four areas of further research were recommended to increase the depth of knowledge related to the research topic: 1) Target population to include grades K-fifth, 2) Number of office referrals received & variance in teacher tolerance, 3) Parent perceptions, and 4) Include private, charter, STEAM, and secondary level schools
A Look at Emotional Intelligence: A Qualitative Study of Peer Mentorship Via Circle of Friends
No full textPurpose: The purpose of this phenomenological study is to explore the lived experiences of former Circle of Friends (CoF) nondisabled peer mentors of students with multiple disabilities to discover how this mentorship program impacted Daniel Goleman’s four dimensions of emotional intelligence.
Methodology: This study employed a qualitative phenomenological design. In qualitative designs, the researcher seeks to welcome the subject’s voice into a chorus that contributes to the summative ballad of the sample. The researcher must seek to be a neutral conduit that captures those voices. Thus, the researcher in this study interviewed 14 former peer friends from the CoF program through semistructured face-to-face interviews to collect the data needed for this study.
Findings: According to the 14 in-depth semistructured interviews, participants in the CoF program perceived their experience positively affected their acquisition of traits that are in alignment with Daniel Goleman’s tenets of emotional intelligence. Furthermore, study participants reported an overwhelmingly positive experience that allowed them to practice skills that are needed for learning 21st-century skills such as adaptability, leadership, critical thinking, and collaboration.
Conclusions: Students who participate as peer friends in the CoF program will develop and practice self-awareness, self-management, social awareness, and relationship management daily while engaged with their disabled counterparts on school campuses. Brill (1994) found that increased exposure to nondisabled peers increased socialization, decreased suspension, and heightened enthusiasm to participate in class. Likewise, this study documented evidence that nondisabled students participating in a form of service learning increased their emotional intelligence capacity and had positive effects on their life after participation.
Recommendations: Future studies should be conducted to determine if similar programs in schools and college produce similar results for the nondisabled participants. Researchers should use this study to design research to obtain staff perceptions and perspectives on the benefits observed as related to the nondisabled peer friends. Further examination of the link between peer mentorship and emotional intelligence can help businesses and organizations identify more programs that allow participants to practice skills needed in the 21st-century career space
Priority Registration for Well Prepared High School Seniors: A mixed method study at a California community college
No full textPurpose: The purpose of this mixed methods sequential explanatory mixed methods study is to explain the association between priority registration and student success as measured by success in transfer level mathematics and English at Sierra College. In addition, it to explain student perceptions of priority registration and their success and whether students perceive a relationship between their success and priority registration.
Methodology: Success will be measured according to the rates at which Sierra College students that are low income and first generation are successful in transfer level math and English. Research questions one and two consider the quantitative data collected from these sources. Questions one and two utilized a chi-square test for independence. Question three considers the qualitative data that is collected through a semi-structured interview design protocol. The interview design is a combination of focus groups interviews utilizing Dr. Raymond Padilla’s unfolding matrix design and individual interviews. The quantitative and qualitative data were combined sequentially; quantitative first with qualitative second to attempt to explain the quantitative results. The target population for this study is West Hills College Lemoore students. The study utilizes criterion purposive sampling to sample successful, low income and first generation students.
Findings: Examination of the mixed methods data revealed the relationship between priority registration and transfer level math and English success was one of independence. As well, students reported strongly that they view priority registration as a strong benefit to their navigation of the institution and through its registration processes.
Conclusions: California community colleges should consider the value of priority registration as a success initiative. It does appear to have a powerful effect as a means of rationing the resource of community college classes.
Recommendations: Further research is recommended to extend the research to all student populations. Additionally, one might examine the relationship between public crowd sourced tools like Rate My Professor and student success. Also, further study could test the relationship between priority registration and time to completion