732 research outputs found
Sort by
The Perceptions of High School Principals in Three Central and Northern California School Districts on the Implementation of Restorative Practices and Resistance to Change Through the Theoretical Lens of Kotter’s Eight-Stage Change Model
No full textPurpose: The purpose of this qualitative case study was to explore and describe the perceptions of high school principals in three Central and Northern California school districts on the implementation of restorative practices and resistance to change through the theoretical lens of Kotter’s eight-stage change model.
Methodology: For the purpose of this study, the case study method was used to answer descriptive and explanatory questions that focus on the what, why, and how the research occurred during the implementation of restorative practices (Yin, 2011). The purpose of conducting a descriptive case study was to understand further, via interviews, the perspectives of high school principals in order to capture the shared experiences in the implementation of restorative practices using Kotter’s eight-stage change model as the theoretical lens.
Findings: Developing a team of staff members with high affability, creating a vision, building relationships, changing the school culture, and celebrating staff successes during implementation was significant to participants. Increased communication to staff and increased offerings of trainings throughout the year supporting implementation was necessary. Participants believed the reason for implementation was to reduce suspension and expulsion rates. A lack of consequences for students, refusal to participate in restorative practices, a lack of communication and confusion of expectations, and viewing it as just another program was the resistance participants met during implementation.
Conclusions: The results of this study indicate the need to create a team, hire additional staff for this team, and train this team 1 year prior to the implementation year. Results also indicate the need to develop a monthly training schedule for staff and to create a curriculum map for classroom implementation directly related to restorative practices. In order to embrace resistance met, developing a restorative discipline policy addressing the issues of consequences and sustainability is needed. To maintain momentum, opportunities to publicly celebrate staff successes related to participation in a restorative practice is also needed.
Recommendations: Continued research must include a replication of this study with school districts in Southern California implementing restorative practices. Additionally, a comparative study regarding the perceptions of high school principals versus elementary school principals during implementation should be conducted. Further studies focusing on student resistance to restorative practices as well as school districts’ resistance to implementing restorative practices are recommended. Finally, this study should be replicated in 5 years to determine if sustainability occurred
California’s Local Control Funding Formula and the Local Control and Accountability Plan’s Principally Directed Mandate
No full textPurpose: The purpose of this mixed methods Policy Delphi study was to determine the practices experts identify as effective for utilizing supplemental and concentration funds in accordance with the “principally directed” mandate of LCFF, to determine how the experts rated the effectiveness of the different practices, and to determine what strategies experts recommend for implementation of the five practices identified as most effective.
Methodology: The Delphi method was utilized in order to gather data from an expert panel of County Office of Education Administrators that have been engaged in reviewing Local Control and Accountability Plans in California. For purposes of this Policy Delphi study, an electronic questionnaire was distributed in three rounds to determine what practices COE administrators identify has effective for utilizing supplemental and concentration funds in accordance with the “principally directed” mandate of LCFF. Additionally, the study identified the strategies recommended for implementation of the five practices identified as most effective.
Findings: Analysis of the first round of data resulted in an expert panel identifying eighteen practices, which were narrowed down in the second round to the five most effective practices for utilizing supplemental funds and the five most effective practices for utilizing concentration funds. The expert panel then identified strategies in the third round for the implementation of each of the ten practices identified as most effective.
Conclusions: According to the expert panel, districts should establish an interdepartmental LCAP team in order to develop and implement their LCAP, ensure their teams are trained in the new California School Dashboard and the LCAP template, and ensure an effective accountability system is in place within the district to monitor the LCAP actions and services to ensure an improvement in student outcomes and return on investment.
Recommendations: Four areas of further research were recommended to increase the body of knowledge related to LCAP and the “principally directed” mandate of LCFF
The Leadership Behaviors of a Successful NCAA Division I Water Polo Coach: A Phenomenological Study
No full textThe purpose of this qualitative phenomenological study was to understand and describe the transformational leadership behaviors of a successful NCAA Division I water polo coach. This study examined the transformational leadership behaviors of a NCAA Division I coach who led a team to a national championship and who was a former Olympic athlete and national team coach. Data were collected from interviews of the head coach and participants who had direct lived experiences with the coach, as well as through observations of practices and games, and the collection of artifacts.
The findings from this research showed that the head coach demonstrated transformational leadership behaviors in all six domains examined: individual consideration, inspirational motivation, intellectual stimulation, fostering acceptance of group goals, high performance expectations, and appropriate role modeling. Based on the literature and findings of this study, it was concluded that a successful NCAA Division I water polo coach must set a positive example both off and on the pool deck, create a practice culture that increases intensity and motivation, allow for creative freedom within an established structure, treat the team as a family, share stories to inspire and motivate, develop a vision, focus on building relationships, and establish core values.
It was recommended that coaches develop emotional intelligence, replicate gamelike scenarios in practice that foster teamwork in high-intensity situations, allow for athletes to solve problems in games and practice, share stories that focus on the team’s values and desired culture, spend time with athletes one-on-one, develop a positive mindset, and reflect after games and practices. In addition, athletic departments should provide a budget to allow for outside activities and for teams to work with a sport psychologist in creating a vision and establishing goals
A Mixed-Methods Study: Self-Efficacy and Barriers to Participation in Workplace Wellness Programs
No full textAmerica needs a healthy workforce to sustain the country. The scourge of obesity continues to plague Americans despite government initiatives such as the Affordable Care Act and wellness programs in the workplace to combat this epidemic. However, despite initiatives to make America healthy, barriers continued to impede the nation’s health. Lack of awareness and sensitivity to what motivates individual participants versus group participants built formidable barriers to accessing all workplace employees equitably. The purpose of this study was twofold. First, the intent of this study was to explore the relationship between self-efficacy and the impact on participation and engagement when faced with perceived barriers in an eight-week walking challenge. Second, the study sought to explore the relationship between efficacy and the impact on participation and engagement in an eight-week walking challenge between those who participated as a member of a team (collective efficacy) and those who participated individually (self-efficacy). A sequential explanatory mixed-methods research design was used to address the research questions, which entailed a quantitative survey followed by qualitative interviews. The population included 495 benefits-eligible employees representing Brandman University’s full-time faculty and staff from over 25 campuses throughout California, Washington, and Oregon
The Impact of Female School Principals’ Leadership Traits on Teacher Morale in California CBEE Star Schools
No full textPurpose. The purpose of this study was to determine how teachers with female principals at Campaign for Business and Education Excellence (CBEE) Star Schools in Contra Costa County, California (CA) rate their principals’ leadership skills, how they rate their own job satisfaction, and to determine if a relationship exists between the principals’ leadership skills and employee job satisfaction.
Methodology. The study employed a quantitative correlational research design using data from two instruments.
Findings. The sample size for this study was too small to generalize to a larger population; however, statistically significant relationships were found in the data. Mean scores indicated the teachers working with female principals rated their administrator as engaging in behaviors associated with transformational leadership, with the highest mean for the domain of Personal and Interpersonal Skills. Multiple scales on the leadership survey positively correlated with other scales; for example, Visionary Leadership was positively correlated with Communication, Problem-Solving, and Character/Integrity. In terms of employee engagement, teacher job satisfaction scores were highest for the Work Environment scale, followed closely by the Workplace Engagement and Relationship Management scales. Similarly, many of the scales were positively correlated with each other; for example, Career Development was positively correlated with Compensation, Workplace Engagement was positively correlated with Relationship Management and Work Environment. In comparing principal leadership skills and employee engagement, the data revealed both positive and negative correlations; for example, Compensation and Benefits were both negatively correlated with Personal/Interpersonal and Team Building, meaning teachers satisfied with their compensation and benefits rated their supervisors lower in terms of their personal/interpersonal skills and team building.
Conclusions. Teachers working with female principals in CBEE Star Schools highly rated the principals’ leadership skills. Teachers working with female principals at CBEE Star Schools highly rated their job satisfaction. Correlations between the employee ratings of female principals’ leadership skills and the employees’ self-ratings of job satisfaction were mixed, with both positive and negative correlations
A Social Constructionist Inquiry Study on the Lived Experiences of Educators with Dyslexia Overcoming Workplace Barriers and Increasing Their Capacity for Success
No full textThe purpose of this qualitative research is to journey the lives of educators with dyslexia growing up as K-12 students, working in the K-12 educational environment, and the means by which those educators overcome workplace barriers as analyzed by three guidelines under the Universal Design for Learning (UDL) principle, multiple means of engagement. The qualitative study was designed from a constructive inquiry perspective. This method allowed the researcher to construct reality by interpreting a group of educators’ perceptions based on their experiences and social dynamics living with dyslexia. The primary data was collected from one-on-one interviews guided by scripted questions. A supplementary gathering of data from observations and artifacts functioned as patches to fill gaps and further support data generated from the interviews. Based on the findings K-12 educators with dyslexia experience the following workplace barriers: reading challenges, writing challenges, speaking challenges, and social-emotional challenges. Another essential finding was the challenges K-12 educators with dyslexia face in the workplace are the same challenges they faced as a K-12 student. Additionally, the data showed an alignment between ways educators with dyslexia overcome workplace barriers and the principle of engagement guidelines: recruiting interest, sustaining effort & persistence, and self-regulation. A final finding revealed that educators with dyslexia focus and use their strengths to stay motivated, endure, and self-monitor despite their challenges. The strengths-based approach underpins the three guidelines of multiple means of engagement. This approach focuses on strengths rather than weaknesses to enhance an individual’s motivation, increase hope, and improve self-esteem in the midst of challenges. Based on the results of this study, it is recommended that educational stakeholders include the UDL framework and a strengths-based approach to the instructional program designed to comply with the new dyslexia laws and to meet the academic and social-emotional needs of K-12 students with dyslexia
Meaning Makers: A Mixed-Method Case Study of Exemplary University Presidents and the Behaviors They Use to Create Personal and Organizational Meaning
No full textThe purpose of this thematic, mixed method case study was to identify and describe the behaviors that exemplary university presidents use to create personal and organizational meaning for themselves and their followers through character, vision, relationships, wisdom, and inspiration. Further, this study surveyed followers to assess the degree of importance followers believe a leader uses character, vision, relationships, wisdom, and inspiration to create personal and organizational meaning. This study was accomplished by interviewing exemplary university presidents regarding their perceptions of utilizing the strategies and behaviors associated with character, vision, relationships, wisdom, and inspiration. While there has been much research on character, vision, relationships, wisdom, and inspiration as leadership variables, there has yet to be a study conducted which looks at all five variables as strategies used by exemplary leaders to create meaning within the organization. By identifying and describing the extent to which university presidents use the behaviors of character, vision, relationships, wisdom, and inspiration to create meaning, best practices of these strategies may be able to be developed. The finding and literature support the use of these behaviors to develop meaning. The findings of this research show... Further research is advised for this area by repeating this study in other universities, including public and for-profit institutions. By identifying and describing the behaviors that exemplary university presidents use to create personal and organizational meaning for themselves and their followers and the degree of importance which followers perceive the behaviors through character, vision, relationships, wisdom, and inspiration, help to create personal and organizational meaning, researchers can provide tools for improving these variables in leaders to ensure success