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In counseling supervision, leadership is often associated with supervisors' skills, role, position, and responsibilities. However, supervisees need to learn and practice how to lead also: for example, how to promote others' well-being, how to support, and advocate for others and self. Graduate supervisee relational leadership in the mental health professions is an intrinsic part of the purposive aspect of counseling supervision. Relational leadership in graduate counseling supervision is a purposive, interpersonal, facilitative, growth oriented, and process-based service in which leaders -- expert facilitators and mentors -- seek to cultivate leaders, not followers. Relational leadership is mutuality-affirming and mutuality-promoting (e.g., open dialogue, mutual respect, inter-beneficence). My objective for the proposed study is to provide a critical interpretive synthesis of the relevant and relatively recent scholarly literature on this topic. The aim of my critical interpretive synthesis is to explore critically the theoretical underpinnings, theoretical implications, and emerging theoretical directions that follow from the conducted interpretive study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This generic qualitative research study aimed to understand how clinical supervisors have supervised counselors grieving a personal loss. The present research on this topic shows that grief-related education and training are lacking in the field of counselor education and supervision, leading grieving counselors to feel unsupported and supervisors to feel ill-prepared to supervise a grieving clinician. This study sought to answer the research question: What are clinical supervisors' experiences supervising counselors who are grieving a personal loss? To answer the research question, the researcher utilized criterion and snowball sampling to obtain data from ten participants using open-ended semi-structured interviews. The study's theoretical orientation was rooted in Stroebe and Schut's (1999) Dual Process Model of Coping with Bereavement, which informed the interview questions and data analysis. The qualitative data from the interviews included the participant's experiences supervising counselors grieving a personal loss. Braun and Clarke's (2006) six-step thematic analysis was utilized to analyze the data and identify themes and subthemes. Results revealed six themes and nineteen subthemes that involved supervisors feeling unprepared for supervisee grief, that supervisee's meaningful relationships contribute to better supervision outcomes, supervisor-supervisee collaboration, and systemic support are necessary to accommodate supervisee grief, supervisors had to fill in the blanks when applying grief counseling to supervision, supervisor lack of grief advocacy exacerbates supervisee grief, and supervisors feeling unsure of how complex supervisee grief can be. This data may contribute to research demonstrating grief's impact on a counselor's clinical functioning and advocating for supervisors to receive adequate grief training. The results may also advocate for grief education and training to be incorporated into counseling programs and supervisor training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Although data has shown that psychology graduate programs are actively recruiting an increased number of Students of Color, there is limited evidence that these programs are able to adequately support these students once they arrive. The purpose of the current study was to examine how Latiné graduate students' experiences of microaggressions from their supervisor affects their supervisory relationship, as well as their perceptions of their graduate program climate. I collected survey data from 80 Latiné psychology graduate students from across the United States and conducted small focus groups with five participants. I found that exposure to microaggressions within supervision negatively affects the supervisory relationship. I also found that exposure to microaggressions negatively affects students' perceptions of program climate. The focus groups revealed that Latiné graduate students experience a variety of negative responses to the microaggressions that affect how they engage with their supervisor and their program. Future directions and limitations are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qual-QUAN mixed methods study explores how significantly the theoretical and theological impetus of the seminary licensure focused counseling programs impact the actual practice of those who have received this education and training (Hall and Roussel, 2012). The theological and theoretical foundations, expert panel, and counselors' responses to open-ended questions provide qualitative data that helps shape the survey questions and provide clarity. An expert panel of six counseling professors and counseling graduates from the two SBC seminaries with licensure focused counseling graduate programs (NOBTS and SEBTS) helped to provide feedback for the development of the survey instrument. The quantitative research data is drawn from the counselor survey, and uses Pearson correlation analyses to examine possible relationships between missiological motivation, mindset, and methodology of the counseling graduates (Salkind and Frey 2020). In addition, linear regressions determine if there is a predictive relationship of each of the specific independent missiological mindset variables on the overall sum of the dependent variable of missiological practices. The researcher drew the following conclusions: (1) No significant correlation occurs between the sum of missiological mindset with the sum of missiological practice; (2) A statistically positive correlation is found between the sum for missiological mindset with the counselors' perception of the missiological intent of the program; (3) Supervisors appear to have an impact on counselors' missiological mindset and frequency of implementing missiological practices; (4) As identity of "counselor" increases then the frequency of their missiological practices decrease; (5) A greater dissonance between counselors' Christian values and their counseling seems to decrease frequency for implementing missiological practices; (6) "Having more of a missiological mindset" was identified by counselors as their greatest need in practicing more missiologically; (7) The mindset of "missionary" as a primary identity was predictive of the missiological practices during and after graduate school supervision and in their current context. There was also a predictive increase in the missiological practices when the primary identity of the counselor was "discipler" in their current context and a decrease in the missiological practices for those whose primary identity was that of "counselor" during and after graduate school supervision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the evolution of supervision among new student affairs professionals, exploring the transformative journey from graduate school to full-time roles. Drawing upon qualitative research methods, the study delves into the experiences and perceptions of new student affairs professionals as they navigate their supervisory responsibilities within the first five years. Through thematic analysis, the findings reveal several key insights. Firstly, graduate assistantship experiences serve as foundational pillars, providing invaluable opportunities for anticipatory socialization and skill development. Secondly, the importance of formal onboarding processes emerges, highlighting the need for tailored training initiatives to address knowledge and skill gaps in supervision. Thirdly, peer learning and mentorship are identified as crucial elements in the professional development of new supervisors, emphasizing the significance of fostering supportive networks within the field. Finally, reflective practice emerges as a cornerstone in the evolution of supervision, underscoring the importance of ongoing self-reflection and continuous learning. These findings offer practical implications for enhancing training, onboarding, mentorship, and supervisory practices in student affairs. By implementing recommendations derived from this study, institutions can better support the professional development and success of new supervisors, ultimately enriching the student affairs landscape. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

U.S. counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs mandate specific supervision requirements for counselors-in-training, in all specialty areas. Supervising school counselors-in-training (SCITs) differs due to the unique responsibilities of school counselors, which encompass crisis response, curriculum development, consultation, data management, small group and individual counseling, leadership, and student advocacy. The purpose of this hermeneutic phenomenological study was to explore the lived experiences of preparedness levels of school counselor site supervisors. Data collection involved semistructured interviews with six participants who had all served or were currently serving as a school counseling site supervisor. The data analysis followed Smith's approach to interpretive phenomenological analysis. Four main themes emerged, along with three subthemes: (a) absence of supervision training and preparedness, with the subtheme of individual preparation; (b) the impact of communication and feedback on supervisee development; (c) the importance of university partnerships; and (d) the purpose of supervision, with the subthemes of building important relationships with students and offering real-world experiences. The study may foster positive social change by providing evidence of best practices for preparing SCITs. School counseling supervisors may be able to use the study findings to better prepare their trainees for their role, which, in turn, may result in stronger school counseling programs and better care of students, potentially yielding higher student success rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Coronavirus 19 (COVID-19) pandemic had a significant impact on post-secondary education in the United States with much of the focus during the height of the pandemic being on students and their instruction. Little attention has been paid to the experiences of supervisors in higher education, specifically, the lived experiences of supervisors and the factors that impacted supervisors leading hybrid and remote teams. With a phenomenological framework in the periphery, the purpose of this study was to explore the lived experiences that supervisors of staff within higher education had after transitioning to either a hybrid or fully remote work model. The transformational leadership theory was used as a sounding board for understanding supervisor experiences within higher education. Structured interviews were used to garner detailed narratives of the phenomenon. Nine supervisors with at least 3 years' experience in a supervisory role and in a traditional university-setting (i.e., in person) were recruited. The factors that impacted supervisors who led hybrid and remote teams were identified across the nine participants through six themes: (1) culture shift; (2) employee first; (3) intentional connections; (4) leadership considerations; (5) mental health; and (6) resources. Study findings suggested that the experiences of supervisors of staff in hybrid and remote settings are complex and that leading hybrid and remote teams in a post-COVID-19 environment requires intentionality and strategizing. The results of this research can be used for positive social change to assist supervisors with maneuvering the new normal of hybrid and remote work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This multiple case study explored the relationship between school district and school site environments and the character of instructional coaching. Across the US billions of dollars are spent every year on professional development for teachers, and over the last few decades, coaching, as a form of professional development, has grown in prominence. However, studies have identified that many coaches are spending only a fraction of their overall time engaging in high-leverage coaching practices with teachers. This study sought to explain the district and site environmental factors and the personal attributes of coaches that impact the work of coaches through close inspection of the coaching programs for three mid to large sized California school districts. Propositions were drawn from the study's framework and used for pattern building. Interviews were conducted with instructional coaches, coaching supervisors, and district administrators, and documents regarding the coaching program were collected. The results indicate that the districts all had systems of information, support and practices that impacted the motivation and skills of the coaches and the character of coaching for the district. The aspects of the environment with the greatest impact on character of coaching were role clarity, prioritized time for coaching, systems of support, and aligned opportunities for training and practice. The study's findings indicate that districts wanting to strengthen their coaching program would benefit from providing intentional levels of support for coaches and should strive for alignment in role, training, and expectations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Employee retention is an ongoing challenge for higher education student affairs professionals, who account for the largest employee group across the higher education workforce. Job satisfaction and organizational commitment have previously been identified as correlated with college and university employees' decision to stay or vacate their position. Authentic leadership, an evolving theory, has been associated with greater levels of job satisfaction and organizational commitment in a variety of settings. However, there is a gap in the literature about the status of this relationship within community college student affairs work environments. The purpose of this study was to investigate the relationship between community college student affairs professionals' job satisfaction and organizational commitment and their perception of their immediate supervisor's authentic leadership. Results indicated perceived authentic leadership significantly predicted the job satisfaction of community college student affairs professionals. Perceived authentic leadership also significantly predicted professionals' organizational commitment. Further, there was a significant difference in the relationship between perceived authentic leadership and the organizational commitment of community college student affairs practitioners by racial and ethnic identity. It is recommended community college leaders promote the development of authentic leadership qualities among those charged to lead student affairs departments to increase practitioner satisfaction and strengthen commitment to the college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Underrepresented female doctoral students (UFDS) face challenges in science, technology, engineering, and mathematics (STEM) education, particularly concerning a low sense of belonging (SoB). Little is known about the impact of learning settings (online or on-campus) and the inclusive leadership qualities of research supervisors on the SoB of women in STEM doctoral programs. This quantitative nonexperimental comparative study aimed to address this research gap, comparing the SoB of UFDS in online versus campus university settings and examining the relationship between perceived faculty inclusive leadership qualities (PFILQ) and SoB. Rooted in Fiske's core social motives, particularly sense of belonging, the study utilized an independent samples t test and regression analysis to analyze survey data from 638 participants, with 191 meeting analysis criteria. The key findings indicated no significant SoB differences between online and on-campus settings. PFILQ emerged as a significant predictor of UFDS's SoB, while university setting had no predictive value. Further refinement introduced percentage online involvement (POI), revealing no significant differences in SoB scores across campus, hybrid, and online POI categories. Notably, PFILQ and POI, specifically comparing campus and hybrid involvement, were identified as significant predictors for UFDS's SoB. The results may catalyze positive social change by providing guidance to educational institutions in cultivating a culture that not only welcomes diversity but also fosters a more inclusive and collaborative research environment for underrepresented women in STEM. This, in turn, may enhance the collective intelligence and innovation within these fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

School-based mental health (SBMH) services are receiving robust attention as schools themselves are raising concerns about increased student mental health needs. Policy makers are subsequently questioning whether providers have the training and supervision necessary to navigate the unique needs of delivering mental health in a school setting. Although there is broad consensus that clinical supervision serves a vital function in the fields of counseling and therapy, research continues to highlight the difficulty in defining clinical supervision in terms of its practices and processes. The purpose of this qualitative, phenomenological study was to articulate and explore the experiences of clinical supervisors working in SBMH settings located in Minnesota, USA, through a lens of the Common Factors metatheory. A subsidiary purpose of this qualitative, phenomenological study was to identify and explore how cultural sensitivity informs the common processes and practices of clinical supervisors working in SBMH settings. Data was gathered from nine participants through semi-structured interview questions. The results of this study indicated four primary themes: supervisors utilizing relational common factors, supervisors using common factors interventions, utilizing roles to conceptualize supervision, and using common factors to navigate school systems. Two subsidiary themes were also found: multicultural sensitivity and the supervisory alliance, and supervisor identity and multicultural sensitivity. Recommendations include inclusion of common factors practices and processes within training and supervision in SBMH, the intentional inclusion of culturally sensitive practices in supervision, and further attention to increasing the scope and methodological rigor to understand the multi-contextual experiences within the supervisory relationship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Supervisors of on-campus student employees are perhaps the most consistent touchpoint of a working undergraduate's college experience and the criticality of this role within higher education has gone relatively unrecognized. The current study explored how student affairs professionals learn to supervise student employees who work part-time on campus in co-curricular settings. This qualitative investigation of 11 student affairs professionals sought to learn what supervisors of student employees perceive to be the responsibilities of their role and how they learned to supervise on-campus student employees. Using Role Identity Theory to frame this research, the findings revealed that the participants felt they embodied a plethora of idiosyncratic identities in their role as a supervisor of student employees. Participants experienced a range of emotions associated with their extensive scope of responsibility. Their perceived responsibilities were vast in nature and in stark contrast to what they felt was expected of them from their supervisors' and institutions' points of view. The findings demonstrated that participants taught themselves how to supervise in the absence of supervisory coursework in their educational programs and institutions' human resources trainings. The data also revealed unexpected findings, such as the supervisory challenges presented by current events and students' motivation to work. Additionally, the participants' experiences put a spotlight on the impact of student employment on institutions of higher education. This study provides extensive recommendations for practice and areas of future research. To reap the institutional rewards of on-campus student employment programs, colleges and universities must invest in the supervisors who are responsible for these students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

College student employees are not only serving the overall mission of their institutions, but also developing career readiness skills through daily interactions while at work. In this study, I explore the perceptions of the supervisors of student employees as both managers and student affairs professionals. Through one-on-one interviews with supervisors, discussing their interactions with students, I explore the implicit and explicit curricula they provide to their students using a curriculum analysis framework. I then compare the resulting learning outcomes against those identified in industry standards. The supervisors described supporting student employees' personal development during the student employment experience as well as through informal mentoring relationships. Identifying the student development potential of student employment can contribute to the development of more purposeful student employment experiences with a lasting impact on students, supervisors, and the institutional mission. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to understand counseling site supervisors' experiences of and preparation for the individual supervision of group work with counselor trainees who were conducting group work as a part of their practicum and/or internship experience. An interpretative phenomenological analysis (IPA) approach was the chosen methodology. Nine participants who were licensed counselors with a supervisor designation in a large midwestern state participated in semi-structured interviews. Following data collection and analysis guidelines by Smith et al. (2009), a total of three superordinate themes were identified: (a) "Inadequate to be a Supervisor of Group Work," (b) "Supervisor Reliance on First-Hand Experiences," and (c) "Shaping Supervision for the CT." Implications and recommendations for the five core areas of counselor education and supervision were provided and limitations of the study were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The United States is currently facing a shortage of mental-health providers that affects 160 million Americans. The need to empower the health system with appropriately knowledgeable, skilled, and diversely aware people mental-health practitioners is a critical necessity for current and future healthcare needs. This study aims to validate the importance of multiple methods of evaluation (self, peer, supervisor) in competency-based training of clinical psychologists. Multiple methods of evaluation offer unique contributions to competency-based education, including providing a scaffolding for building confidence and progressive alignment of evaluation of self with supervisor evaluation. Over time, students were able to better align with supervisor evaluation of strengths and weaknesses and core training competencies, while peers played an important role in scaffolding confidence. Multimodal evaluations facilitated improved self-assessment in growing clinicians' education--an important developmental competency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The American School Counselor Association has placed an increased emphasis on school counselor leadership. School counselors play an essential role within the educational setting (ASCA, 2019). Leadership embodies the overarching role of a school counselor and is a key component of each school counselor's professional identity (McMahon et al., 2009), which begins to take shape during graduate school. School counselor trainees are expected to assume a leadership role immediately upon entering the professional work field. It is not known what the perceptions of school counselor trainees' leadership practices are from the school counselor trainees, and in comparison, to site supervisors at the conclusion of the school counselor trainees' internship experience, prior to entering the professional work field. This study used a quantitative comparative analysis to compare the perceptions of school counselor trainees and site supervisors who oversee school counselor trainees, regarding school counselor trainees' leadership practices. More specifically, a survey approach was used and investigated the following five key dimensions identified in the School Counseling Leadership Survey [(SCLS); (Young & Bryan, 2015)] of school counselor trainees' leadership practices: 1) interpersonal influence, 2) systemic collaboration, 3) resourceful problem solving, 4) professional efficacy, and 5) social justice advocacy. Data was analyzed using Independent-samples t-tests. The tested hypotheses found one of the five factors to be significant, interpersonal influence. There were no significant differences in site supervisors among the levels in which they work (elementary, middle, or high) or their years of experience. The findings from this study indicate avenues of future study connected to school counselor trainees' leadership practices and is important for school counselor trainees, site-supervisors, and counselor educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The role of principal supervisors has changed significantly, moving away from a focus on compliance and towards a greater emphasis on nurturing principals' instructional leadership skills. As a result of this evolution, there is now an increased presence of supervisors in schools, but there are no clear guidelines for their activities. This study aims to fill this gap by developing a theory that explains how principal supervisors can effectively support principals in their roles. The insights gained from this study will have significant implications for the future training and professional development of principal supervisors, which aims to improve the effectiveness of principal leadership and, in turn, enhance student outcomes. The study seeks to answer the key research question: "How do principal supervisors and their principals perceive how principal supervisors provide effective support?" Using a qualitative approach and grounded theory design, the study collected data through 15 semi-structured interviews involving three principal supervisors and 12 principals who had worked together for at least three years. The resulting grounded theory outlines a comprehensive framework that explains how principal supervisors can offer impactful support to principals. Central to this theory is the use of an equity lens by principal supervisors, alongside the strategic use of six key professional tools: time, school visits, data, coaching, collaboration, and professional learning. These tools are enhanced by the supervisors' experience and adeptness in relationship-building. The principal supervisors' support is centered on learning that engages both the principal supervisor and principals, improving the latter's professional practice. This study highlights the importance of continuous learning within the support for both principal supervisors and principals, which facilitates iterative improvement in the principals' professional practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study aimed to understand the relationship between School Counseling Site Supervisors' (SCSS) characteristics, Social Determinants of Health (SDOH) training, cultural humility, advocacy competency, and SDOH competency (n = 69). SDOH refers to the factors that inform an individual's physical and mental health. Cultural humility refers to an innate openness and curiosity about individual experiences, perspectives, and culture. Advocacy competency refers to the ability to implement advocacy efforts within an individual's community. Having competency with addressing SDOH in schools, practicing cultural humility, and advocacy competency can help SCSS improve supervision practice within school communities. This study followed a non-experimental, correlational survey research design. Multiple linear regression analyses were conducted to measure the strength of the relationships between the variables. The data supported statistically significant relationships between SDOH-based supervision training (F(12,51) = 2.59, p < 0.05, R[superscript 2] = 0.38), cultural humility (F(1,67) = 6.17, p < 0.015, R[superscript 2] = 0.08), and advocacy competency (F(1,67) = 9.7, p < 0.003, R[superscript 2] = 0.13) as predictors of SDOH competency. Similar findings were reported in research related to incorporating SDOH trainings with preservice school counselors (Brookover et al., 2022; Johnson & Brookover, 2021; Johnson, Brookover et al., 2022). Furthermore, the study's results support the need for counselor education programs to enhance SCSS training programs to build greater competency in addressing SDOH within the supervision experience and in school communities. Future development of school counselor site supervisor training to address SDOH should include components of cultural humility and school counselor advocacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Across the United States, school districts are reshaping the role of principal supervisors to include supervision practices intended to enhance the instructional and leadership skills of the principals they supervise. The purpose of this research study is to add to the existing body of research involving the predominant practices that principal supervisors employ when working with principals. Additionally, this study explored the connections between principal supervision and student achievement, as perceived by the principal supervisors themselves. This qualitative study consisted of 10 semi-structured interviews conducted with current and former principal supervisors in a large, urban school district. The study found that principal supervisors utilized a variety of strategies when working directly with principals to increase their capacity. The strategies, while varied, coalesced around goal-centered coaching. The study also illuminated principal supervisors' reflections on how they believed they impacted student achievement. The participants overwhelmingly believed that the role of principal supervisor can positively impact student achievement. Additionally, the research study confirmed prior research on principal coaching, namely, that collaborative and receptive relationships between principal and principal supervisors resulted in increased principal skill-building. The findings indicate that principal supervisors hold the positional power to become educational architects who have the potential to improve principal practice, thereby improving teacher practice and possibly improving student achievement in the process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this study, the researcher explored the lived experiences of clinical supervisors working in the field. The supervisors' experiences were collected via interviews as they reflected on their work supervising counselors seeking state licensure. They also responded to a demographic questionnaire. The participants were asked about their interest in supervision, training experience, supervisor development, and supervision competency. The goal of this study was to hear and share the voices and experiences of supervisors in the field, a large and underrepresented population of supervisors. The researcher used Interpretive Phenomenological Analysis to gather, analyze, and synthesize the stories of the six participants. The findings that emerged included four major themes: 1) teaching and learning, 2) relationship dynamics, 3) setting and populations, and 4) emotions. Two of the themes had subthemes. Within the first theme, learning and teaching, there were four subthemes: 1) experience as a supervisee, 2) learning and knowledge, 3) teaching, and 4) growth and development. Within the theme of relationship dynamics, there were three subthemes: 1) emotional support, 2) communication, and 3) collaboration. The limitations of this study included a lack of diversity in both race and gender. A sampling limitation is that the participants were self-selected, which is known to be influenced by interest or knowledge of a topic (Patton, 2014). Social desirability could also be a risk in this study if the participants shared their experiences in a way that they believed would please the researcher. Also, this study focused on the experience of the supervisor, which is only one part of the supervisory experience. The implications of this study have the potential to influence supervision practices, policies related to licensure supervision, supervision research, and the quality and competency of supervision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The leadership styles and behaviors of supervisors preferred by pharmaceutical sales professionals during periods of varied sales performance were explored in this qualitative study. A phenomenological approach was used to address the gap in research on how the leadership styles of the supervisors of pharmaceutical salespeople affect the engagement of their employees during periods when sales performance does and does not meet sales quota. Data were collected through semistructured interviews with 10 pharmaceutical salespeople to capture their real-life experiences. Study findings showed that pharmaceutical sales professionals were not aware of their supervisors' leadership styles but were able to describe their leadership behaviors. Participants preferred recognition and praise, empathy, and trust from their supervisors during each type of sales performance. They did not find leadership behaviors that induced stress, inadequate communication, lack of direction, and poor emotional intelligence to be engaging. Most preferred their supervisors' behaviors to remain consistent when sales performance fluctuated. An unexpected finding was that pharmaceutical sales professionals stated their relationship with coworkers had an impact on their engagement in addition to their supervisors' leadership behaviors. Information from this study informs pharmaceutical company leaders on the importance of employee engagement of sales professionals in sustaining sales efforts during periods of varied sales performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 crisis created stress, anxiety, and depression in early childhood educators, with particular adverse effects on minority and marginalized populations. The use of reflective supervision (RS) has helped childhood education (ECE) programs respond to the ill effects of the pandemic. Thus, it is important to explore the specific mechanisms of how RS supports ECE workers in such times of stress. This phenomenological case study was conducted at Educare DC, an ECE program that serves a low-income, predominantly African American population in Ward 7 of Washington, DC. It aimed to examine the lived experiences of supervisors who used RS during the early months of the pandemic to support staff during this period of heightened stress. Semi-structured interviews were conducted with 12 supervisors to develop an understanding of their experiences of providing and receiving RS. The findings led to the creation of a model of workplace reflective supervision in early childhood education. They show that the COVID-19 pandemic changed the needs of Educare DC staff and as a result, RS evolved to address these needs. Reflective supervision relies on a strong supervisory alliance, and the data illustrate that culture supports relationship building, which then promotes trust and the creation of a safe space in RS. Trust and a safe space create an environment of psychological safety, supervisor self-efficacy, and agency for supervisor and supervisee. This culture of trust then leads to the workplace providing intangible rewards for staff, like an inclusive and culturally accepting work environment, which has been shown to lead to increased productivity and job satisfaction. These rewards likely helped Educare DC staff feel supported during the pandemic. The data represent the transformative power of RS and how it can be adapted to meet the needs of ECE programs in crisis. It also provides a look at how one ECE program was able to support their staff during the pandemic, which can help other similar programs formulate their own support plans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Higher education is facing increased workforce challenges and is in dire need of effective Human Resource Development (HRD) practices. The purpose of this two-phase qualitative study was to explore the perceptions of supervisors and employees regarding the performance management (PM) system at a large-sized urban community college. Phase I was designed as an organizational needs assessment, conducted with supervisors and employees, using case study methodology. Three distinct themes were revealed during this phase. Firstly, both employees and supervisors perceived PM as being exclusively the annual performance appraisal event, indicating a narrow understanding of the broader scope of PM practices. Secondly, the PM system was viewed as meaningless, indicating a disconnect between the system's intent and its perceived value. Lastly, despite the negative perceptions of the PM system, the quality of the employee-supervisor relationship appeared to be positive. In Phase II, an action research methodology was employed to assess the effectiveness of a three-module supervisor training intervention which aimed to enhance the efficacy of the annual performance appraisal event. Post-training data analysis indicated an increase in supervisors' awareness and understanding of the college's PM system and available resources. However, the intervention did not result in employees perceiving any significant improvement in their supervisors' skills during the most recent performance appraisal event. The findings from this study contribute to the field of HRD by highlighting the complex nature of PM systems within educational environments and point to the need for comprehensive strategies that address both structural and relational aspects of performance management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to evaluate the relationship between "wellness factors" and "psychological factors" on perceived stress among Licensed Professional Counselors. This study was concerned with the predictability of "wellness factors", specifically self-care, other-care, and "psychological factors," including self-esteem, anxiety, and resilience on counselor perceived stress. Counselors in this study are defined as Licensed Professional Counselors, Licensed Professional Counselor Associates (LPC-Associates), and Licensed Professional Counselor Supervisors (LPC-S). The population of this investigation consisted of counselors at various licensure status' including LPCs, LPC-Ss, and LPC-As that are current and active members of the Texas Counseling Association, Texas School Counseling Association, and urban Counselor organizations in Texas. Counselors were generally clustered in the major metropolitan cities of Texas and surrounding counties. Counselors were contacted via social media, private practice phone calls, and email. A total of 250 counselors participated in this study. The data analysis contained the examination of three null hypotheses tested for this study. Testing of the three hypotheses was accomplished by using the Standard Multiple Regression Statistical Procedure. All hypotheses were tested at the 0.01 level or better. All three hypotheses were found to be significant at the 0.001 level. Regarding hypothesis one, the wellness factors of self-care and other-care were found to be significantly linearly related to perceived stress. The variable self-care was found to be an independent predictor of perceived stress. Regarding hypothesis two, the psychological factors self-esteem, anxiety, depression, and resilience were found to be linearly related to perceived stress. The variables self-esteem and depression were found to be independent predictors of perceived stress. Regarding hypothesis three, the combined wellness and psychological factors of self-care, other-care, self-esteem, anxiety, depression, and resilience were found to be statistically linearly related to perceived stress. The variables self-esteem and depression were found to be independent predictors of perceived stress. The following recommendations are offered to counselors regarding perceived stress. As counselors continue to expand on various strategies of self-care and work-life balance, counselors may find that some attention given to their current levels of perceived stress, identifying which factors may be contributing to such stress levels, and evaluating coping strategies may be of professional and personal benefit. While counselors are still traditionally trained on the critically supportive nature of counselor-to-client relationships, further interpersonal research relating to the counselor themselves may provide additional support for counselor-related mental health. Continued research of statistically relevant variables relating to counselor perceived stress may provide a further knowledge base for counseling training programs, and continuing education opportunities to discuss and encourage counselor self-introspection toward perceived stress throughout the career of the practicing counselor. Additionally, personality cluster studies may also give insight into the types of interpersonal work counselors could be naturally inclined towards or excel in, thereby assisting in the strategic allocation of resources and professional development opportunities. Work done by Kim et al. (2023) highlights that Edwards & Bess, (1998) and McAuliffe & Lovell (2006) find that "counselors' self-awareness of personal traits and their potential impact on the counseling process with clients are considered crucial" (pg. 2). To this end, specifically in relation to counselor, Kim et al. (2023) identified a four-profile model for counselor burnout and personal and professional self-discrepancy in counselor qualities. Further personality profile modeling may assist counseling in identifying similar patterns for perceived stress. The implications for research in counseling regarding counselor perceived stress is ongoing. It is essential to continue encouraging and informing counselors through ongoing research on stress-related issues. This research equips them with the tools to assess their professional and personal qualities, identify areas in which they may need support, all with the overarching goal of enhancing their self-awareness, well-being, and effectiveness in counseling. Further research is needed to expand on the concepts of counselor self-awareness, how, and what may motivate counselors to this end. Additionally, further research may help counselors identify which interpersonal and wellness factors are critical to their mental health and work lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Counselors interact with every student on their campus and impact student outcomes. The researcher examined the predictable relationship between counselors' demographic factors, job-related and professional-related factors (Texas Counseling Association, 2018), and student discipline outcomes (Texas Education Agency, 2021).The researcher used secondary data in the form of discipline frequencies, counselor gender and race of counselors, the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status of the counselor's master's program, counseling licensure, counselor ratios, and the time counselors spend providing services within the Comprehensive School Counseling Program. This correlational research design allowed the researcher to examine the relationship between variables (Gay et al., 2012), using correlational statistics. The predictable relationship between the time counselors spent working in the service delivery domains of Comprehensive School Counseling Programs and Discipline Outcomes was examined (TEA, 2021). The researcher used multiple regression to analyze secondary data. The investigator used counselor demographics, School Counselor Use of Time Analysis (SCUTA) Reports, and Discipline Reports. The amount of time counselors spent working in the service delivery domains was acquired from the target ISD. SCUTA, an evidence-based school counseling program, identified the amount of time, work, and activities of counselors. Senate Bill 179, was passed by Governor Abbot in alignment with The American School Counselor Association (ASCA, 2019) National Model, required school counselors to spend a minimum of 80% of their work time on duties within the components of a comprehensive school counseling program (TCA, 2018). SCUTA provided school counselors with the ability to clearly illustrate the nature of their work and school needs with supervisors and stakeholders.The researcher found a statistical significance that added to the existing body of literature. Ethnicity was found to be negatively related to student disciplinary outcomes. Additionally, among the job-related factors, school counselor-student ratio was found to positively relate to student discipline outcomes (r = 0.434, p < 0.001). The variable time delivering Developmental Guidance and Counseling Program was found to be significantly related to student discipline outcomes (r = 0.056, p > 0.05). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study is to examine how principal supervisors who identify as Black develop Black principals in K-12 settings. The approaches generally include leadership activities, philosophies, and mentoring. This study will use a phenomenological approach, focusing on the lived experience of Black principal supervisors in developing Black principals. Participants will be 10-15 Black principal supervisors who (a) self-identify as Black; (b) are senior leaders; (c) manage a Black school leader in some capacity; and (d) manage more than one principal. The researcher will use existing networks such as Surge Academy (Surge), Education Leaders of Color (EdLoC), and the National Charter Collaborative (NCC) to identify and contact potential participants. Participants will need to sign an informed-consent form. Data collection will involve one-on-one semi-structured virtual interviews with five to eight focus questions. Zoom teleconferencing will be used to interview and record the discussions, which will then be transcribed by Rev.com. Data and transcripts will be stored on the Rev.com platform, with backups of the material on a flash drive. Data will be coded using an inductive methodology to develop themes that will then be interpreted. The data collected will be secure and stored according to the Rev.com privacy and security policies which state that Rev will not share any customer data. The security of the data is verified to be HIPAA compliant and will be purged upon customer written request, or as requested on the secure platform. All identifiable information will be stripped by the researcher and the least identifying demographic features will be listed for the purpose of research. The study will not use cities, names, or specific school/district names. Instead, the researcher will identify participants as principal supervisor 1 (PS-1), PS-2, PS-3, etc. The study will also collect gender, level of education, years of experience as a principal supervisor, and the number of principals supervised. All data collected will be deleted and destroyed 5 years after the collection of the data.The purpose is to find commonalities to explain the essence of the experience. This study will offer a blueprint for educational organizations to develop Black school leadership in a way that creates opportunities for excellence in the principal role to transform schools. The analysis produced themes consistent with the literature on principal supervises and presented challenges aligned with critical race theory and adaptive leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study seeks to illuminate the leadership stories of classified staff who participated in prototype leadership development courses in a Southern California school district. Interviews with eight participants revealed that leadership development impacts classified employees' perceptions of leadership, but few support staff members felt that they were intentionally called upon by others to lead. Other themes included the influence of immigrant family experiences on employee perceptions of leadership, and the values of humility, reflection, and service to others as part of leader identity. The researcher recommends that school districts and schools extend leader pipeline opportunities for certificated staff to classified employees. Further, the researcher recommends that Institutions of Higher Education (IHEs), such as community colleges or universities, partner with school districts to offer leadership development opportunities. The researcher utilized narrative inquiry technique to explore the leader identity narratives of the support staff whose work often occurs behind the scenes in schools and school districts. The researcher engaged in three structured interviews with each of the participants resulting in short narratives of the lived experiences of supervisors in schools such as front office, custodial crew, childcare center, cafeteria, and behavior intervention. The study pioneers the use of leadership narratives of support staff to shape understanding of how classified staff participating in leadership development programs see themselves as leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Employee job satisfaction is a major factor in employee retention and success. The Leadership team of any organization is key to the wellbeing of the organization and its employees. The purpose of this quantitative study is to investigate the relationship between leadership styles and leadership dispositions of supervisors and the impact on the satisfaction of the employees working for them. The emphasis is placed on employees working in higher education, specifically at community colleges in the state of Nebraska. This study is analyzing the impact of the leadership styles and leadership dispositional attitudes on the overall satisfaction of employees. The study examines two main questions: 1. Is there a difference in employee job satisfaction based upon the leadership style exhibited by the employee's supervisor? 2. Is there a relationship between the dispositional attitude of the supervisor and the satisfaction of an employee? A survey instrument was used to survey employees at five community colleges in Nebraska to determine their level of satisfaction in the workplace. A one-way analysis of variance was conducted to analyze the data. Therefore, this study showed a statistical significance in the impact of leadership style and leadership disposition, either positively or negatively, on employee satisfaction in the workplace. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

On-campus student employment is a strategy that higher education institutions can leverage to reduce financial barriers for students while engaging them in meaningful learning experiences. The intersection of on-campus student employment with the role of the work supervisor may be the framework that allows campuses to address multiple needs with one solution. However, this intersection of the supervisor/employee relationship has not been explored, leaving unanswered important questions related to "if", "how", and "for whom" the student-supervisor relationship influences readiness for career transitions, which I have operationalized in terms of an empirically validated and theoretically justified measure of vocational identity. This study seeks to examine what specific aspects of the on-campus supervisory role are most (or least) influential towards employed undergraduate students' vocational identity as well as if the influence of a students' on-campus work supervisor on vocational identity is general or conditional. This quantitative analysis is conducted using both descriptive and multivariate analytical approaches designed to measure and examine aspects of student on-campus employment, the characteristics of their employment supervisor, and the associations these have with dimensions of vocational identity using data from a small, private institution's graduation survey. The findings indicate significant and positive relationships between supervisor engagement measures and vocational identity, and suggest the relationships exist among all student groups, rather than being conditional on gender, first-generation status, or major field of study. Implications for research and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This multiple site case study explored staffing in student affairs divisions and the experiences of practitioners. This research study used Creamer and Winston's (2002) Integrated Model of Staffing Practices to structure the case study and analyze the data. A systematic approach to staffing is necessary to provide student affairs staff the resources they need to effectively work in their roles (Creamer & Winston, 2002; Winston & Creamer, 1997). Eighteen individuals across three sites were interviewed during this case study and documents related to staffing practices were collected at each site. Participants represented different unit areas in student affairs including campus recreation, career services, counseling, residence life, student engagement, and student life. Participants also represented different levels of staff including vice presidents of student affairs, directors, associate directors, assistant directors, and coordinators. The most influential aspect staffing on practitioner experiences was a supervisor's individual approach to supervision. Staff experiences were also shaped by the interconnectedness of orientation, professional development, and performance appraisal. Implications for practice include an update to Creamer and Winston's (2002) model and reconsidering how supervision influences all staffing practices that goes beyond functional supervision. Recommendations for research include examining how CAS General Standards can be applied to staffing practices and exploring supervision for mid-level staff that are also responsible for supervising practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Institutions of higher learning generally seek to provide students with experiential learning, professional development, and tools for contributing to a diverse global society. However, many students are not able to connect their learning to their career interest. As a result, graduates do not feel confident that they have acquired the job competencies to be successful when entering their profession. The purpose of this study was to investigate how to guide student supervisors in providing mentorship that develops career competencies and self-efficacy of undergraduate student employees. The functions of mentoring (career development, psychosocial support, and role modeling) were used as a guiding framework for the various behaviors supervisory mentors can demonstrate to engender positive results for their direct reports. The following research questions were explored: "(1.) What can be learned at individual, group, and system levels that advances theory and practice in an action research project guiding supervisors in developing career competencies of student employees?" "(1a.) What impact does a mentorship program have on developing career competencies and self-efficacy of undergraduate student employees?" "(1b.) What impact does a community of practice have on student supervisors?" The action research study involved three cycles, including (1) critical incident interviews, (2) a mentorship program between undergraduate student employees and their supervisors, and (3) a community of practice with student supervisors. Quantitative data included questionnaires administered pre- and post- interventions and qualitative data included participant interviews. Findings showed that supervisors need support and resources to effectively develop career competencies of student employees. When supervisors can balance the mentoring functions of career support, psychosocial support, and role modeling, student employment can serve as a high-impact experience for development. Institutions should invest in holistic and immersive programs that enhance the student employment experience not only for students, but supervisors as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Challenges related to securing nurse practitioner (NP) preceptors limit graduate nursing enrollment and threaten the quality of NP clinical education. Understanding the motivation of NPs who choose to precept or not, empowers nurse educators to more effectively tailor preceptor recruitment efforts and NP curriculum. Using a nonexperimental descriptive correlational survey design, this investigation explored the relationship between NP precepting status (never, previous, current), and the motivation of generative concern as measured by the Loyola Generativity Scale. Akin to a sense of professional obligation, generative concern is characterized by a desire to contribute to the future wellbeing of a profession, subordinates, or to give back to the next generation. The relationship between generativity and precepting activities was examined in a cross-sectional convenience sample of 157 NPs from Connecticut and Massachusetts using an anonymous Qualtrics survey. Age and years of practice were found to be associated with both generativity and precepting status. Results demonstrated NPs who had never precepted scored lower in generativity, and several subscales of generativity, compared to those with precepting experience. Additionally, NPs with no precepting experience tended to be younger and have fewer years of experience while older NPs with more experience were most likely to be previous preceptors. Demographics of gender, type of organization, and the religious and financial affiliation of the graduate school previously attended showed no association with the development of generativity or precepting status while employment status demonstrated a marginal association with precepting status. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative case study was to explore how supervisors at a four-year, public, Hispanic-serving institution in Southern California described their process for socializing new Student Affairs professionals. Data from interviews and documents were analyzed to describe how supervisors initiated opportunities for relationship development with campus constituents; communicated expectations and provided feedback; and helped new professionals understand that their work contributes to fulfilling institutional goals and is valued. Eight supervisors representing different Student Affairs functional areas participated in the study. The findings of the study concluded that socialization processes were: intentionally designed and occur over an extended period of time; centered on informal and formal communication strategies; grounded in opportunities to develop relationships with campus constituents; and informed by processes that allow employees to observe behaviors and role play different scenarios to understand their new responsibilities and environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study examines the perspectives of secondary teachers characterized as passionate on the critical incidents that shaped, negatively or positively, their levels of passion. Vallerand and colleagues describe passion as a strong inclination or desire toward an activity that one likes and finds important enough to invest time and energy in. This study is grounded in two theoretical frameworks: Deci and Ryan's Self-Determination Theory, which focuses on human motivation, personality, and development--and Lewin's Model of Change, which describes individuals' reactions to change management processes. For data collection, I conducted 60--150-minute interviews with twelve secondary teachers who were nominated by school district supervisors as passionate teachers, using an established definition. Through data analysis, I identified the themes related to this study's research questions. In regard to the first research question--on critical incidents that influenced their passion--the themes were (a) life events and transitions, (b) the impact of policies and politics, (c) social and occupational mobility, and (d) validation and affirmation. For the second research question--on internal factors that influence passion--the themes were (a) personal traits, (b) personal values, and (c) internal expectations. Lastly, the themes answering the third research question--on external factors--were (a) environmental external factors, (b) life events and transitions, and (c) cultural and societal factors. Implications for theory and practice are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]