Leadership DissertationsDissertations by students in the Leadership and Administration Departmenthttps://hdl.handle.net/20.500.12520/372024-03-28T17:41:07Z2024-03-28T17:41:07Z1461Effects of Value-Added Models on Elementary Teachers' Self-Efficacy and Stress Levels: A Quasi-Experimental Quantitative StudyKessler, Jasmine Duttonhttps://hdl.handle.net/20.500.12520/2612024-03-28T16:21:50Z2024-03-01T00:00:00Zdc.title: Effects of Value-Added Models on Elementary Teachers' Self-Efficacy and Stress Levels: A Quasi-Experimental Quantitative Study
dc.contributor.author: Kessler, Jasmine Dutton
dc.description.abstract: 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.
2024-03-01T00:00:00ZEducators' Inhibitors to Risk Taking: A Qualitative Case StudyBringold, Levihttps://hdl.handle.net/20.500.12520/2602024-03-21T03:21:13Z2023-12-01T00:00:00Zdc.title: Educators' Inhibitors to Risk Taking: A Qualitative Case Study
dc.contributor.author: Bringold, Levi
dc.description.abstract: 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.
2023-12-01T00:00:00ZTraining Opportunities and Satisfaction Perceptions of the United States Federal Civilian Employee Workforce: A Causal-Comparative StudyNguyen, Trong T.https://hdl.handle.net/20.500.12520/2572024-03-20T03:37:23Z2024-03-01T00:00:00Zdc.title: Training Opportunities and Satisfaction Perceptions of the United States Federal Civilian Employee Workforce: A Causal-Comparative Study
dc.contributor.author: Nguyen, Trong T.
dc.description.abstract: 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.
2024-03-01T00:00:00ZA Correlational Study on Leadership Styles of Special Education Administrators and Perceived Stress Levels of Special EducatorsCombs, Alix Weisshttps://hdl.handle.net/20.500.12520/2492024-03-07T03:56:10Z2024-01-01T00:00:00Zdc.title: A Correlational Study on Leadership Styles of Special Education Administrators and Perceived Stress Levels of Special Educators
dc.contributor.author: Combs, Alix Weiss
dc.description.abstract: 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.
2024-01-01T00:00:00ZMental Health Support for Socioeconomically Challenged Elementary School Students: A Qualitative StudyMastan-Olivera, Mozmin Nishahttps://hdl.handle.net/20.500.12520/2482024-03-07T03:56:09Z2024-02-20T00:00:00Zdc.title: Mental Health Support for Socioeconomically Challenged Elementary School Students: A Qualitative Study
dc.contributor.author: Mastan-Olivera, Mozmin Nisha
dc.description.abstract: 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.
dc.description: By exploring academic leaders’ perceptions of transformational leadership’s impact on mental health support, new information could be uncovered that would lead to mental health policy changes in socioeconomically challenged educational environments.
2024-02-20T00:00:00ZOvercoming Obstacles to Successfully Teach During the COVID-19 Pandemic: A Basic Qualitative StudyCain, Tinahttps://hdl.handle.net/20.500.12520/2462024-03-05T03:56:14Z2024-01-01T00:00:00Zdc.title: Overcoming Obstacles to Successfully Teach During the COVID-19 Pandemic: A Basic Qualitative Study
dc.contributor.author: Cain, Tina
dc.description.abstract: 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.
2024-01-01T00:00:00ZPersistence of First-Generation Black Male Students Attending Community College: A Qualitative ExplorationGargano, Matthewhttps://hdl.handle.net/20.500.12520/2442024-03-05T03:56:10Z2024-02-20T00:00:00Zdc.title: Persistence of First-Generation Black Male Students Attending Community College: A Qualitative Exploration
dc.contributor.author: Gargano, Matthew
dc.description.abstract: 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.
2024-02-20T00:00:00ZFirefighter Student Choice Between Traditional or Hybrid Basic Fire Academy at a Large Texas Fire Training Facility: A Qualitative Intrinsic Case StudyKelly, Tonjahttps://hdl.handle.net/20.500.12520/2432024-03-05T03:56:11Z2024-01-01T00:00:00Zdc.title: Firefighter Student Choice Between Traditional or Hybrid Basic Fire Academy at a Large Texas Fire Training Facility: A Qualitative Intrinsic Case Study
dc.contributor.author: Kelly, Tonja
dc.description.abstract: 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.
2024-01-01T00:00:00ZInterpretive Phenomenological Study of Minority Students’ Lived Experiences With Negative MicromessagingEllis Jr., Pernevlonhttps://hdl.handle.net/20.500.12520/2402024-02-24T03:02:10Z2024-01-01T00:00:00Zdc.title: Interpretive Phenomenological Study of Minority Students’ Lived Experiences With Negative Micromessaging
dc.contributor.author: Ellis Jr., Pernevlon
dc.description.abstract: 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.
2024-01-01T00:00:00ZConducting Flow: A Quantitative Correlational Study of Music Conductor Leadership Traits in Millennial Business ManagersAmes, Corey M.https://hdl.handle.net/20.500.12520/2382024-02-17T03:02:10Z2024-01-25T00:00:00Zdc.title: Conducting Flow: A Quantitative Correlational Study of Music Conductor Leadership Traits in Millennial Business Managers
dc.contributor.author: Ames, Corey M.
dc.description.abstract: 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.
2024-01-25T00:00:00Z