Department of Leadership and Administration

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A Phenomenological Study of Alternative Education School Leader Servant Leadership Characteristics in Texas
(2022-06) Pratt, David Randall
Alternative education schools provide marginalized students a different method of achieving success in school. The problem facing alternative education schools of choice (AESOC) in Texas was the lack of defined servant leadership characteristics and how those characteristics further the mission of AESOC. Studies have linked servant leadership characteristics with effective alternative school practices in general. The purpose of the phenomenological study was to explore what servant leadership characteristics are revealed in the lived experiences of exemplary leaders of AESOC in Texas and how those characteristics advance the mission of AESOC. Research identifying characteristics of effective AESOC leaders was lacking. Servant leadership and social learning theory provide the theoretical framework. Research Question 1 explored What servant leader characteristics are exhibited by AESOC leaders’ lived experiences in Texas. The second research question looked at how servant leadership characteristics exhibited by AESOC leaders’ lived experiences advance the mission of AESOC. Social learning factors improve student success in schools of choice. Semi-structured interviews, conducted through teleconferencing, explored the lived experiences of 20 exemplary alternative education leaders in Texas. Relationships were the overarching theme influencing themes of mission and vision, leadership styles, accountability, and respect. Exemplary AESOC leaders exhibit characteristics comparable to servant leadership. These characteristics further the mission of the AESOC. Further research is needed to determine if leaders other than AESOC leaders exhibit servant leader characteristics.
A Phenomenological Study of Cybersecurity Technologists’ Decision to Become Educators
(2021-09) Lightcap, Richard W.
Nationally, a shortage exists of qualified cybersecurity persons entering the field, posing challenges for higher education institutions in locating qualified educators to help fill the gap. A wealth of literature discusses the needs of students, yet literature outlining qualities of attracting graduates to become educators is lacking. The purpose of the qualitative phenomenological study was to examine, recognize, and describe the lived experiences that influenced cybersecurity graduates to the field of higher education. The study was guided by Lent, Brown, and Hackett’s social cognitive career theory and Mezirow’s transformative learning theory, as each focuses on the awareness of self and motivating behaviors in choosing an occupational career path. The research questions that directed the study were created to examine the experiences that prompted cybersecurity graduates to become educators in the field of higher education. Seventeen postsecondary educators from Texas completed a video-conferencing interview and member-checking review. The data revealed three emergent themes and eight subthemes from the participants’ experiences regarding how the decision was made to enter the field of higher education. Findings from the study can benefit stakeholders in the fields of academic advising and admissions, and human resources guiding the recruitment process of future cybersecurity educators.
A Qualitative Phenomenological Study of Declining Enrollment Trends in Private Christian Schools
(2022-04-30) Binkley, Amanda
Abstract The problem was the enrollment decline in private Christian schools in the United States, particularly in the National Christian School Association (NCSA). The identified gap in the literature was the absence of various perspectives and experiences of stakeholder groups (e.g., parents, teachers, and administrators) on the problem of enrollment decline in private Christian schools. The purpose of this study was to explore stakeholder perceptions concerning why private Christian school enrollment has declined, specifically at NCSA member schools. The theoretical framework for the study drew from Friedman’s school choice theory and transformational leadership theory. The key question driving the study focused on the perceptions of various stakeholders concerning the phenomenon of declining Christian school enrollment. The research design for the research study was qualitative phenomenology. Data were collected via 19 questionnaires and 11 in-depth follow-up interviews. Open and axial coding was used to identify deductive and inductive themes in the data. Participant data revealed the up-and-down nature of Christian school enrollment, as opposed to consistent decline. Results of the study revealed church affiliation negatively influenced enrollment trends, whereas broad values had a positive influence. Results revealed a school’s value proposition is most influenced by school reputation, tuition rate, clientele, extracurriculars, and academics. Increased school choice options were reported to harm private Christian school enrollment. Finally, the COVID-19 global pandemic has led to a resurgence in positive enrollment trends. Recommendations for future study include the long-term impact of the COVID-19 global pandemic on private Christian school enrollment. Keywords: private Christian school, enrollment, phenomenology, Friedman’s school choice theory, transformational leadership theory, Christian mission, parent priorities, value proposition, COVID-19
Accuracy and Quality of Open Educational Resources: A Phenomenological Study
(2020) Rambow, Andreas
College textbook prices rose by 1,041% between January 1977 and June 2015. This percentage increase represented three times the rate of annual inflation. College and university instructors consider the move to open educational resources (OERs) as an attempt to lower the cost of higher education in the United States. The selection of open educational resources represents a challenge in the absence of a standard set of selection criteria. Instructors have different perspectives about the accuracy and quality of open educational resources. Mezirow’s (1981) theory of transformative learning underpinned the study. The purpose of this qualitative hermeneutic phenomenological study was to explore perspectives about the accuracy and quality of OERs among instructors who have experience in applying Quality Matters’ (QM) standards in online course design and who have adopted and used OERs in online undergraduate courses. This research study employed a qualitative methodology with a hermeneutic phenomenological design. Sixteen voluntary participating faculty members were interviewed using Zoom. The audio files transcribed to text documents were the primary data source. Open and axial codes emerged from the interviews in a line-by-line review of each transcript leading to sentences or sentence fragments indicative of the faculty members’ responses. Faculty members cited cost, social equity, and lifelong learning as the main reasons to switch to OERs. The faculty members’ lived experiences using open educational resources in online undergraduate classes are discussed, analyzed, and presented. The research study presents implications for leadership and recommendations for future research.
Addressing Completion in Level I Workforce Certificate Programs in Rural East Texas
(2019-07) Dozier, Ronda
By 2018, 56% of all job openings required skilled training or a workforce certificate to meet the technical skills needed for business and industry. The problem of this study was that low completion rates in Level I workforce certificate programs at community colleges across Texas contributes to the increasing shortage of available skilled workers to fill vacated and new positions in business and industry. This study was intended to provide answers to the research questions about which groups of students enrolled in Level I workforce certificate programs in rural east Texas are completing at higher rates than others. The purpose of this quantitative research study was to discover to what extent significant correlations exist in completion rates by gender, race/ethnicity, and college for adult students in Level I workforce certificate-programs at rural, east Texas community colleges from 2014-2017. The quantitative correlational research study was conducted using archival data posted on a public website. The population consisted of approximately 470,000 students across Texas, the archival data were collected, and the sample included all students who failed to complete a Level I workforce certificate from one of four community colleges listed in the study. While research has been conducted about completion in higher education in general, there was little information specifically targeting completion from Level I certificates at rural community colleges.
Adolescents Who Are Bereft: A Qualitative Phenomenological Study
(2021) Reilley, Darlene
Losing a parent as a child or adolescent is difficult. The loss can have a substantial impact on the youth’s future. The problem is students who are bereft in public schools in the United States often go unidentified by educators, which can impact academic performance and behaviors. A review of the literature revealed a gap in studies focused on identification systems or programs to facilitate advocacy for students who are bereft. Students who are bereft have unique needs. A child or adolescent who receives no professional help to manage grief has the propensity to quell grief through unhealthy lifestyle choices. There is a need to identify children and adolescents who are bereft as soon as possible to provide nurturing support to avoid short- and long-term consequences of unresolved grief. The purpose of the qualitative phenomenological study was to explore the academic performance and behavior experiences of students who are bereft in grades 7-12 from a semiurban junior / senior high school in the northeastern United States through the perceptions of their educators. The theoretical framework of the study was shaped by theory of change and situational leadership theory. The research questions were centered on educators’ perceptions of how the death of a parent affects a student’s academic performance and behavior. Two data collection tools—semistructured interviews and a focus group—were used to explore the perceptions of educators from different capacities in the public school setting. Findings showed educators unanimously agreed a formal identification system would benefit parentally bereft students’ academic performance and behavior. Not knowing of a student who has lost a parent often results in an educator having a negative experience, academically or behaviorally, with a student who is bereft.
An Examination of WIDA ACCESS Scores of English Language Learners in Charter and Traditional Public Schools Settings: A Quantitative Study
(2022-05-31) Gibson, Charles
Charter schools have become the fastest-growing school in the United States. While the popularity of charters grew, an increased student population of English language learners enrolled in public schools. The problem was not knowing if there is a difference between English language learner performance in traditional public schools and charter schools in a large metropolitan school district in the Southeast. The purpose of the quantitative, ex post facto study was to investigate academic performance among ELLs to determine whether statistically significant differences existed between participation in charter and traditional public schools and between elementary, middle, and high school levels through a review of World-Class Instructional Design and Assessment (WIDA), Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS) scores for 20 charter schools and 20 traditional public schools in a large metropolitan southeastern school district. Rational choice theory and contingency theory of leadership were used to guide this study. Research questions were used to investigate statistically significant differences in academic performance using two-way ANOVA. School-level WIDA ACCESS measures from 2017 were collected for kindergarten through 12th grade. The sample consisted of 1161 charters and 3499 traditional public schools within the same school district. Using WIDA ACCESS, a quantitative, ex post facto research design using two-way ANOVA in SPSS was used to analyze the valid test scores of English language learners who met the exit criteria for the 2017 academic year. An absence of differences in charter and traditional public-school performance implies that the selected school district in the Southeast should focus on policy revision and funding allocation to strengthen school choice options using similar strategies that provide supplemental resources.
A Basic Qualitative Study of Female Seminary Instructors as a Minority Group
(2021-03) Merrill, Matthew Cope
In the Church of Jesus Christ of Latter-day Saints, the religious education (seminary) program for high school-age students disproportionately consists of male seminary instructors and administrators. The purpose of this basic qualitative study was to explore the lived experiences of female seminary instructors through the lens of feminist and empowerment theories. Fifteen female seminary instructors were selected to participate in one-on-one interviews to provide data as a minority group within the seminary instructor population. A focus group of five instructors from the one-on-one interviews were invited to discuss the collected data and offer further analysis. The research identified multiple examples of gender bias and gender inequality experienced by the seminary instructors. The focus group recommended several changes in administration efforts to better train, educate, and improve gender equality among stakeholders. The recommended modifications included more clear communication of gender policy changes, increased efforts to improve workplace satisfaction for female instructors, and greater support for female instructors to return to graduate school with minor children living at home. The study could assist female seminary instructors’ colleagues, principals, and administrators with efforts to eliminate gender inequality and gender bias and improve the work environment for all employees.
Beginning Teacher Perceptions of District-Based Induction Coaching: A Phenomenology
(2022-12-19) Sire-Derrick, Frances
A shortage of highly qualified teachers across the nation has prompted school districts to relax certification standards to fill vacant positions. The problem is the growing number of teachers being placed in the skills needed to positively impact student achievement. Gaps in the literature show not much is known about the precise and repeatable actions of district-based induction coaches directly impacting beginning teacher practice. Vygotsky’s Social Development Theory and Hersey and Blanchard’s Situational Leadership Theory provide a framework for understanding beginning teacher knowledge and skill acquisition and coaching leadership stances. The research questions guiding the study ask: What are the lived experiences of beginning teachers who participated in district-based induction coaching; What impact, if any, do beginning teachers believe district-based induction coaches had on their instructional practice, and what are beginning teacher opinions about ways to improve district-based coaching techniques. The qualitative, phenomenological study involved twenty beginning teacher participants with under five years’ experience. Two (2) semi-structured, in-depth interviews were used as instruments to collect data. Transcripts were analyzed, categorized, and coded into themes that evolved into study findings. The results of the study reveal influential practices of district-based induction coaches. Suggestions for improving district coaching practices and overcoming challenges are discussed. Recommendations for further research are presented. Keywords: beginning teacher, district-based induction, instructional practice, coach credentialing, coaching certification
Case Study of Teachers’ Perceptions and Practices Related to Collaborative Curriculum Planning
(2021) Caughell, Matthew
The problem is a lack of understanding about how teachers use and perceive collaborative curriculum planning (CCP) time provided within the scheduled school day. Collecting data on CCP perceptions and practices can lead to a better understanding of how to support teachers and ways leaders can put systems in place to increase the effectiveness of CCP. A gap in literature existed of studies examining how teachers perceive CCP and practices occurring during CCP. Collective intelligence was the conceptual framework. The purpose of the qualitative case study was to investigate practices and perceptions of five teams of middle school teachers participating in CCP at middle schools. Three research questions focused on exploring common and differing practices grades 6–8 middle school teachers demonstrated during CCP, middle school teachers’ perceptions of CCP, and how middle school teachers’ perceptions of CCP compare to practices observed during CCP. Middle school teachers working in teams throughout the district during CCP time were observed and then interviewed. Seventeen teachers working in teams consisting of at least three teachers each served as the sample. Collected data were coded with the aid of Atlas.ti software. Five major themes emerged as practices occurring during CCP, along with five common perceptions about CCP. Alignment of practices to teachers’ perceptions varied. CCP time is important to teachers, and school leaders should consider how to create and support effective CCP teams.
A Causal-comparative Study of Teacher Self-efficacy in Virtual Charter Schools
(2022-02) Alverson, Lori
Teacher self-efficacy is the belief in the ability to impact students’ success. There is limited research about teachers’ self-efficacy levels in the virtual K–12 environment. Self-efficacy may play a key role in job satisfaction, teacher retention, and higher student achievement. Research literature focused on teaching preparation programs and faculty in higher education but was minimal for the K–12 context. This quantitative study aimed to increase the scope in the literature to K–12 virtual charter schools and determined if there were any significant statistical differences in teacher self-efficacy and attitudes towards science, technology, engineering, and math in the online setting. The theoretical foundation was the intersection of self-efficacy theory and servant leadership. The research questions determined if there were a statistically significant difference between teacher self-efficacy and attitudes towards STEM when compared across the subject matter of elementary, science, technology, engineering, and math, along with the comparison of virtual teaching experience. The causal–comparative design used purposive and snowball sampling methods. The 104 K–12 virtual teacher participants used the Teacher Efficacy and Attitudes Toward STEM Survey. Data was collected through Survey Monkey and then run through statistical analysis with SPSS software. The study results showed significant statistical differences in mean composite scores on the T-STEM survey across subject matter and years of virtual teaching experience groups. There was no statistical interaction between subject areas and years of virtual teaching experience. Leaders may survey the needs of their staff to determine their online teaching proficiency and provide support for gaps in proficiencies.
Child Nutrition and Cognitive Development: A Content Analysis
(2021-06) Arnold, Ronnie
Nationally, approximately 6 million children are suffering from food insecurity. Children living in a food-insecure environment are at greater risk of nutritional deficiencies, which can decrease the ability to learn and lessen cognitive development in K–12 students. Data from the study addressed the gap of limited understanding of the potential thematic relationships across different situational environments and factors that influence success at school. The purpose of the qualitative content analysis (QCA) study was to analyze peer-reviewed medical journals to reveal the influence food has on a student’s cognitive ability to learn. The significance of the study was to combat the effects of food on learning by incorporating knowledge into teaching and societal practices. Understanding potential thematic relationships can add overall knowledge to the connection between nutrition and academic performance and close the gap in knowledge via concise coding of peer-reviewed medical journals. The QCA study research goals focused on the conceptualization of data to create coding schemes that analyze the issues through a data reduction system, the abstraction of categories, and the thematic analysis between undernutrition and academic achievement. Selecting the appropriate peer-reviewed literature required the use of Walker and Avant’s method, which was used to identify, refine, evaluate, and define the attributes of concepts used to answer the research questions. The major themes of the literature review that emerged were food deserts, food insecurity, nutrition and cognitive performance, nutrition and physical activity, stress, working memory, and attendance and absenteeism. The study had three limitations: sample size, time constraints, and lack of collecting representative data.
Clinical Supervision of Mental Health Practitioners: A Phenomenological Study of Different Approaches in Arkansas
(2020-07) McCullough, J. Andrew
Clinical supervision is the foundation of mental health practice for new professionals. Within this professional relationship, new professionals find training, guidance, and support in the first years of practice. The practice of clinical supervision embodies the spirit of servant leadership where experts invest in novices to develop successful practitioners with higher order theoretical and therapeutic skills. The purpose of this phenomenological study was to explore the lived experiences of new counselors and social workers working within clinical supervision relationships. These two disciplines of mental health professionals work with similar clients often at the same practice sites but are guided by different best practices of clinical supervision. The chief differences are social workers obtain supervision from administrative supervisors at work, while counselors must contract for third-party supervision. The research questions focused on lived experiences within the supervisory relationships, perceptions of the developmental practice, and the meaning supervised professionals assigned to clinical supervision. The study employed a semi-structured interview to capture the rich experiences of the mental health professionals. Data from the study increased understanding of the meaning of clinical supervision and provided additional evidence to view clinical supervision through the lens of servant leadership.
Community for a University Online Statistics Course: A Quantitative Quasi-Experimental Study
(2020) Cromar, Ryan
Since the advent of the internet, more professors and administrators from colleges and universities have been putting more classes online. These educators have been able to serve more students at a relatively lower cost. Educators have expressed concerns in online classes due to a lack of community. The study reveals gaps in the literature, which are assessing a sense of community for an online statistics class while assessing the sense of community within a mixture of different ages and genders in an online class. The theories of sense of community and servant leadership were the framework for the research. Research questions in the study reflect a concern about whether statistically significant differences exist in the sense of community in an online statistics class between different age groups and genders. The purpose of the quantitative quasi-experiment was to determine the possible differences between the levels of age and gender for the sense of community. The population was comprised of students taking an online statistics class at a university in Idaho, where a sample of 465 students was surveyed concerning the sense of community. All students taking the online statistics class were eligible to take a survey assessing the sense of community. A two-way Analysis of Variance (ANOVA) was conducted to assess the sense of community between age groups, genders, and age/gender groups. No statistically significant differences in the mean differences in the sense of community between age groups, genders, and age/gender groups surfaced. Educators seeking to improve the sense of community in either statistics classes and/or online classes might benefit from the research.
A Comparative, Relational Study of Social-Emotional Learning and School Discipline by Race
(2020) Parker, Shalah
Students of color in the United States have received school discipline with greater frequency and severity than White students. No known research exists which addresses the culturally responsive use of social-emotional learning universal screeners to address the discipline gap for students of color. The purpose of the quantitative, comparative, relational study was to identify any statistically significant differences in the frequency of school discipline and social-emotional learning universal screener scores of Black, Hispanic, and White students and which, if any, social-emotional learning scales were related to the frequency of school discipline for each of these groups in a large, urban school district in Colorado. The sample of 210 third-grade to fifth- grade students from six elementary schools was stratified into three equal-size groups by race. The Kruskal-Wallis H-tests with post hoc Mann-Whitney U-tests identified lesser frequency in out-of-school suspension (OSS) for Hispanic and Black students as compared to White students. Greater mean scale scores were identified in engagement for Black and Hispanic students as compared to White students. The Pearson Chi Square test detected a significant relationship between engagement and OSS and in-school suspension for both Hispanic and White students. Through the lenses of transformational leadership theory (Burns, 1978) and critical race theory (Bell, 1995), recommendations included the culturally responsive use of data and recognition of racism in the education system. Implications for leadership included facilitating educators’ culturally responsive use of data and professional growth in culturally responsive instruction.
Comparing Student Achievement in Online Versus Traditional Astronomy Classes: A Quantitative Study
(2022-03-10) LaRue, Lee H.
The effectiveness of online courses in science, technology, engineering, and mathematics (STEM) subjects has not been shown conclusively. One area that has not been well investigated is the achievement of online astronomy students versus astronomy students in a traditional face-to-face course. Researching this area will aid in determining whether online courses in STEM subjects have deficiencies that need to be addressed. Transactional distance theory and e-learning theory provided the theoretical foundation for the research. The purpose of the quantitative quasi-experimental study was to determine whether a statistically significant difference exists in final grade between online college astronomy students and face-to-face astronomy students. The study determined how students taking an online astronomy class at a university compared in achievement with students taking a face-to-face astronomy class. Archived data from Fall 2017 through 2019 on a population of astronomy students at a university in Texas were used in the study. The sample size was 488 students. A comparative analysis was made of final letter grades of astronomy students enrolled in online classes and students taking face-to-face classes, using the nonparametric Mann–Whitney U test (z = -3.80, p < .001). The conclusion drawn from this study was that online college astronomy students performed significantly worse than face-to-face students. Results of the study indicated improvements in transactional distance and use of media may improve the outcomes for online students. Recommendations for future research include surveying students to determine strategies to improve the online course. Results of the study contributed to the literature comparing online to face-to-face format in college and university courses generally, but for STEM classes specifically. Keywords: online, face-to-face, STEM, transactional distance theory, e-learning theory
Content Area Teachers' Experiences Teaching English Learners: A Qualitative Case Study
(2021) Beches, Elvira
The number of English learners (ELs) entering middle schools continues to increase, and middle school content teachers providing EL instruction face a considerable challenge. The problem that was studied in this research was the middle school content teachers’ insufficient understanding of ELs’ cultural background, needs, and interests. The literature review indicated middle school content teachers receive training or workshops based on the assigned subject taught and less on accommodating ELs. The purpose of this qualitative case study was to explore middle school mainstream teachers’ preparations, perceptions, and experiences encountered while teaching ELs in one Maryland school district. Vygotsky’s (1978) sociocultural theory and the concept of zone of proximal development framed the study. The research questions used to clarify the problem focused on the factors affecting ELs’ education such as teachers’ preparation, perceptions, and experiences while teaching ELs in the mainstream classroom. Fifteen middle school content teachers took part in the study and answered the online questionnaire and interview questions in detail with interviews conducted one on one. Criterion sampling was used in the identification of the 15 teacher volunteers who completed online teacher questionnaires and one on one interviews. The data from two research instruments were cleaned, prepared, and analyzed, resulting in emergent themes. Findings are presented using figures and tables and data that showed the need for relevant professional development and in-service training for content teachers teaching ELs in the mainstream classroom. The findings suggested the need for greater collaboration among all stakeholders to support content teachers in more effectively instructing ELs.
A Correlational Study Examining the Relationship Between Police Officer Education and Supervisory Evaluations of Performance in a Medium-Sized Law Enforcement Agency in Tennessee
(2018-04) Smalley, Matthew
There is no research-based consensus about the benefits of a postsecondary education as it relates to police officer job performance, leaving police executives with little guidance when establishing educational hiring criteria. The purpose of this quantitative correlational study was to determine the degree to which the possession of a postsecondary education degree was correlated with measures of police officer job performance in a medium-sized municipal law enforcement agency in the state of Tennessee. This measurement was accomplished by examining 206 numerical annual supervisory performance evaluations and education data for 85 police officers during a three-year period (2013–2015). This sample represented all nonsupervisory police officers employed by the agency of interest who received performance evaluations for the position of police officer during the study period. The study was designed to determine if a positive correlation existed between possessing a postsecondary education degree and supervisory ratings of police officer performance in four categories: general professionalism, productivity, technical knowledge, and management skills. No significant correlations were found in the sample between education and supervisory ratings of general professionalism and productivity. Significant positive, but weak correlations were found in the sample between education and supervisory ratings of technical knowledge (r = .172, p = .014) and management skills (r = .146, p = .036). This study showed mixed and inconclusive results about the relationship between police officer education and performance, consistent with existing literature. The study’s findings provided the basis for recommendations to law enforcement executives and future researchers wishing to gain further insight into the relationship between police officer education and performance.
Cultural Transformation: An Exploratory Case Study on Latinx Internet Access
(2020-06) McWhorter, Gregory
The ramifications of Latinx families being exposed to increased access to the Internet, through school district programs sending home Internet-capable devices with students, was unknown. There exists a need to conduct research in order to understand what affects forced, increased access to the Internet might be having on the home culture of Latinx families. The research fills a gap in research on how Latinx families perceive, view, and make use of technology forcibly sent into homes. Using a framework of critical race theory was appropriate for examining a racial group and a phenomenon experienced by the group. Latinx families explained the affects Internet-capable devices sent home were having on Latinx home culture. Further compared and contrasted were cultural differences experienced from previous limited access to the Internet to increased access of the Internet. Latinx families shared perceived benefits and detriments experienced with the school district initiative in sending home Internet-capable devices. The overall purpose of the exploratory case study was to understand how increased access to Internet-capable technology affected Latinx home cultural dynamics as well as lingering effects from the transition. The research subjects were 17 randomly sampled Latinx families who had students participating in the Internet-capable device take-home initiative enacted by one particular school district. Coding and member checking wereas used on the questionnaire, in-depth interviews, and a focus group in which all 17 families participated.
Delegation Experiences with Unlicensed Personnel by Illinois School Nurses: Qualitative Phenomenological Study
(2020-12-13) James-Benson, Janet
Delegation of nursing tasks to licensed personnel is commonplace in nursing practice. Problems arise when school nurses delegate nursing tasks to unlicensed school personnel. There is a lack of clarity and empirical data regarding what school nurses' real-life experiences are related to the delegation of nursing tasks to unlicensed school personnel. The aim of this study was to explore if nurses in the school setting have adequate knowledge of the accountability, responsibility, and requirements when delegating nursing tasks to unlicensed school personnel, according to the Illinois Nurse Practice Act (2019). A qualitative phenomenological approach was used to collect data from 15 Illinois school nurses who had experience with the delegation of nursing tasks in public elementary and high schools. The research questions used to guide the study were designed to explore the perspectives of school nurse experience, perceptions, and knowledge regarding responsibility, accountability, and appropriateness of delegation of nursing tasks to unlicensed school personnel. Analysis of the results revealed all of the participants had current or previous experience with delegation in the school setting. More than half of the respondents lacked knowledge of the specifics in the Illinois Nurse Practice Act regarding the delegation of nursing tasks to unlicensed school personnel. School administrators and school nurse leaders can use the results of the study to make decisions about alternative health service delivery methods in the absence of the school nurse as well as school nurse professional development. Transferability of results to others is possible when similar practice protocols are evident.

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