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High teacher turnover disrupts instruction continuity, hinders student learning experiences, and leads to financial and logistical burdens on schools and districts. The problem is teacher retention is a complex, critical issue affecting the education sector's stability and quality. A gap in the existing literature reveals the need for a focused exploration of the unique perspectives of elementary educators on teacher retention. Researchers have often overlooked the distinct challenges faced by elementary teachers. The purpose of this basic qualitative study was to explore elementary educators' perceptions of teacher retention and the support of administrators in a rural school system in Georgia. This study addressed two key research questions that focused on (a) educators' perceptions of teacher retention in the elementary classroom and (b) administrators' support for teacher retention in the elementary classroom. Utilizing the transformational leadership theory as the theoretical framework underscored the need to prioritize guidance, inspiration, and motivation. Fifteen elementary educators in a Georgia school system participated in the study. Purposive sampling was utilized to recruit teachers, paraprofessionals, and administrators to gather relevant data. Data were collected utilizing individual, semi-structured interviews that were audio-recorded, evaluated, and transcribed using NVivo 12 software. Key findings from the study revealed that a safe and positive work environment, effective coaching and mentoring programs, manageable workloads, adequate resources, supportive relationships, and recognition significantly impact teacher retention. more...

The academic success and language proficiency in Arabic of bilingual Arabic learners (BAL) in immersion programs have been limited by a lack of effective policies and practices that address the Arabic population's inclusive and equitable educational environment. This qualitative case study aims to provide insight into how academic leaders can develop policies and practices that better support BALs and teachers in the immersion program and whether these policies and practices could create an inclusive and equitable educational environment that values linguistic and cultural diversity. Research in the immersion program field is crucial to ensuring the program's effectiveness. Transformational leadership (TL) theory is related to school leaders' roles in supporting bilingual Arabic learners (BALs). Research questions addressed the best practices and policies educational leaders can implement to support the language development of BALs in their bilingual/immersion programs and what is the perception of bilingual Arabic educators and learners toward the bilingual programs. The study's population comprises bilingual Arabic learners, educators, and academic leaders in multicultural education. The sample, selected using purposive sampling, includes 20 bilingual Arabic learners, two educators, and three academic leaders from an Illinois urban school district, all with at least 3 years in bilingual programs, and with parental consent for learners. Qualitative methods in the form of questionnaires and interviews were employed. Findings revealed significant patterns, highlighting several challenges within the bilingual program that need attention from educational leaders and policymakers. more...

This study determined the significance and relationship of the school heads' and teachers' initiatives on Education 4.0 and the school and classroom climate in all schools comprising EDDIS II during the School Year 2023-2024. With explanatory sequential mixed methods as research design and 52 school heads and 384 teachers as respondents of the study, findings showed that there was no significant difference between the assessment of school heads and teachers on school and classroom climate. School heads' and teachers' initiatives on Education 4.0 have direct correlation with school and classroom climate. The study revealed that most school heads and teachers are middle-aged, predominantly female, married, hold master's and doctorate degrees, and have extensive tenure. School heads strongly asserted their role as initiators of Education 4.0 across various domains, while teachers similarly expressed their initiative in Education 4.0 aspects. Significant differences were found in school climate assessments between school heads and teachers, but not in classroom climate. Furthermore, significant relationships were identified between school heads' initiatives and age, and between teachers' initiatives and educational attainment and gender. Additionally, significant relationships were found between school heads' Education 4.0 initiatives and school climate, as well as between teachers' Education 4.0 initiatives and both school and classroom climate. Based on the findings of the study, the following conclusions were drawn: There is a significant difference between the assessments of the school heads and teachers with regard to school climate. There is a significant difference between the school heads' and teachers' initiatives on Education 4.0 when they are classified according to their profile. There is a significant relationship between school heads' and teachers' initiatives on Education 4.0 and school and classroom climate. more...

International schools aim to provide students with a multicultural experience, equipping students with a global-minded education to succeed in future higher educational or professional careers abroad. For students to succeed in international schools, native and international staff members should have a well-rounded knowledge of professional attributes from Eastern and Western cultures. The purpose of the qualitative study using action research was to explore teachers' knowledge, perceptions, and adaptability toward integrating elements of transformational leadership within a current paternalistic leadership style at a high school international department in Southern China. The problem was the uncertainty regarding the knowledge, application, or comfort level of Chinese staff members in implementing transformational leadership, as employees are accustomed to a hierarchical leadership approach, limiting collaborative and creative abilities. The study consisted of semi-structured interviews with eight native and eight international teachers from the international department. A data analysis spiral was used to facilitate the analysis process in locating, creating, explaining themes, developing interpretations, and creating a visual representation of the acquired data. The interview data was used to facilitate implementation involving issues and concerns using transformational leadership. The results displayed positive results with Chinese and international teachers in collaborative and communicative practices for locating organizational improvement. The study recommends ensuring Chinese leaders provide encouragement and motivation throughout transformational leadership practices to empower teachers with self-confidence and assurance of involvement within a shared decision-making environment. more...

The lack of job-embedded professional learning for instructional leaders is detrimental to the efforts to transform teaching and learning to be student-centered. The purpose of this Action Research study was to investigate and improve the job-embedded professional learning for instructional leaders to support the transformation of teaching and learning to be student-centered in grades 6-12 in an urban district in Massachusetts. Participants in the data collection process for Cycle 1 included seven participants from the research site and three outside experts. Data was collected via 10 semi-structured interviews and was condensed using In Vivo and descriptive coding. Initial results were member checked with four participants before findings were finalized. Action steps were designed, implemented, and evaluated in Cycle 2 to provide professional learning for instructional leaders that would position them to lead instructional change related to student-centered learning practices. The action steps in Cycle 2 included the creation of a district Curriculum Team and the redesign of the Instructional Leadership Team. Both teams were learner-centered by design and focused on leading complex instructional change. The study concluded that structured learning walks were a lever for instructional leaders to realize the urgency for instructional change, including understanding more deeply the need for and the type of transformation that was required, the implementation challenges associated with instructional change, that strategic planning and commitment at the district level that is essential to driving changes throughout the system, and that the more learning opportunities can be inclusive of various roles in education, the more powerful the learning is for all. Implications for the organization include the need to allocate resources to sustain professional learning for instructional leaders, to engage in strategic planning related to instructional changes so that systems and structures can align to support desired results, and to lead all members of the learning community to explore the root causes of educational inequities and the intersection of student-centered learning and culturally sustaining pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This constructivist qualitative case study examined factors that assisted and impeded the expansion of City University of New York's (CUNY) Accelerated Study in Associate Programs (ASAP) from 4,300 to 25,000 students between 2014-2018. The study consisted of open-ended interviews with 11 CUNY system and college leaders who directly led the work using transformational leadership as a theoretical lens. Three key findings emerged from the study: Strong engagement between managers and their staff members created effective teams that operated at high levels of productivity with a heightened sense of program ownership. The consortium administrative structure, consisting of multiple campuses and the university system office working in close partnership enhanced cohesive program implementation, increased accountability, and increased campus capacity to realize expansion goals. Building cross-functional relationships across campus and university system units improved integration of the program into the broader institutional culture and reduced resistance to expansion goals encountered at the campus level from some leaders and middle managers. The case study demonstrates that significant scaling of a structured, evidence-based program at multiple campuses within a large public university system is possible when the correct conditions are in place and through a multi-faceted approach that includes a commitment to staff development, careful attention to organizational design and division of labor, and investment in relationship building to build common ground. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This dissertation explores the integration of culturally responsive leadership (CRL) into the professional development of higher education academic professionals, with the goal of fostering critical consciousness, self-efficacy, and just praxis. Through an action research case study methodology, the study investigated the effectiveness of a CRL intervention within a professional development series at a liberal arts college. The findings reveal that CRL can significantly enhance participants' leadership capacity, critical reflection, and ability to challenge systemic inequities. Participants reported increased self-efficacy and advocacy for culturally responsive practices, though barriers such as institutional support and systemic inertia were also acknowledged. The study highlights the importance of continuous capacity-building and transformative leadership practices in higher education, advocating for a shift from the traditional notion of educational best practices to adaptive, emergent guidelines. The research contributes to the growing discourse on CRL, providing practical insights for cultivating inclusive, responsive, socially just academic environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Christian African American women in leadership have unique lived experiences. Although God calls women to lead, they often meet challenges in ministry and the marketplace. Developing into a great woman in leadership requires intentionality and preparation. This study explored the perceptions and perspectives of Christian African American women in senior leadership roles in ministry and wider corporate America. The qualitative research revealed the need to address gender and racial issues in higher education, develop gender-based training, and further transformational leadership development. The research design utilized interviews with ten open-ended questions to collect data. The study focused on Christian African American women with a minimum of two years in senior leadership and a presence on social media relating to ministry or the marketplace. The study explored a Christian perspective on leadership, women in leadership, the importance of transformational leadership, and gender-based leadership training. This phenomenological study uncovered the importance of a transformational leadership style and gender-based leadership training for female Christian African American leaders. At this stage, transformational leadership is defined as a leadership style focused on motivation, vision, and team development, maximizing individual potential (Bin Bakr & Alfayez, 2021, p. 1807). The findings revealed that Christian African American women in leadership can thrive and overcome challenges through training, faith, community, internal leadership qualities, and more. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Since the 1960's, the federal government has become increasingly more involved with the product of public education, tracking academic proficiency through the means of federally mandated high-stakes assessments (Ali & Favaro, 2007; Zumeta, 2011). Principal leadership is one of the most significant factors that can lead to academic proficiency, and has the potential to positively influence both teachers and students (Allen, Grigsby, & Peters, 2015; Corcoran, 2017; Jenkins et al., 2018). Although leadership has been identified as one of the most influential factors within the school setting, what type of leadership style would best benefit the diverse samples of school communities (Jenkins et al., 2018; Corcoran, 2017)? This study examined the relationship of Pennsylvania elementary schools' (grades 3-5) principals' transformational leadership style tendencies and the potential relationship between academic proficiency of the special education sample on the federally mandated Pennsylvania System School of Assessment (PSSA) exams using a non-experimental (simple case), quantitative survey. The sample for this study was 21 public elementary school principals serving in schools housing grades three through five, with a minimum of five years of experience in the role and currently acting as a principal in Pennsylvania. The results of this research study indicated that there was no statistical significance between the principals' transformational leadership style tendencies and this special education sample's academic achievement on the ELA, Math and Science PSSA exams. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This non-experimental study examines the relationship between teachers' perceptions of their principals' use of transformational leadership styles and teachers' commitments and turnover intentions. The convenience sample consisted of participants from elementary teachers in Texas public school districts, as well as teachers from the researcher's personal and professional contacts. The participants (N = 211) completed a demographic questionnaire regarding their age, content area, gender, salary, and tenure. The perceptions of their principals' leadership styles were measured using the "Multifactor Leadership Questionnaire (MLQ-5X)." Participants rated their commitment using "The Employee Commitment Model (TCM)" and their turnover intentions using the "Turnover Intentions Scale (TIS)." Multiple regression analysis was conducted to determine the relationships between The Big Five leadership styles, teacher commitments, and turnover intentions. Multiple regression analysis was conducted to determine the relationship between Transformational leadership and teacher commitment and turnover intentions of elementary teachers. Data was analyzed using descriptive statistics, correlational analysis, multiple regression analyses, t-tests, ANOVA, and the Scheffe post hoc testing for the four null hypotheses of this research. The results concluded that age was a significant predictor of Affective Commitment. Transformational and Passive Avoidance leadership styles were also significant predictors of Affective Commitment. Passive Avoidance leadership style was also a significant predictor of Normative Commitment. Salary was a predictor of Continuous Commitment. Affective Commitment was a significant predictor of Turnover Intentions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Research on arts education notes the positive impact of arts education on educational outcomes for students, particularly students of color, students in poverty, and students needing additional academic support. Students living in low-income communities receive different educational opportunities than those in high-wealth districts. This disparity is especially true for highly mobile and high-needs students of color. Arts education has made positive differences in student outcomes. This qualitative study examined the beliefs of county arts leads, leaders in the middle, situated between the California Department of Education and their local school districts, and how they can be empowered to be change agents. Findings demonstrated significant variations in the ways county arts leads in California perceive their sustainable and transformational role. Each has a varied list of responsibilities, serves counties of varying sizes and geographical characteristics, and works within varying organizational structures, with differing levels of support for the arts at their county offices of education. In the conclusion, the researcher recommends policy, practice, and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

The increasingly competitive global environment has made continuous innovation vital for survival. In education, teachers' innovative behaviors have become crucial, as successful reforms depend on their effective implementation. Teachers are central to student success, but constraints on their ability to innovate can negatively impact learning quality. Understanding the relationship between transformational leadership, teachers' self-efficacy, and innovative behaviors is key to fostering educational innovation and reform. This dissertation explored the relationship between leaders' transformational leadership as perceived by teachers (LTLT), and its effect on teachers' innovative behavior (TIB) and teachers' self-efficacy (TSE) in the primary education sector in China. In light of the growing need for innovative educational practices, the purpose of this study was to examine how leadership impacts teacher effectiveness and creativity. Despite existing research on leadership and teacher performance, the specific dynamics between transformational leadership, teacher innovation, and self-efficacy are underexplored. To address this gap, a quantitative, non-experimental research design was employed. Data collection included surveying 375 elementary school teachers in Tongliao, Inner Mongolia, China, with 356 valid responses. Data were analyzed using descriptive and inferential statistics, including correlation, regression, independent sample t-tests, and one-way ANOVA. The findings revealed a statistically significant positive relationship between transformational leadership and both teachers' innovative behavior and self-efficacy. Teachers who perceived their leader as having higher levels of transformational leadership were shown to be more engaged in innovative practices and display enhanced self-efficacy. Additionally, statistically significant differences in leaders' perceived transformational style and teachers' innovative behavior and self-efficacy were found based on demographic factors such as gender, age, education level, and years of teaching experience. This study contributed to the literature by providing empirical evidence on the impact of transformational leadership on teacher innovation and self-efficacy. It additionally emphasized the importance of leadership strategies that foster a supportive and empowering environment to enhance teacher innovation and confidence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Educational leaders are pushed to get students to score high on standardized tests. They are directed to implement new strategies to close the achievement gap. Instead of focusing on the output of students, our educational leaders should focus on themselves to create a more equitable educational system. Leaders must recognize the impact that their beliefs and biases have on their schools. This study will examine the specific actions taken by educational leaders who work to disrupt and dismantle systems of oppression within schools (Swartz, 1993). After identifying the strategies used by culturally reflective leaders (Khalifa et al., 2016), it uses semi-structured interviews to allow educational leaders to share their experiences as they incorporate self-reflective strategies. The findings reveal educational leaders' reflections on their positionality, their understandings of systemic inequities, historic oppressions, and their actions to disrupt and dismantle inequities in their schools and shed light on the need for educational leaders to practice self-reflection in order to become transformative leaders. According to Khalifa et al. (2016) and Shields (2004), a transformative leader is one who disrupts the current system to provide a more equitable and welcoming environment for students of color. The implications of Culturally Responsive Leadership for Social Justice (CRLSJ) indicate the need to develop and form genuine relationships with students and families to improve their school environment (Khalifa et al., 2016). Leaders must understand and accept cultures outside of their own (Delpit, 1988), schools must be spaces which include the community cultural wealth of all students (Yosso, 2005; Hollowell, 2019), and culturally responsive leaders must exercise their power to promote equity and social justice within the educational system. Fundamentally, school leaders must lead by example and acknowledge that their actions impact all students. The success of the school begins with a leader who understands their position, privilege, and takes action to become a better leader. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Multiple studies have been conducted across a variety of industries to measure the impact of leadership on motivation in the workplace. In the field of education, these studies often focused on specific leadership style behaviors and did not account for the level of motivation that the employee possessed. The purpose of the study was to explore how the level of self-determination possessed by a public elementary, middle, or high school teacher informed their perceptions of and preference for specific leadership behaviors adopted by their principals. A total of 315 participants representing 39 states completed two online surveys for the study: the Leadership Preference Instrument (LPI), which measured their perceptions and preferences for specific transformational, transactional, or laissez-faire leadership behaviors, and the Work Extrinsic and Intrinsic Motivation Scale (WEIMS), which measured their levels of self-determination toward teaching. The study found no statistically significant differences among public school teachers' preference for transformational or transactional leadership when consideration was given to grade-level configuration or level of self-determination. Due to a failed homogeneity of variance assumption, laissez-faire leadership was analyzed alternatively. The study found no statistically significant difference among public school teachers' preference for laissez-faire leadership when consideration was given only to grade-level configuration. Conversely, the study found a statistically significant difference in preference when consideration was given to level of self-determination. Consistent with prior studies, the present study found that transformational leadership practices were still highly regarded in comparison to transactional and laissez-faire practices. Implications were determined for two populations of leaders: preservice and in-service. Preservice leaders should be provided with more reflective opportunities to develop their leadership mission and vision. In-service leaders should also engage in reflective practice, particularly in a collaborative space, to generate new perspectives and ideas. These leaders should also be mindful of previously held leadership notions from former leaders and harness those that would be the most effective and supportive in their respective schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This dissertation examines the relationship between principals' leadership style: transformational, transactional, and laissez-faire; and chronic teacher absenteeism in schools. Through a mixed-methods approach and a parallel convergent design, this study integrated quantitative data from teacher attendance records with qualitative insights from teacher perception surveys and interviews with principals. The purpose of this study was to test transformational and non-transactional leadership by relating principal leadership styles to chronic teacher absences for educators in an American suburban school district. Despite the lack of statistical significance from the teacher attendance data, the qualitative findings reveal that teachers under transformational leadership tend to exhibit more positive attitudes and slightly lower absenteeism, suggesting that this leadership style fosters a supportive and motivating school climate. Conversely, laissez-faire leadership styles were less consistently associated with these positive outcomes. This research highlights the complex influence that leadership styles have on teacher attendance and suggests a potential preference for transformational leadership practices in educational settings according to teacher-reported perceptions. By further exploring how different leadership styles impact teacher behavior and school culture, this study contributes to a deeper understanding of leadership styles that may reduce teacher absenteeism and have the potential to increase student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This qualitative descriptive research study was conducted to explore the impact that transformational leadership and innovation have in creating a cybersecurity conscious organizational culture. The value of having a cybersecurity conscious organizational culture through transformational leadership and innovation is described in line with higher levels of cybersecurity detection and protection from data breaches and security incidents. The key problem this study intends to address is the literature gap that exists regarding the role that transformational leadership and innovation play in the creation of a cybersecurity conscious organizational culture. The data discovered and collected in this study was obtained via one-on-one interviews with 15 senior level executives from small to massive sized organizations from four industries. The thematic content analysis and description focused coding methodology and processes were utilized in the data analysis process. The findings and results that were realized through this research study showed that transformational leadership, due to its unique leader-follower relationship changed the beliefs, practices, values and behaviors of individuals towards cybersecurity consciousness. In addition, the study revealed that innovation facilitated cybersecurity thinking and actions by individuals leading to cybersecurity conscious culture. The implications and importance of this study is that it will aid organizations in having better protections against cyberattacks and data breaches by having a cybersecurity conscious culture through transformational leadership and innovation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Black students attending US K12 school districts have predictable results (Darling-Hammond, 2007). These schools demonstrate disproportionate results in all indicators of school success. Leaders of these schools are expected to improve student outcomes that disrupt and dismantle systems that have historically perpetuated these results by leading and developing change initiatives that directly improve conditions for Black children. However, many leaders do not have the preparation, skills, or support to complete this task. This is a case study of John Hope Unified Schools, pseudonym, a medium-sized district in the Bay Area. The research was examined through the lens of SystemCrit, a developed conceptual framework that blends General Systems Theory and Critical Race Theory to investigate the relationship between central office and site leaders. The study used four data sources to identify four themes: commitment to student outcomes, the impact of racial dynamics, the importance of accountability, and challenges faced by site leaders in transforming their practice. The study found that the case district has a communicated expectation of all leaders to work to improve conditions for Black students, deep commitment to racial equity learning and leadership, internal mandates lead the work, and external mandates can be leveraged to create conditions for change. Mandates are authoritative commands or authorizations given by a governing body or organization. Internal mandates, such as board policy, administrative requisitions, and cabinet-level procedures, come from within the system. External mandates are imposed on the system by outside governing bodies, such as county, state, or federal requirements. Additionally, the research showed that the participants identified several challenges to change, including, but not limited to, resistance or fear of change, racial resistance, resistant or reluctant staff, and staff distrust of district initiatives. Participants also noted central office bureaucracy as a barrier to transformative change. The study highlights the complexity of the site leader role as both challenging and extensive. The recommendations assert that district office leadership must intentionally prepare site leaders to undertake significant transformative leadership work. School district leaders are responsible for supporting these leaders in leading for change. As a system, these individuals must nurture and develop these leaders. Central office leadership should provide site leaders with the necessary resources, support, and encouragement to do the hard work, including assisting them in addressing historical racial inequities that continue to hinder Black student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This dissertation examines teachers' job satisfaction and discusses teachers' prediction of their longevity in Jewish day schools. These attitudes are researched through the lens of the teachers' perceptions of their principals' leadership style. The hypothesis of this study is that the greater the role principals allow teachers to play in the curricular decisions and instructional programming of the school, the more likely it is that teachers will be more satisfied with their jobs, and therefore remain, not only in the school, but in the teaching profession overall. Two leadership styles are defined and discussed: transactional leadership and transformational leadership. These leadership styles are examined in the context of five different areas of a principals' daily job activities. The areas examined were the principals' leadership style in building administration and procedures, lesson planning, classroom management and student discipline, professional development, and rapport with teachers. The study's findings tell us that teachers will be more satisfied with their positions when given a voice in the school's instructional decisions. The data informs us that teachers feel more satisfied when they collaborate with the principal on decision making in certain areas of the management of the school, such as teacher professional development. The data inform us that teachers are more satisfied when they work for a transactional principal in the realm of building administration and procedures. The data inform us that teachers are more satisfied when they work for a transformational principal in the realms of classroom management and professional development. No correlation was found between the leadership style of the principal in the realms of lesson planning and rapport with teachers. A negative correlation was found between first year teachers and a transformational principal in the realm of professional development regarding the likelihood of staying in the teaching profession. These findings are addressed in the discussion section of this dissertation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This qualitative descriptive study explored how teachers perceive the significance of their leadership and digital pedagogy in fostering students' self-directed learning skills in a digital learning environment. Grounded in transformational leadership theory, Bronfenbrenner's Ecological Systems theory and ISTE standards, the study answered three research questions: What leadership styles are prevalent among teachers facilitating instruction in an online learning environment? What elements of teacher digital pedagogy are commonly used by teachers facilitating instruction in an online learning environment? How do teachers perceive the significance of their teacher leadership and teacher digital pedagogy to their students self-directed learning abilities? The study was conducted with 50 teachers from five private international schools in Lagos, Nigeria, using a multi-stage cluster sampling method. Data were collected through a teacher leadership survey, a technology integration confidence scale, and semi-structured interviews with 10 teachers. The analysis revealed key themes of supportive, inspirational, and collaborative leadership, as well as technology application and digital citizenship. Findings indicated a strong tendency towards inspirational and supportive leadership, emphasizing individualized consideration and collaborative learning environments with digital pedagogy elements like adaptive learning tools, student-centered approaches, and technology integration commonly used. Teachers perceived their leadership and digital pedagogy practices as significantly influencing students' self-directed learning abilities, fostering engagement and autonomy. The study's significance lies in its contribution to understanding how digital pedagogy and teacher leadership can be effectively integrated to support student learning in online environments. Practical implications include recommendations for professional development on digital pedagogy, adaptive teaching strategies, digital citizenship and teacher leadership for teachers facilitating instruction in the digital learning environment. Future research could include a longitudinal study that explores the impact of teacher leadership on students' development of self-directed skills mediated by teacher digital pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This article presents a comprehensive case study examining transformational leadership strategies of a leader in a hybrid work environment within a higher education institution. Drawing upon the principles of transformational leadership theory and hybrid work research, the study delves into the leadership effectiveness of a high-level academic leader at a two-year technical college in Wisconsin. Through a qualitative analysis of interviews of the academic leaders' team related to their experience of her leadership activities, observations of meetings she led, and organizational documents she authored, the findings of this study detail how the leader employed various components of transformational leadership, including inspirational motivation, intellectual stimulation, individualized consideration, and idealized influence, to be a successful leader and how the leadership approach has been adapted for a hybrid work environment. Finally, leadership recommendations are explored that include adapting communication type and frequency, use of technology, and establishment of relationships through in-person team building. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

The purpose of this quantitative correlational associative study was to determine if and to what extent there was a relationship between the transformational leadership behaviors of CIOs, as perceived by IT employees, and a successful ERP system implementation in higher education in the United States. This study used the Multi-factor Leadership Questionnaire (MLQ) and the ERP system success model. The research questions were designed to examine the relationship between transformational leadership style, its four dimensions and a successful ERP system implementation in higher education. Spearman correlations were performed instead of Pearson correlations because the assumption of normality was violated. The findings indicated a statistically significant relationship between a successful ERP system implementation and transformational leadership behaviors, [rho](142) = 0.56, p < 0.001, idealized influence, [rho](142) = 0.50, p < 0.001, inspirational motivation, [rho](142) = 0.54, p < 0.001, intellectual stimulation, [rho](142) = 0.43, p < 0.001, and individualized consideration, [rho](142) = 0.53, p < 0.001). Therefore, the null hypotheses were rejected, and the alternative hypotheses were supported: there is a significant relationship between transformational leadership behaviors and a successful ERP system implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Encouraging children's academic success and positive outcomes is a critical duty of parents and school leaders. School leaders face a variety of challenges, including encounters with parents. The problem is the challenges school leaders face where parental involvement influences their children's holistic development. An absence of dynamic parental involvement in educational programs was demonstrated by the gap in the literature. The purpose of this qualitative case study was to explore the challenges school leaders face as it relates to the influence of parental involvement in educational initiatives that support children's overall growth and progress. The theoretical frameworks are distributed and transformational leadership. Three research questions were drafted and designed to gather information from school leaders and parents. These research questions were derived from the problem statement. Purposeful sampling was used to gather data from 30 participants, including 15 school leaders and 15 parents in South Carolina. Data was collected via a questionnaire via Google Forms and coded using Excel spreadsheets and MAXQDA. The body of knowledge regarding school leaders' challenges in promoting parental involvement in school activities was expanded by adding historical district data, original questionnaires, and empirical evidence. School leaders and parents' shared experiences and perspectives were combined into nine themes, emphasizing the need for collaborative efforts to help students reach their full potential and work assiduously to mitigate the existing barriers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Exemplary leadership is vital in international schools during crises, as teachers require leaders who can navigate challenging times. The problem is that during crises, international school leaders face extra responsibilities concerning teachers' professional and personal well-being. Using transformational and servant leadership theories as a theoretical framework, the purpose of this basic qualitative study was to explore international schoolteachers' and leaders' experiences, attitudes, beliefs, and perceptions of what constitutes exemplary school leadership during times of crisis. This basic qualitative research design utilized three research questions to identify exemplary international school leadership practices during crises, the perceptions of international schoolteachers regarding the key leadership practices, and the strategies international school leaders utilize to support teacher well-being. Through purposive and snowball sampling, 15 expatriate international schoolteachers and five international school leaders who had experienced crises were selected as participants. Data collection included semi-structured, open-ended interviews and jotted notes. Through inductive coding, thematic analysis of participant responses identified four themes associated with key leadership practices during crises: planning and decision-making, communication, support, and connectedness. Data from findings indicated implications for future crisis leadership practices, including supporting teacher well-being, participating in crisis management training, and practicing self-care. Previous research exploring school leadership during crises is limited, and very little research has focused on leadership practices specific to international schools. This study helps to fill the gap in the research literature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

The implementation of the Texas Essential of Knowledge and Skills and the passage of the federal Every Student Succeeds Act has prompted teachers to focus on student growth and how the interactions between principals and teachers can impact student achievement. The purpose of this quantitative predictive correlational study was to examine if and to what extent do teacher ratings of principals TL skills/traits and teacher's self-ratings of TJS levels predict SRA as measured by STAAR Reading subscale of 3rd grade students in a school district in Texas. Bass and Avolio's transformational leadership theory and Maslow's hierarchy of needs belief system were generalizable for this study. Elementary third grade teachers (n = 21) were recruited from a school district in West Texas. Three research questions using a stepwise analysis guided this study referencing to what extent does teacher ratings of principal's TL skills/traits and their own TJS predict SRA as measured by STAAR. The multifactor leadership questionnaire (MLQ5X) and the teacher job satisfaction questionnaire (TJSQ) were used to collect data. A multiple linear regression for RQ1 showed transformational leadership (B = -0.02, [beta] = -0.11, t = -0.38, p = 0.711) and teacher job satisfaction (B = -0.01,[beta] = -0.05, t = -0.18, p = 0.859) were not statistically significant predictors of STAAR reading scores. The stepwise regression models for RQ2 and RQ3 were not statistically significant. Results may inform leadership decisions about the relationship between principals' transformational leadership, and its relation to teacher job satisfaction and student reading achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

The rapid spread of the coronavirus SARS-CoV-2 in March 2020 had a profound impact on global kindergarten through Grade 12 (K-12) education, causing significant disruption to the learning environment and compelling many education leaders to immediately embrace emergency remote learning measures. There was a gap in knowledge of education leaders' lived experiences of this transformation. The purpose of this qualitative phenomenological study was to explore the lived experiences of U.S. K-12 education leaders in creating digital transformation strategies during the wake and aftermath of the COVID-19 pandemic. The conceptual framework consisted of Trist and Bamforth's sociotechnical subsystem theory and Wade's digital business transformation model. Purposive and snowball sampling techniques were used to recruit 11 education leaders in the K-12 school system who met the established criteria and shared common experiences with the phenomenon. The primary data collection method was semi-structured interviews with open-ended questions; the responses were transcribed for thematic analysis to derive contextual meaning from the data. The three themes that emerged were education leaders' pivot to online learning during the pandemic, their perspectives on the challenges and benefits of adopting digital transformation strategies, and the pandemic's influence on societal needs. The two subthemes were the emergency economic response to an unprecedented global crisis and leveraging digital technologies for online learning. The study's implications for positive social change include informing education leaders about effective digital transformation strategies they might adopt to promote a sustainable education system in a postpandemic society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

As higher education faces challenges in low enrollment, soaring prices, and individuals who question the need for a degree, these institutions must transform into flexible-minded and innovative centers of excellence. The purpose of this study is to explore how empathetic and collaborative practices inherent in design thinking methodologies can contribute to the transformation of organizational cultures in colleges and universities, enabling them to better serve, recruit, and retain students. Qualitative research methods are used to investigate the experiences of higher education leaders who have implemented design thinking in their institutions using in-depth interviews, thematic analysis, and case studies of approximately five to ten leaders in higher education. Several conclusions emerged from the data analysis, including the importance of creativity and user experience data from students, faculty, and parents. Also important is the attitude of organizational culture towards increased agility and responsiveness to customer needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This research explored the link between generational differences in preferred organizational culture and leadership styles within elementary and secondary schools. Using a cross-sectional survey of teachers in Pennsylvania, the study found no significant correlation between generational differences and organizational culture, however it revealed a significant relationship between transformational leadership and preferred organizational culture, highlighting how leadership profoundly influences the educational environment. Additionally, a notable disparity was identified between perceived and ideal organizational culture, suggesting areas for improvement that could enhance teacher retention and satisfaction. These findings emphasize the critical role of effective leadership in addressing teacher shortages, prioritizing leadership development to better align organizational culture with the expectations of educational professionals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Instructional leaders help shape the trajectory for academic performance in a learning institution. Therefore, this study examined the impact of the onboarding experience of novice instructional leaders. This was addressed through a phenomenological study exploring two research questions: what are the lived experiences of school leaders regarding what it takes to be an effective instructional leader, and what are the lived experiences of novice school leaders in receiving effective training during onboarding to provide effective instructional leadership to teachers to improve student outcomes? The conceptual framework for this study was transformational leadership. To gather data interviews were conducted. To achieve saturation ten participants were interviewed using Zoom. Participants from a Northeastern state were recruited using Facebook. As it pertains to effective instructional leadership, this study yielded key findings relating to the importance of vision setting, reflective practice, data analysis, culturally responsiveness, continuous growth, and the need to address any leadership deficiencies. The implication of these findings is that novice instructional leaders need to understand the vision and goals of the school district to help teachers improve student outcomes and be skilled in collaboration and communication to impart those vision and goals to the teachers. Novice instructional leaders need to be taught reflection practice and instructional coaching in masters' level leadership courses and during onboarding at the school district, improve their skills in technology integration and understanding curriculum development. This study contributes data to the onboarding of novice instructional leaders so they may function as effective principals and vice principals to help teachers improve student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

The goal of this work was to build the leadership aptitude of managers in the Enrollment Management Group (EMG) at Duquesne University and to study the efficacy of an intervention--two specific and intentional leadership working sessions. The project used an improvement science framework with survey and interview methods to determine to what extent the participant managers found the working sessions to have a positive effect on their practice and development. Many of the managers reported the sessions helped them to understand leadership development in new ways and brought them a greater awareness of themselves as leaders and their own leadership style. In engaging the managers as a group, the leadership working sessions generated discussions on pertinent issues facing the leadership team. Moreover, the discussions took on an atmosphere of problem solving and collaboration that the managers reported as being highly effective and something they had not engaged in previously. The sessions provided an avenue for the leaders to explore the organizational obstacles that prevented leadership development from taking root. Many staff in the office still felt the effects of previous leadership's lack of investment in development, leaving the current leadership to manage through a variety of cultural challenges. While the managers face challenges in changing the culture of the organization, and some uncertainty on how to proceed in their leadership development, the sessions reinforced the idea that intentional leadership development works for higher education managers and demonstrated the value of investing greater time and resources in building leadership development into an organization's culture. In drawing implications from these findings, it is evident that the EMG needs to take intentional actions--a mentorship program being one example--to begin instilling leadership development into its culture. If there is to be progress in leadership development, the project illustrated the need for it to be organization-wide. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

The purpose of this hermeneutical phenomenological study was to understand the experiences of diversity and ethical principles in educational leadership for teachers, administrators, and classified licensed professionals within minority school districts. Downton's (2016) theory on transformational leadership guided this study's theoretical framework for the research and ensuing findings. This research was created to answer the following central question: What are the perceived effects of diversity and ethical principles on teachers, administrators, and classified licensed professionals within minority school districts? Three sub-questions were used to understand the experiences of diversity and ethical principles in educational leadership within minority school districts. The qualitative methodology was used to capture and comprehend participants' lived experiences in underserved school districts. An underserved school district in a southeast county served as the site from which participants were selected. The study included 11 participants from underserved school districts. Data was collected from interviews, focus groups, and protocol writings. Data analysis transpired through transcribing and coding of salient keywords, with the codes becoming themes. Three themes were identified from data analysis: (a) The need for transformational leadership, (b) the impact of diversity, and (c) the lack of workforce development. Results indicated that transformational leadership contributed to minority student success. All participants agreed that the lack of diversity and the lack of workforce development and training significantly affected their ability to meet the need for minority educational success in underserved school districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This action research project centers the narratives of women and nonbinary students of color as they navigate leadership roles within student government at Ivy League institutions. The overarching aim of the project is to develop an understanding of the barriers to participation for women and nonbinary students of color and collaboratively identify supports to enhance their experiences. Grounded in intersectional, critical race feminist theory, this study provides context to understand the barriers to women and nonbinary students of color's involvement in student government and highlights their encounters with gendered racism within these historically White institutions. Participants' narratives reveal the ways in which women and nonbinary students of color are perceived and perceive the inhospitable climate of student government associations and their relationships with peers, staff, faculty, and the media. Participants and data collected in Cycle 1 consisted of 10 semi-structured interviews, a site observation, and a focus group. For the Cycle 2 action step, women and nonbinary students of color participated in a Transformational Leadership Institute, the impact of which was evaluated through the completion of surveys, along with the interviews of 4 attendees and 2 collaborators. Implications for organizations seeking to support women and nonbinary students of color include the need for additional support structures and enhanced leadership training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This study sought to determine whether there was correlation between a superintendent's use of a transformational leadership and levels of collective teacher efficacy. Four research questions were answered in this study: Is there a statistically significant correlation between collective teacher efficacy and school district superintendents' overall use of transformational leadership? Is there a statistically significant correlation between collective teacher efficacy and school district superintendents' level of the five individual components of transformational leadership? Is there a statistically significant correlation between collective teacher efficacy and school district superintendents' level of transactional leadership behavior? Is there a statistically significant correlation between collective teacher efficacy and school district superintendents' level of passive-avoidant leadership? All superintendents in Oregon were invited to participate in the research through the Multifactor Leadership Questionnaire (79 responded). Collective teacher efficacy (CTE) was measured using a selected subset of questions from the 2023 Oregon Statewide Educator Survey and 34 districts with response overlapped with the superintendent respondents. Findings showed a statistically significant correlation between transformational leadership overall and CTE, and specifically with the transformational leadership subcomponents of intellectual stimulation and individualized consideration. This research has implications for leadership development, administrative licensure, and superintendent hiring and evaluation practices. Future research should explore the validity of a constructed CTE scale as well as qualitative analysis of the link between transformational leadership and CTE as found in this research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Emotional intelligence equips leaders to exercise self-management, self-awareness, social awareness and manage relationships. Furthermore, emotional intelligence skills correlate with various leadership skills. Emotional intelligence supports their ability to develop trusting relationships that inspire others to perform collaboratively. It also enables the leader to understand their influence on others and to consider how they communicate, interact, inspire, and influence those around them. This study of eight underrepresented county superintendents across the state of California sought to understand emotional intelligence in county superintendents specifically, how they developed it, how they perceived it influenced their leadership and how they perceived they learned or developed the ability to reason with emotions. The researcher does not posit that all underrepresented CCOES are emotionally intelligent. Instead, the study sought to understand CCOES and explore their perception of emotional intelligence and how it influenced their leadership. A look at the role of a California County Office of Education Superintendent is discussed and why emotional intelligence is needed. A review of statewide demographic data is presented to underscore the limited number of underrepresented individuals in the teaching profession, the pipeline to the county superintendency. Emotional intelligence in schools, teacher programs, and administrative preparatory programs provided avenues for further consideration. Key findings revealed that emotional intelligence skills aligned closely to transformational leadership as described by study participants and enabled them to successfully execute their duties in a kaleidoscope of contexts. Furthermore, the participants all described various ways in which self-determination was evident in all of them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Teachers get demotivated, reduce their performance, and quit the profession because they lack support to sustain them. The problem was a lack of mentoring to increase teacher retention in an international educational system in China. The purpose of this basic qualitative study was to investigate the influence of mentoring on teacher retention. Researchers discussed the impact of mentoring and empowerment, but few publications connected teacher retention and empowerment. Transformational leadership and self-efficacy theories served as the theoretical frameworks for the research study. This research study aimed to explore: (a) the perceptions of mentoring experiences of international educators in China and (b) the effects mentoring may have on teacher empowerment. The qualitative research study applied observations, semi-structured interviews, and a focus group in data collection from a convenience sample of 14 teachers and 3 administrators who were voluntary participants. Emergent themes were employed for data analysis to ascertain the impact of mentoring, teacher empowerment, and retention. Data confirmed mentoring was critical for relationships, teacher support, retention, confidence and empowerment, professional growth, and reflection. A mentoring program was deemed necessary and educational leaders were encouraged to evaluate teachers to deduce whether they could choose their mentors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Leadership, organizational culture, and commitment are pivotal to the effectiveness and success of higher education institutions (HEIs). This phenomenological study explored the impact of leadership on organizational culture and commitment among academic staff and academic support staff in Jamaican HEIs. Guided by Schein's Organizational Culture Model, leadership theories (Transformational, Adaptive, and Situational Leadership), and Meyer and Allen's Three-Component Model of Organizational Commitment, the research delved into how leadership shapes these elements within Jamaican HEIs. Data was collected through in-depth, semi-structured interviews with fifteen academic staff and academic support staff members across various Jamaican HEIs. The findings reveal the significant impact of leadership on organizational culture through artifacts, espoused values, and underlying assumptions. Leadership plays a crucial role in balancing tradition and innovation, fostering community and collaboration, promoting academic excellence and national development, and navigating hierarchical and collaborative cultures. Transformational and adaptive leadership behaviors emerged as critical factors influencing staff perceptions and experiences regarding organizational culture and commitment. The study identified how leadership influences the three main types of organizational commitment--affective, continuance, and normative--through fostering emotional connections, addressing challenges and concerns, aligning institutional values with personal values, modeling commitment and dedication, and investing in employee growth and development. The insights gained contribute to the existing body of knowledge in leadership, organizational behavior, and higher education management, particularly within the Jamaican context. These findings have practical implications for HEI leaders, policymakers, and stakeholders in developing strategies that leverage leadership's impact on organizational culture, enhance staff commitment, and ultimately improve the quality of education in Jamaica. The study proposes the COMMIT model as a practical framework for leaders to foster a positive organizational culture and enhance staff commitment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This study sought to determine whether there was a statistically significant correlation between school board behaviors and characteristics, and a superintendent's use of a transformational leadership model. The study was grounded in four research questions: Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents' overall use of transformational leadership? Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents' level of the individual components of transformational leadership? Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents' level of transactional leadership behaviors? Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents' level of passive-avoidant leadership? All school boards in Oregon were surveyed about their behaviors through the Balanced Governance Board Self-Assessment, and all superintendents in Oregon were surveyed about their leadership styles through the Multifactor Leadership Questionnaire. Findings showed there was a statistically significant correlation between seven board behaviors and characteristics (with an emphasis on community engagement, the use of data, and cultural responsiveness) and the domain of inspirational motivation in transformational leadership, plus an overall correlation between the Balanced Governance Board Self-Assessment and inspirational motivation. Implications for the study include a focus on the nexus between these seven characteristics and board/superintendent professional development programs, plus methods for hiring and evaluating superintendents. Future research should expand beyond Oregon and include qualitative studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Purpose: The purpose of this qualitative phenomenological study was to explore the lived experiences of high school principals who lead career technical education (CTE) and their influence on student participation in career technical student organizations (CTSOs). Methodology: The research methodology used for this study was a qualitative phenomenological research design. A phenomenological study describes the lived experiences of high school principals leading CTE and their influence on student participation in CTSOs. The research participants responded to semistructured interview questions. The participants were all high school principals with 3 or more years of experience at their school sites with multiple CTE pathways and opportunities for students to participate in at least two CTSO's aligned with their CTE pathway. Findings: This study identified four themes describing the experience of high school principals leading CTE and their influence on student participation in CTSOs. These themes were empowering workplace culture, strategic partnerships, advocacy, and showcasing. These themes are aligned with the four Is of transformational leadership including individual consideration, intellectual stimulation, inspirational motivation, and idealized influence. Conclusions: The results of this research linked the literature to the experiences of high school principals and their influence on student participation in CTSOs through transformational leadership practices. Transformational leadership can be used to fulfill the goals of equity in Perkins V with a focus on access for all CTE student groups to participate in CTSOs. Recommendations: Transformational leadership practices can help guide high school principals to promote their vision of equity in influencing student participation in CTSOs. High school principals can use transformational leadership practices such as individual consideration to empower workplace culture, intellectual stimulation to create strategic partnerships, inspirational motivation to advocate and idealized influence to showcase CTSOs as a way of influencing student participation in these beneficial cocurricular CTE programs on the college and career readiness for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Problem Statement. School leadership at an urban school district is suspending students at very high to high rates (California School Dashboard, n.d.). African American and special education students are recommended for suspension or expulsion instead of the lesser consequence of lunch or after-school detention (MHTS, 2021). Purpose. Morgan (2020) reported that insufficient studies are addressing the misunderstanding and mistreatment of African American and special education students, and because of limited phenomenological research on this topic, this research aimed to gain insight and delve deeper by interviewing the principals individually to fill this research gap from their point of view. Theoretical Framework. Hecker and Kalpokas (n.d.) believed that conceptual frameworks are a great way to analyze a system of concepts, assumptions, and beliefs that support or inform the research. The conceptual theories used were social justice leadership, transformational leadership, and culture and organizational leadership. Methodology. The method was a qualitative phenomenological study that used semistructured interviews to ascertain the lived experiences of the principal participants. Findings. The participants reported that factors such as biases, lack of knowledge, and lack of understanding of cultures hinder the equitable disciplinary outcomes of African American and special education students. Conclusions and Recommendations. Current data indicate that there is a need for transformative leaders who prioritize equitable outcomes and take the steps to ensure that they implement changes that foster feelings of belongingness for African American and special education students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

As school choice expands across the U.S., more states are providing funds to private schools, giving parents options for their children's education. This growth in private schools has heightened the need for accountability in ensuring educational quality and student performance. Transformational Leadership Theory and Systems Theory was utilized in this mixed-methods study, aimed to explore the perceptions of teachers and administrators at accredited and non-accredited schools regarding the value of accreditation in setting high educational standards. The research employed a mixed-methods design, combining qualitative data collection and analysis to understand the perceived value of accreditation and its impact on teacher and administrator evaluations, alongside quantitative analysis to compare student assessment growth between accredited and non-accredited schools. The study's findings suggest a connection in the perceptions of stakeholders in educational services and student achievement through school level gain-scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

The purpose of this qualitative descriptive study was to explore how church members describe the influence of pastoral transformational leadership to achieve the church's organizational vision and goals. The theoretical foundation for this study was Bernard Bass' (1985) transformational leadership theory. The research was guided by four questions, each developed to align with one of the four components of transformational leadership. The study's results were derived from data gathered through semi-structured individual interviews and a focus group session. The data was analyzed and processed utilizing Braun and Clarke's (2006) six-phase thematic analysis, generating 11 theme: provides support through encouragement, ministries, and resources, provides encouragement through sermons and Bible teachings to live a new life in Christ and explore new opportunities, taught to apply the word of God as the guiding principle for problem-solving, encourages community by building relationships, members are empowered to grow in their faith through the preaching and teaching of the Word of God, members are supported by providing their spiritual, physical, financial, and emotional needs, pastors demonstrate integrity and Bible-based leadership, pastors serve as role models to the church and the community, the vision is continuously communicated, pastors communicate the vision by how they live and serve, pastors help to develop a sense of purpose and belonging. The results reveal that pastoral transformational leadership influences the achievement of the vision and goals of the church. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This research study examined the relationship between school leadership style and the use of writing across the curriculum (WAC) in secondary classrooms. Writing practices and the use of writing as a form of assessment in subject areas other than ELA is thought to be a way to better prepare students to meet the literacy expectations of the 21st century. For writing practices to be integrated across the curriculum in secondary environments, school leadership support is essential. This study aimed to answer the following questions: How can school leaders in secondary educational settings support writing across the curriculum? What are the effects of writing on content area knowledge when used as a learning strategy in content areas across the curriculum? In secondary educational settings, is there a difference in how middle and high schools use WAC? This study used a qualitative case study analysis in the form of an open-ended questionnaire and semi-structured interview to gather data on school leadership style and the use of WAC. The participants are all from one district consisting of three middle schools and three high schools in a rural community in the Southeastern region of South Carolina. The data collected from this comparative-case study is comprised of data collected from administrators, instructional coaches, and teacher leaders. The data was evaluated, cataloged, and categorized to identify common terms and themes using grounded theory. Using a constant comparative method, the data was continually assessed which resulted in the identification of four clear factors in which the results are organized. Findings from this study provide information on the unique relationship between leadership and a teachers' viewpoints and use of WAC practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

During the COVID-19 global pandemic, there was no precedence set or documented protocol to govern the transition from face-to-face to online teaching. The purpose of this study was to explore middle school administrators' perspectives on their challenges and opportunities when assisting teachers as they transitioned from face-to-face to online teaching during the COVID-19 pandemic. Bass's transformational leadership theory was used as the conceptual framework to emphasize the need for administrators to motivate teachers to persevere and adapt during times of crisis. The study's two research questions were designed to explore administrators' perspectives on whether they experienced challenges or opportunities when assisting teachers during the COVID-19 pandemic. The research design was a basic qualitative approach and semistructured interviews were used to collect data from 10 participants who had been administrators for at least 2 years before the pandemic. The interviews were conducted using an online platform, recorded, transcribed, and coded to yield four themes, revealing that administrators employed empathy to further common organizational goals by cultivating interpersonal relationships, established supportive cultures through effective school leadership, and promoted growth opportunities. The research has the potential to elicit positive social change as it illustrates a practical implementation experience that highlights the importance of administrators creating supportive cultures that build trust and promote teacher efficacy, providing opportunities for personal and professional growth, and fostering sustainable school cultures during times of crisis. Future researchers may wish to conduct the study in an elementary or high school setting as the findings were specific to the middle school environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Black, Indigenous, and People of Color (BIPOC) faculty and staff are influential in the recruitment and retention of intercultural students to higher education institutions. This study sought to investigate and strengthen the recruitment experiences of BIPOC students as they navigated the process at a highly competitive, predominantly white institution in the Northeast. Participants and data collected in Cycle 1 consisted of BIPOC admissions and student success professionals, current Black and Latinx students, and parents and guardians of current Black and Latinx students who offered insight into the existing multicultural student recruitment model. Action steps were designed, implemented, and evaluated in Cycle 2 to offer more opportunities for students to engage with BIPOC faculty and staff and current students during their recruitment and enrollment process and throughout the completion of their degree. The Admission's BIPOC Community of Volunteers was created to serve as a committee of invested faculty, students, and staff who helped design and support admissions programming, acted as resources and reference points for incoming and current students of color, and established kinship relationships with this student population based on shared racial and ethnic group identities. Evaluation of the results of the Action Research study included a thorough assessment of this committee's experiences of being part of the admissions events planning process, a role that traditionally would not have been part of their work at the institution. Admission's BIPOC Community of Volunteers participants provided critical feedback that assisted in the evaluation process. We have shown that creating such a community to support admission's recruitment programming and outreach initiatives strengthens the intercultural student recruitment process, by outlining to students the resources available on campus and key people who understand their lived experiences as minority group members. Implications for the organization included outlining the need for campus leadership to be more intentional about fostering a diverse and inclusive campus community; examining existing infrastructure that supports the transition of BIPOC students to a predominantly white space; and incorporating intentional programming that connects incoming intercultural students to BIPOC faculty and staff before they arrive on campus, so they have an established village of support after matriculation to the institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This study aims to contribute to the body of work on principal preparation programs by replicating previous studies at University X. It seeks to further add to the literature by addressing previous gaps. Quantitative data were taken from cumulative grade point average (CGPA), the School Leaders Licensure Assessment (SLLA) scores, the Principal Internship Mentor Assessment (PIMA) scores, gender, and ethnicity. Linear regression, correlation, and multivariate analysis of variance were used to assess the data. Transformational leadership was the theoretical basis of the study. The study findings were similar to the outcomes of the previous studies by Goldman and Taylor. However, a new finding was that there were no significant differences in CGPA, SLLA scores, or PIMA scores for the variable ethnicity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

District and building administrators in the United States are struggling to integrate academic and career and technical education (CTE) as required by Every Student Succeeds Act and Perkins V legislation. One solution school district leaders have developed to address this legislation is the creation of CTE magnet high schools. However, administrators at new magnet CTE schools are still learning how to lead curriculum integration. The purpose of this qualitative study was to explore, through the lens of transformational leadership, the experiences of administrators of existing CTE high schools in the southwestern United States who have led the curriculum integration process. Leithwood and Jantzi's six characteristics of transformational leadership were used as a framework for this study. Data were collected through semistructured interviews with nine participants who (a) had experience leading the curriculum integration process and (b) had a minimum of 2 years' experience as a school or district administrator of a CTE magnet high school. Collected data were analyzed and four themes emerged: (a) the presence of all six transformational leadership characteristics in the leadership practices of all study participants, and (b) curriculum integration happened primarily at the whole school level rather than at the individual course level, (c) leaders experienced similar challenges and successes, and (d) leaders used a variety of methods for overcoming challenges and celebrating successes. The findings of this study may have implications for positive social change that include district and building leaders using transformational leadership to guide curriculum integration and to influence the successful integration of CTE and academic curriculum to improve college and career readiness for students in the 21st Century. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This qualitative study examines beliefs regarding the ethics of gifted education strategies and teacher training to ensure high-quality education for diverse students, and to analyze the perceptions of best instructional practices for gifted education, as well as the ethical considerations of gifted education to ensure fidelity of education. Teachers are ethically and morally responsible for instructing gifted students at their individual levels. This study reveals a need for training in all aspects of gifted education for general content teachers, gifted teachers, and administrators to ensure a change in gifted services. The training described in this study will prepare teachers to teach gifted students using a hands-on approach, content-specific best-practice examples, and a focus on the ethical considerations of gifted education. Furthermore, the training should also use an overarching combination of the current theories of transformational leadership and constructivism and the teaching strategy of heutagogy to help teachers create an ideal classroom environment for gifted students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Researchers generally credit Albert Bandura for providing the theoretical framework for studying collective teacher efficacy. Research shows that principals using transformational leadership behaviors significantly impact collective teacher efficacy. Policies, such as Every Student Succeeds Act, increasingly put pressure on school districts to improve student achievement or lose funding. Supporting literature and research shows that improving collective teacher efficacy improves student performance regardless of student socioeconomic status. Therefore, a department leader's ability to increase collective teacher efficacy amongst staff directly influences the student achievement within their school district. This researcher investigated the relationship between transformational leader behaviors of department leaders and collective teacher efficacy. The Multi-Factor Leadership Questionnaire, developed by Bass and Avolio and the Collective Teacher Efficacy Scale short form, developed by Goddard and Hoy were distributed in two counties in New York state to determine if a correlation existed between the perceived department leader's leadership style and the level of collective efficacy of the teacher. Evidence from the study indicates that transformational leadership behaviors and contingent reward behaviors associated with transactional leadership show statistical significance in improving collective teacher efficacy. This research will help school leaders and policymakers better expend resources fostering collective teacher efficacy. Lastly, it demonstrated the importance of department leaders and leadership behaviors that improve collective teacher efficacy, thereby improving student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

Public school education faces a critical challenge as a growing number of teachers are choosing to leave the profession every year, leaving school districts struggling to recruit and retain qualified teachers. Existing literature reveals that negative school culture is a significant contributor to teachers' job dissatisfaction, which is among the primary reasons behind teachers' decisions to leave and dissuades others from joining the profession. The role of principals in shaping and maintaining a healthy school culture is explored, with transformational leadership identified as a key factor in their effectiveness. This study aims to contribute to a deeper understanding of the factors influencing teacher attrition. Using a mixed-methods design through Q-methodology, the researcher examined the perspectives of 22 former K-12 public school teachers on their reasons for leaving the teaching profession. The participants had taught in K-12 public schools located in rural, suburban, and urban school districts. Data was collected using Q-Method Software. Results indicate that despite having positive relationships with colleagues and reasonable organizational arrangements and opportunities for learning, most participants had negative perceptions of their leadership, citing a lack of positive interactions, feeling undervalued, and a perceived absence of support from their principals. For school districts looking to foster a stable and resilient education system, the results of this research hold the potential to inform policy decisions and educational practices aimed at creating a more conducive and supportive environment for teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

This study is quantitative and includes a non-experimental research design between the constructs of the Full Range Leadership Model and Burnout dimensions. This study examined the relationship between leadership styles and burnout as perceived by the follower while controlling gender, age, tenure, and educational attainment. Participants were recruited through snowball convenience sample via the researcher's personal and professional networks. The sample consisted of (N = 268) participants. Participants were asked to complete three surveys via email: "a demographic survey," the "Multifactor Leadership Questionnaire" (Avolio & Bass, 1995), and the "Maslach Burnout Inventory-General Survey" (Maslach et al., 1986). The "demographic survey" asked questions about the follower's gender, age, tenure, and educational attainment. The survey was created by the researcher. The Full Range Leadership Model's three leadership styles--Transformational, Transactional, and Passive Avoidant--were assessed using the "Multifactor Leadership Questionnaire" (Avolio & Bass, 1995). The "Maslach Burnout Inventory-General Survey" (MBI-GS) measured the three dimensions of burnout: Emotional Exhaustion, Depersonalization, and Personal Accomplishment (Maslach et al., 1986). The results of the study revealed that there is a relationship between perceived leadership styles and burnout in K-12 public school educators in South Texas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...

In this dissertation, the researcher analyzed transformational leadership practices among college-level educators from Mexico and the United States, considering the variables of cultural background, age, and gender. The primary research question addressed whether Mexican and U.S. educators differ in their engagement with transformational leadership practices. Additionally, the study explored potential differences in leadership behaviors based on gender, age, and the interaction effects of these variables. The researcher utilized a quantitative approach for this dissertation. Surveys containing the Global Transformational Leadership scale (Carless et al., 2000) were distributed to Mexican and U.S. college educators. A Three-Way ANOVA was conducted to analyze the data of the 252 participants. Preliminary findings suggest that gender has a significant impact on the transformational leadership behaviors of Mexican and U.S. college educators, with female participants scoring higher than their male counterparts. However, the variables of cultural background, age, and the interaction effects of cultural background, age, and gender do not have a significant impact on the transformational leadership behaviors of Mexican and U.S. college educators. These findings contribute to the literature regarding transformational leadership and offer practical implications for global leaders and organizations. This study aims to provide valuable insights for future research to expand upon. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] more...