Leadership Dissertations

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http://hdl.handle.net/20.500.12520/37

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Meeting Adaptive Challenges - Veteran Teacher Technology Self-Efficacy and Well-being: A Case Study
(2024) Benner, Belinda Pauline
Educational institutions have experienced growing pressures on retaining high-quality staff. The problem was resistance to learning new technology and low K–12 veteran teacher technology self-efficacy (Francom, 2020; Šabić et al., 2022), and the implications for changes in professional development leadership. The purpose of this qualitative case study was to explore K–12 veteran teacher perspectives on the influence of professional development on technology integration and increased technology self-efficacy to promote well-being and meet adaptive challenges, and the subsequent implications on professional development leadership. A gap in research existed identifying sustainable techno-pedagogical professional development to support veteran teachers. The study’s theoretical framework included Bandura’s self-efficacy theory and Bass’s transformational/relationship leadership theory. This exploratory study allowed for the investigation of technology self-efficacy professional development relationships from the perception of 17 veteran teachers from a medium-sized school district in Florida. Purposive sampling and an interpretive lens deepened understanding of the intersection of leadership and self-efficacy theories and well-being. Three research questions to clarify the problem focused on the demands for integrated technology, factors affecting technology self-efficacy, and reasons for resistance. A questionnaire and semistructured interview allowed participants to generate meaning from their experience with professional development. Thematic analysis was applied to identify, organize, and describe emerging themes relating to technology self-efficacy and implications for professional learning leaders assessing existing practices. Eight themes emerged, representing new understanding surrounding veteran teachers’ positive attitudes towards learning and methods for meaningful professional learning to build technology self-efficacy.
Effects of Value-Added Models on Elementary Teachers' Self-Efficacy and Stress Levels: A Quasi-Experimental Quantitative Study
(2024-03) Kessler, Jasmine Dutton
Teachers in 13 states are evaluated using value-added models (VAMs), a measure of student growth on standardized tests. The problem is that value-added models evaluate intermediate-level teachers' ability to have students perform on a standardized assessment despite other factors affecting students’ academic performance, such as socioeconomic factors and language, which could impact teacher stress and self-efficacy (Amrein-Beardsley, 2019). Research has focused on the stress and self-efficacy of teachers related to standardized testing, yet there is a gap in the literature analyzing the potential effects of VAMs on stress and self-efficacy. The theoretical foundation intersected Bandura's self-efficacy theory and Lazarus and Folkman's transactional theory of stress and coping. Research questions were developed to determine whether there was a statistically significant difference in the stress and self-efficacy of teachers evaluated using VAMs and not evaluated using VAMs. The purpose of the quasi-experimental study was to examine the possible effects of VAM evaluations by comparing teachers evaluated using VAMs and those that are not evaluated using VAMs. A quasi-experimental design used purposive sampling to collect a sample of 53 classroom teachers teaching for at least 3 years. Survey data were collected using SurveyMonkey. A Mann-Whitney U-test was run through Statistical Package for the Social Sciences (SPSS) software. Results indicated no statistically significant difference in stress levels or self-efficacy between teachers evaluated using VAMs and teachers not evaluated using VAMs. Leaders should survey the stress and self-efficacy of their staff to support their needs better and create a supportive work environment.
Educators' Inhibitors to Risk Taking: A Qualitative Case Study
(2023-12) Bringold, Levi
When educators create a culture of taking risks in the classroom, both learners and educators benefit from boosts to creativity, positivity, and innovation, while maintaining challenges for the learner. However, several factors inhibit educators from taking risks in the classroom. By identifying the intrinsic and extrinsic inhibitors, collaborative efforts can be taken to remove those barriers. Existing research has determined specific inhibitors that impact teachers and how to remove barriers. Still, it has not been committed to identifying intrinsic and extrinsic inhibitors of risk-taking by teachers in the classroom. This qualitative case study aims to identify teachers' inhibitions toward implementing risk-taking instructional approaches such as differentiated instruction. Semi-structured interviews were completed with 16 K-12 educators from public and parochial schools in Michigan to establish self-identified internal and external inhibitors and how educators address them. Fear and conscience incapacity emerged as intrinsic inhibitors, and relationships, available resources, and COVID-19 emerged as extrinsic inhibitors. School leaders need to use this information to identify which inhibitors are most prevalent with teachers in their building and to remove them using a collaboratively developed plan effectively.
Training Opportunities and Satisfaction Perceptions of the United States Federal Civilian Employee Workforce: A Causal-Comparative Study
(2024-03) Nguyen, Trong T.
Leaders are responsible for developing and retaining employees. The problem is when employees feel limited in developmental opportunities and unsupported by organizational leaders, they may consider leaving the organization. Each year, federal civilian employees (FCEs), classified by tenure, rate their perceptions of training opportunity and job satisfaction on the Federal Employee Viewpoint Survey (FEVS). The purpose of the causal-comparative study was to determine if there was a statistically significant difference between tenure group means for FEVS perceptions of training opportunity and job satisfaction by FCEs. Knowles’s theory of andragogy and Herzberg’s motivation-hygiene theory provided the framework for the study. The first research question examined if there was a statistically significant difference in the group means for FEVS perceptions of opportunities by FCEs across tenure groups. The second research question examined if there was a statistically significant difference in the group means for FEVS perception of job satisfaction by FCEs across tenure groups. The study utilized FEVS archival data from 2018 to 2022 publicly hosted by the Office of Personnel Management. Data were analyzed using SPSS (Version 29) by performing an analysis of variance (ANOVA) for both research questions. While testing assumptions of the data, violations were discovered that required additional analyses using the Kolmogorov-Smirnov tests and Welch’s ANOVA. For both research questions, the null hypotheses were rejected, and the alternative hypotheses were accepted. There was a statistically significant difference in group means for FEVS perceptions of opportunity by FCEs across tenure groups. A statistically significant difference was also found in group means for FEVS perceptions of job satisfaction by FCEs across tenure groups.
A Correlational Study on Leadership Styles of Special Education Administrators and Perceived Stress Levels of Special Educators
(2024) Combs, Alix Weiss
This study investigated a continuing shortage of special education teachers in the United States, causative factors, and supporting literature for the perceived problem. The problem is special educators continue to leave the field due to stress and school processes and procedures. Principals' influence on teacher stress levels, well-being, and retention has been widely documented. However, with the addition of special education administrators in buildings, a gap in research exists in identifying if special education administrators also influence the stress levels of their special educators. The purpose of the quantitative correlational study was to investigate the stress levels of special educators associated with the leadership styles of special education administrators. The transformational leadership theory and cybernetics theory were the frameworks for the study. Snowball sampling was used to recruit 40 participants (full-time certified special educators who worked for six months with their special education administrator). Data was collected through Survey Monkey utilizing a revised Teacher Stress Inventory (TSI) and The Leadership Practices Inventory (LPI). Using SPSS software, Pearson Correlation was used to analyze the data, and results revealed no statistically significant relationship between special education administrators' leadership styles and their special educators' stress levels; however, it did reveal a weak negative correlation. Recommendations for future research include investigating transformational leadership styles in conjunction with most advanced degrees, years as a leader, and participation in continuing education related to leadership.
Mental Health Support for Socioeconomically Challenged Elementary School Students: A Qualitative Study
(2024-02-20) Mastan-Olivera, Mozmin Nisha
Mental health support for students is crucial but may be lacking in socioeconomically challenged educational systems. The problem is the lack of appropriate mental health support for elementary-aged students in socioeconomically challenged areas. The purpose of this basic qualitative study was to explore academic leaders’ perceptions of how transformational leadership impacts mental health support with socioeconomically challenged elementary school students in northern California. The transformational leadership theory could have implications and benefits for fostering innovative changes in educational environments. The study used the purposeful sampling method to select 15 out of a total population of 120 educational professionals in the Preeminent Learning Center (PEL) after-school learning program to participate in the study through qualitative interviews. Inclusion criteria ensured all selected participants are or were previously academic leaders at PEL Learning Center working with elementary-aged students. The qualitative data were analyzed through Braun and Clarke’s thematic analysis to group similar topics identified through participant interviews. The data found that all participants viewed transformational leadership as an approach that was effective in creating a better educational environment for socioeconomically challenged, elementary-aged students. The data also found that almost all participants did not think schools in socioeconomically challenged neighborhoods had adequate mental health services, if any at all. It is recommended to use transformational leadership to create positive learning environments as well as advocate for policy change at a district level and to create mental health services for students in socioeconomically challenged neighborhoods.
Overcoming Obstacles to Successfully Teach During the COVID-19 Pandemic: A Basic Qualitative Study
(2024) Cain, Tina
COVID-19 presented educators with a quick transition to virtual teaching. The problem was that secondary teachers in southwest Florida had to overcome obstacles, including preparedness, to teach successfully using different modalities during the crisis of the COVID-19 pandemic. Research on this topic is important because teachers’ perceptions will be identified and can help guide future educational decisions. There was a gap in the literature addressing the obstacles teachers had to overcome to teach successfully during the COVID-19 pandemic. A basic qualitative study may provide teachers’ descriptions of the obstacles they had to overcome, the teachers’ perceptions of the changes that can be made to pedagogy to make virtual teaching more impactful, and how overcoming obstacles can help with teacher self-efficacy. The sample was 15 secondary teachers in southwest Florida who were teaching in a brick-and-mortar classroom when the COVID-19 pandemic started. Purposive sampling ensured the potential participants met the criteria needed for the study. A questionnaire was used for demographic data and Interview Protocol was the data instrument. Coding was conducted, and themes emerged from data using Otter software. Key results included teachers having a lower self-efficacy because they did not feel prepared for teaching virtually and felt unprepared to use the tools provided due to lack of training. Educational leaders and higher education institutions may benefit from this study by providing comprehensive professional development that is focused on the pedagogy and tools needed for virtual teaching and the coursework future teachers must complete to prepare them for teaching during adverse events.
Persistence of First-Generation Black Male Students Attending Community College: A Qualitative Exploration
(2024-02-20) Gargano, Matthew
Although much progress has been made in expanding equitable access to institutions of higher education, there is still a paucity of evidence of successful persistence strategies among first-generation, 18–32-year-old Black male college students. The problem is persistence rates of first-generation, 18–32-year-old Black male college students in the United States fall significantly below their White counterparts. The purpose of this qualitative study was to understand the factors affecting persistence among first-generation, 18–32-year-old Black male students attending community college. There is a gap in the literature regarding the elements influencing persistence within this demographic. The self-efficacy and transformational leadership theories best fit the investigation and worked well together to form the theoretical framework and provide a solid and seamless connection with the subject of the inquiry. Two research questions that guided this qualitative case study focused on how first-generation, 18–32-year-old Black male students explained factors affecting persistence at a community college in North Carolina and perceptions of persistence. This qualitative study identified factors affecting persistence among first-generation, 18–32-year-old Black male students attending community college. A qualitative case study design involving 15 participants using semi-structured, individual and focus group interviews was chosen. The themes of Black homophily, Black male mentorship, Black male ethnomethodology (lived experience), self-efficacy, and code-switching are among the eight themes that emerged using thematic analysis in conjunction with Creswell and Poth’s data analysis spiral with assistance from MAXQDA software.
Firefighter Student Choice Between Traditional or Hybrid Basic Fire Academy at a Large Texas Fire Training Facility: A Qualitative Intrinsic Case Study
(2024) Kelly, Tonja
Career firefighters in the United States must become certified, usually through a basic fire academy. Hybrid academies have become a popular variation. The problem was the factors influencing firefighter student choice of attending a traditional fire academy versus a hybrid fire academy at a large Texas fire training facility were unknown. This data could help leaders understand if student needs beyond passing certification exams are being met. The purpose of this qualitative case study was to identify the factors influencing firefighter student choice of attending a traditional fire academy versus a hybrid fire academy at a large Texas fire training facility. Choice and servant leadership form the theoretical framework. Questions explored were factors that influence fire academy student choice of a traditional or hybrid fire academy, description of the hybrid course and the traditional course by those who have graduated from a basic fire academy, and perceptions of the factors influencing fire academy student choice by leadership and faculty. Purposive sampling was used to select 15 graduates and four leaders or instructors from a large Texas fire training facility. Students and leaders or instructors completed different semi-structured interviews. Thematic analysis with a five-step spiral was used with open coding to aggregate and combine data into five themes. Four themes aligned to instructor/leaders: availability, recommendation, reputation; learning style and personal qualities; life responsibilities; and social interactions. These four also aligned to graduates, with the addition of academy structure. Findings may inform needs analyses allowing academy leaders to build better student experiences.
Interpretive Phenomenological Study of Minority Students’ Lived Experiences With Negative Micromessaging
(2024) Ellis Jr., Pernevlon
Transformational leaders need data to improve the outcomes of diverse learners in higher education. While quantitative research contributes valid data, qualitative inquiry provides detailed narratives. This interpretive phenomenological inquiry examined students’ micromessaging and self-efficacy. Negative micromessaging occurring in minority student interactions with faculty, staff, and peers at a predominately White institution hinders the development of positive self-efficacy. The purpose of this interpretive phenomenological study was to investigate the lived experiences of marginalized students attending a predominately White institution where negative micromessaging occurs in social interactions. This study contributes to the literature on factors shaping student self-efficacy. Fifteen participants were selected from 1,800 minoritized students attending a Midwestern community college. The study’s in-depth interviews provided valuable data that can inform culturally responsive practices in higher education. The interview protocol was constructed with input from subject matter experts. The participants shared their experiences, including negative and positive micromessages, that influenced their reported self-efficacy. Transformational leadership and critical race theory provided the rationale for utilizing an interpretive phenomenological design to produce a narrative of experiences with negative micromessaging. Students at a predominately White postsecondary institution were asked to describe how they experienced negative micromessaging in interactions. Another research question explored marginalized students’ perceptions of negative micromessaging. Lastly, it examined how marginalized students developed coping strategies to prevent negative micromessaging.
Conducting Flow: A Quantitative Correlational Study of Music Conductor Leadership Traits in Millennial Business Managers
(2024-01-25) Ames, Corey M.
Individuals born between 1981 and 1996 are expected to be the dominant generation in the workforce by 2025. The problem is conventional leadership applications seem unrelated to the millennial generation’s need for workplace autonomy and adapting to volatile, uncertain, complex, and ambiguous conditions. There is a gap in information about group flow, its significance in organizational leadership, and linking conductor skills in the corporate world. The purpose of this quantitative correlational study was to investigate the relationship between music conductor-type leadership traits and corporate atmosphere in millennial business managers. Conductor-type leadership theory, which is based on ambidextrous and empowerment leadership, and flow leadership theory serve as the foundation for this study’s theoretical framework. Research questions were designed to investigate the relationships between the conductor-type leadership skills of active listening and time management, and corporate atmosphere. The sample consisted of 8,346 millennials who played the serious leadership game FLIGBY. Data were collected from ALEAS Simulations, the creators of FLIGBY and stratified for use in the study. Using SPSS for correlation analysis a moderately significant correlation was found between active listening and corporate atmosphere. A weak but significant correlation was found between time management and the corporate atmosphere. Principal component analysis was used to determine intercorrelations among variables sum of flow, active listening, and time management. An additional PCA was conducted and found a principal musician flow component. It is recommended that companies and organizations create standard training programs in flow leadership based on the study's findings, interpretations, and conclusions.
Qualitative Exploratory Case Study on Improving Practicing Elementary Teachers’ Science Self-Efficacy
(2022) Starks, Ferleshare
Determining how to increase practicing elementary teacher science instruction self-efficacy through ongoing professional development has been a problem in one urban Texas school district. Existing literature indicated science instruction self-efficacy could be built using professional development. However, there is a gap in the literature regarding the short and long-term effects of professional development on practicing elementary teachers’ self-efficacy in science instruction. The four pillars of the transformational leadership theory combined with the social learning theory provided a framework for professional development based on elementary teachers’ perceptions of self-efficacy in science instruction. This qualitative exploratory case study examined a purposive sample of 15 out of 395 practicing elementary teachers’ perceptions of their science instruction self-efficacy using questionnaires, focus group discussions, reflective writings, and individual interviews as a first step towards growing their self-efficacy. Triangulation of the three data sources provided emerging themes reflecting elementary teachers’ perceptions of science instruction self-efficacy needs. Sessions were developed to address the identified themes: lack of material and time, student engagement, teacher content knowledge, and confidence in behavior management. Elementary teachers’ perceptions of their self-efficacy in science content knowledge and pedagogy before, during, and after receiving professional development were considered to identify service delivery methods that effectively supported science self-efficacy growth through improved teaching practices. Teacher feedback during and after participation indicated most participants experienced improved perceived self-efficacy.
Perceptions of Teachers as Armed Personnel
(2020-06-02) Eiselstein, Myong Hwan Kim
In response to the 2018 school shooting at Marjory Stoneman Douglas High School, President Donald Trump recommended arming teachers as a method of protecting students and staff on school campuses. While the practice of arming teachers is already practiced in numerous school districts throughout the country, the idea was new for the national audience. The problem was the perceptions of teachers towards policies asking or allowing educators to serve as armed personnel is unknown. A basic qualitative study was used to identify the perceptions of teachers as armed personnel and close the gap in literature because the perceptions of school administrators, students, and parents are known, but the perceptions of teachers are not. The theoretical framework of the research was based on Maslow’s theory of motivation and the participative leadership theory. The research questions sought to identify teachers’ perceptions of carrying firearms, of colleagues carrying guns, and any experiences with educators serving as armed personnel. Data collection was conducted through semi-structured interviews with participants working in a public charter school district in Texas. The school district was selected for the research because several districts throughout Texas already allow teachers to carry firearms in schools, but the research site did not. The interviews were conducted through a video chat program. Data was analyzed to determine if a general theme existed within the population and responses were hand coded into categories.
High School Administrators' Strategies to Empower Teachers: A Qualitative Case Study
(2023-12-07) Dukes, Brynne
The problem is high school administrators do not know successful strategies to help educators who work with opportunity students in charter schools in large, metropolitan cities in Southern California. The purpose of this instrumental case study was to understand more clearly how administrators can help educators who work with opportunity students in charter schools in large, metropolitan cities in Southern California. There is a gap in the literature regarding strategies employed by leaders of urban charter schools to help teachers work with opportunity students. The theoretical framework was CRSL and CRT. Fifteen administrators were chosen through purposive sampling to participate in focus groups and interviews if they had at least 2 years of leadership experience and worked in a network of non-profit charter schools serving opportunity students in large cities in Southern California. Reflexive thematic analysis was used to examine the data. The research questions in the study revolved around leaders’ strategies to empower teachers to work more effectively with opportunity students and the strategies teachers employed with the same students. Results of this study highlighted important strategies including building relationships, mitigating biases, vulnerability as a strategy, empowering teachers, eliminating deficit thinking, and the need for balancing empathy and high expectations to raise student achievement. Recommendations were made to further study the effectiveness of using CRSL and teaching trauma-informed practices with opportunity students.
Identifying Successful High School Females for STEM: A Quantitative Correlational Study
(2023) Santoro, Stephanie G.
The problem is the low enrollment of females in high school science, technology, engineering, and mathematics (STEM) coursework. The purpose of the study was to examine the correlation between Pre-Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT) component scores and STEM Advanced Placement (AP) exam scores. A literature gap exists regarding how school employees identify females as candidates for STEM courses. Transformational leadership and expectancy-value theories framed this quantitative correlational study. The study was guided by four research questions investigating the extent to which PSAT/NMSQT component scores were correlated with four STEM AP exam scores for female students. Archived data of 398 females who took the PSAT in 10th grade and subsequently took a STEM AP exam were randomly selected from a suburban high school. Using PSAT/NMSQT component scores as the independent variable and AP exam scores as the dependent variable, the null hypothesis assumed no significant relationship, and the alternate hypothesis assumed a statistical significance between the variables. The data were analyzed using Excel and Statistical Package for the Social Sciences (SPSS). A Pearson correlation found varying levels of positive association between PSAT/NMSQT component scores and STEM AP exam scores. Results indicated PSAT/NMSQT component scores were an indicator for STEM success in female high school students. Educators can use results when reviewing data, identifying students, and developing initiatives to engage high school females in STEM coursework.
Secondary Teachers’ Perceptions on How Administrators Affect the Induction Process for New Teachers: An Explanatory Case Study
(2023) Duplantis, Emily Nelms
Schools are experiencing alarming attrition rates nationwide. The problem is 5% of teachers in suburban southeast South Carolina were leaving within their first 3 years. Increasing attrition rates were important because 5 years ago the attrition rates were half. The purpose of this explanatory case study was to learn how a shared decision-making approach and additional principal support during the induction process can improve teacher retention rates. This case study may help fill a literature gap by exploring how to give early career educators a voice. The study's theoretical foundation was based on Hawthorne’s participative leadership and Vygotsky’s sociocultural theories. Research questions were designed to provide data about shared decision-making and additional principal support during the induction process. An explanatory case study design was selected because case studies provide an in-depth understanding of a real-world topic. The case study was bound by secondary teachers in their induction year. Questionnaires and interviews were the data collection methods. Secondary teachers enrolled in the district induction program were selected by convenience sampling and a sample size of 15 teachers participated. A thematic analysis of the data was conducted using Atlas.ti. The data concluded two key factors that must be addressed when considering attrition rates. Supportive, approachable, and consistent administrators can better support the induction process. Providing teachers with a shared decision-making voice is effectively implemented when teachers work and plan together. A sense of belongingness and career longevity happens when these factors are present.
Knowledge and Perceptions of Patient Safety and Patient Safety Culture in a Dental School: A Qualitative Study
(2023) Marchan, Shivaughn M.
The concepts of patient safety and patient safety culture are important to prevent unintentional harm to patients while under the care of clinical teams. The problem is the knowledge and perceptions of students, dental faculty, and dental auxiliaries at the research site with respect to patient safety and patient safety culture are not known. The purpose of this basic qualitative study determined the knowledge and perceptions of patient safety and patient safety culture amongst clinical staff and recent dental graduates as it relates to the provision of clinical dental services at a teaching dental hospital within a school of dentistry in the English-Speaking Caribbean. How knowledge and perceptions on patient safety develop and how the overarching patient safety culture in dental school settings influences the development of knowledge and skill to maintain patient safety are unknown. Reason’s Swiss cheese model of adverse occurrences and Wenger’s communities of practice provided the theoretical underpinnings to investigate the study and explain the results. Three research questions explored the meanings of patient safety for recent dental graduates, clinical teaching faculty, and dental auxiliaries and attempted to understand the norms and behaviors related to the patient safety culture in a dental school setting. An online, anonymous questionnaire was used to collect qualitative data from 28 research participants who met the inclusion criteria. Key findings from thematic analysis uncovered the clinical knowledge-based framework for understanding patient safety and patient safety culture, the use of various members of the clinical team inclusive of peers as gatekeepers for maintaining patient safety, and students’ understanding of personal limitations related to clinical competency as part of patient safety management. The main recommendation includes incorporating a patient safety course in the clinical curriculum.
Lived Experiences of Educational Administrators in the Marshall Islands on Americanization: A Phenomenological Study
(2023-11-13) Humbert, James
An increase in Americanization and the diminishing use of the Marshallese language are eroding the Marshallese culture and identity. This study may promote understanding of how the phenomenon is occurring. The purpose of this qualitative phenomenological study was to describe the lived experiences of educational administrators who work in the Marshall Islands to understand changes in the Marshallese culture due to Americanization. By exploring Americanization and Marshallese culture through phenomenology, this study may foster cultural growth and change in the Marshall Islands and provide valuable insight for indigenous populations. The study’s problem and purpose address a gap in the literature on Marshallese educational leaders' experiences with Americanization of Marshallese culture. Hersey and Blanchard’s situational leadership theory and Heifetz’s adaptive leadership theory serve as the theoretical framework for this study. Two research questions guiding this study explored Marshallese educational administrators' experiences with Americanization in schools and perceptions of Americanization on school curriculum and Marshallese culture. Twenty educational administrators participated in the research. Data were collected through a questionnaire and a virtual interview. A thematic analysis was used to organize the data. This research in the Marshall Islands indicated Americanization has resulted in a loss of culture, brought economic benefits, supported schools financially and logistically, and that curricula support learning English, not Marshallese. Themes indicated a growing need for Marshallese literature and learning materials. This study could be used to foster the design and development of new learning tools that support the Marshallese language and culture.
Perceptions of K-12 Principals and Assistant Principals on the Aspiring Leaders Preparation Program: A Qualitative Intrinsic Case Study
(2023-12) Pendley, Denise
The role of school principals and assistant principals is crucial to student success (Day et al., 2020). State and local governments have established new guidelines making it difficult to train new school leaders (Dare & Saleem, 2022). Limited research has been performed on the benefits of the preparation of principals and assistant principals in a northwest Georgia school district. The problem is 10% of principals and assistant principals request a different position or leave the district after completing the Aspiring Leaders Program. The purpose of this qualitative intrinsic case study was to explore how principals and assistant principals perceive the benefits of the Aspiring Leaders Program in the northwest Georgia school district. Research questions were used to explore the perceptions of principals and assistant principals on the Aspiring Leaders Preparation Program. A sample of 15-20 K-12 principals and assistant principals were interviewed and participated in a focus group. The inclusion criteria for participants will be K-12 principals or assistant principals in a northwest Georgia school district who have completed the Aspiring Leaders Program and have been a principal or assistant principal for at least 1 year. Transformational leadership and adult learning theory provided the theoretical framework for the study. Interviews were conducted, recorded, and analyzed using an inductive approach to explore patterns and themes. Recording and transcribing the data occurred using Otter and transcripts were coded using Delve software.
A Quantitative Study of the Relationship Between Principals’ Use of Time and Student Growth
(2023) Luby, Julie
The problem is that Connecticut school principals face time allocation challenges impacting their ability to ensure student growth in reading and mathematics. With the knowledge of which actions have the greatest impact on student growth, principals can make strategic use of time to increase student achievement. The gap in the literature is that present research offers principals guidance on what type of leader to be but falls short in identifying what specific uses of time, if any, are most highly correlated with student growth. The purpose of this quantitative, correlational study was to examine the relationship between principals’ use of time and student growth, as measured by the Smarter Balanced Assessment. Behavioral Theory provided the foundation for this study. This study was designed to determine if a correlation existed between the time that principals spent in classrooms or time principals spent interacting with teachers and student growth in reading and mathematics. This study examined the relationship between how Connecticut principals spent their time and how their 4th – 8th grade students grew on the Smarter Balanced Assessment during one school year. This study utilized purposeful sampling to obtain input from 89 of the 885 Connecticut principals utilizing a Google Form, sent to emails found on the State of Connecticut Department of Education’s public site and examined the correlation with student growth data, retrieved from the same site. The data were analyzed using the Pearson product-moment correlation coefficient. A significant correlation between principals’ time spent interacting with teachers about teaching and learning and student growth in mathematics was found.

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