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This research study examines the mindsets, actions, and relationships needed to feel, foster, and further agency in education. DreamHouse 'Ewa Beach (DreamHouse) is Hawai'i's newest and fastest growing public school on O'ahu. This paper shares how teachers at DreamHouse experience teacher agency in their professional work environment. Agency is ecological - defined as iterational, projective, and practical-evaluative. Iterational aspects of agency focus on lived experiences of individuals. Projective aspects of agency focuses on future-orientations and desire for new realities. Practical-evaluative aspects of agency focuses on what can be changed now to reach the desired reality for people. By understanding the ecological nature of agency, I asked, "how do teachers feel, foster, and further agency in education?" Using a dynamic narrative inquiry methodology, interviews were conducted with eleven teachers to investigate what ecological factors contribute to teacher agency. Narratives from teachers were analyzed and connected themes emerged from their ideas, thoughts, and experiences. The role of a school leader in sustaining teacher agency was also investigated in this study. The findings address recommendations for school leaders who find interest in education sovereignty and agency for their school communities. Through this research study, I have discovered that teachers experience agency when they commit to reimagining education, look at themselves as transformational leaders, and trust others to lead. To accomplish these aspects of agency, school leaders must create vulnerable spaces for their teachers, persist and navigate their teams through rapid changes, and trust their teachers to make change. I also began to understand the intentional power and potential of designing for agency and how to persist against systems that are meant to be transformed. [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 considered how adventure education leaders can utilize the natural outdoor environment combined with appropriate leadership techniques to catalyze spiritual experiences among participants. Considerations included the impact of outdoor adventure best practices as well as the effects of situational leadership behaviors, transformational leadership elements, and the influence of leaders' understanding of organizational goals. Results showed the outdoor environment was the most influential factor in prompting spiritual experiences, followed by time for reflection. Data also revealed a flexible, coaching and supporting leadership style was most effective, especially when combined with the elements of transformational leadership including role modeling, interpersonal relationship building, innovating, and inspiring. Organizations, in order to make an impact, must have focused and specific goals, which leaders can then use when communicating with participants and designing trip activities. [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.]

Limited research exists on how principals' transformational leadership behaviors play a role in working conditions for special education teachers to reduce attrition. The purpose of this descriptive phenomenological study was to describe principals' experiences with and barriers to transformational leadership behaviors in the special education context in public schools in North Carolina. This study was based on transformational leadership theory's four attributes: idealized influence, inspirational motivation, intellectual stimulation, and individual consideration. Semi-structured interviews were conducted with 12 principals across 11 school districts in elementary, middle, and high schools. The findings of this study revealed principals' transformational experiences related to aspects of exceptional children's (EC) teacher workload, development of relationships with EC teachers, and encouragement of EC teacher growth. The barriers were related to parents and general education teachers, EC issues at the state or district level, relationships with EC teachers, principal self-efficacy concerns, and other aspects of EC teacher workload. The knowledge, resources, or skills needed to be leaders in special education were all related to the identified barriers. Principals in this study emphasized the need to build their self-efficacy when leading special education teachers and a desire to build relationships. Increased district-level support and updated special education knowledge were revealed needs. Recommendations included principals' increased usage of idealized influence behaviors to build relationships with their special education teachers, school districts' increased level of special education support and opportunities for professional development during the academic year, and state licensing agencies' increased requirement of special education courses in principal preparation programs. [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 exploratory embedded single-case study was to identify the effective JROTC teacher's leadership practices in five U.S. public secondary schools in Virginia that positively influence classroom learning environments. This study's central question was: How can JROTC teachers' leadership practices and behaviors influence innovative classroom instructions? The conceptual framework was Kouzes' and Posner's leadership model on positive leadership transformation. The research was conducted to identify factors attributed to the problem that leadership used by the JROTC teachers was ineffective, despotic, and irrelevant to modern students' needs. The methodology used a qualitative exploratory embedded single-case study design because the inquiry was appropriate for descriptive studies to describe a phenomenon's features, context, and process. This study identified how a purposively selected sample of ten JROTC teachers effectively integrated leadership practices into their teaching. The setting was five U.S. public secondary schools in Virginia. Semi-structured interviews, document analysis, and focus group discussions were used to develop a detailed description of each case. Themes and coding were used to analyze the data collected to be compared to the school culture as a cross-case analysis. There was a literature gap on the effectiveness of leadership practices within the JROTC program. This study confirmed that JROTC teachers were instrumental in effective leadership practices because students were transformed by growth mindsets and ideologies that shift their worldviews as they obtained new information. Therefore, teachers provided the structure for promoting critical reflection and empowerment that created growth mindset transformations based on the student's unique needs while promoting awareness of leadership practices and innovations. [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.]

Purpose. The purpose of this qualitative study was to obtain community college career technical education (CTE) department chairs' lived experiences toward synthesizing leadership skills. This study sought to identify the lived experiences of CTE department chairs at community colleges. The research question was "How do CTE department chairs at community colleges describe their experiences toward synthesizing leadership skills?" Theoretical and Conceptual Framework. The conceptual framework for this study combined the full range leadership model, specifically transformational leadership and the skills approach. Transformational leadership theory is founded on support, motivation, and improvement of followers and promoting follower growth. The skills approach is a method used to identify which skills are most used and most important for leaders in an applied format. By combining the theory and method, this study aimed to explore a holistic experience of participants. Methodology. A qualitative, phenomenological design was used in this study to explore the experiences of community college CTE department chairs. This methodology was appropriate for the purpose and sought to find the lived experiences of CTE department chairs through open-ended interviews. Participants were selected within Los Angeles, Orange, and Riverside counties who led these CTE disciplines: automotive, culinary arts, continuing education (noncredit), and welding. Findings and Conclusions. This study found that CTE department chairs possess technical, human, and transformational leadership skills. Six themes were found to be significant; these included (a) dynamic involvement, (b) direct involvement, (c) communication, (d) collaboration, (e) influence and motivation, and (f) mentorship. CTE chairs identified their dynamic involvement and need to be directly involved in all aspects of the department as significant as their most important technical skills along with communication and collaboration as their identified human skills. Transformational leadership was prominent with CTE chair leadership; participants recognized mentorship, influence, and motivation as needed aspects of leadership within their disciplines. Recommendations. Areas for future research include expanding to different geographic regions of California and other states focusing specifically on one discipline of CTE department chair, comparing CTE chairs with traditional discipline chairs to find commonalities and differences, and exploring more with conceptual skills and department chairs at community colleges. [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 examined the relationship between leadership style (transformational, transactional, and passive avoidant) and self-perceived career readiness (basic skills, thinking skills, personal qualities, and interpersonal skills) in technical college students. Participants in this study included students enrolled in any technical program at any of the 10 Texas State Technical College campuses. The researcher worked with faculty to gain permission to enter the classroom (face to face and/or virtually). A convenience sample was collected from students on a voluntary basis. Approximately 301 survey responses were collected from the online survey website, Qualtrics (Qualtrics, 2022). Surveys were provided via a link or QR code to students enrolled at Texas State Technical College. Of the 301 surveys that were collected, 156 responses were considered applicable as all or virtually all questions were answered. The Multifactor Leadership Questionnaire (MLQ-5X) was used to measure Transformational, Transactional, and Passive Avoidant leadership behavior (Bass & Avolio, 2004). The Employability Skills Inventory (ESI) was used to measure the dependent variable, career readiness: Basic Skills, Thinking Skills, Personal Qualities, and Interpersonal Skills (Liptak, 2010). A multiple regression was used to test the predictive relationship between leadership style and career readiness, while controlling for age, gender, GPA, classification, major and ethnicity. The findings revealed that transformational leadership was a significant predictor of all four scales of career readiness: basic skills, thinking skills, personal qualities, and interpersonal skills. Transformational leadership accounted for 12 % of the variance in basic skills, 15 % of the variance in thinking skills, 16 % of the variance in personal qualities, and 11 % of the variance in interpersonal skills. [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.]

Mentorship has been identified as a vital process to career advancement. This phenomenological study consisted of in-depth interviews with women who are at the time of this study mid-level administrators in higher education who are engaged or have been engaged as a mentee and are currently or have been mentored. Using Supervisory Career Mentoring and transformational leadership as conceptual frameworks, I examined female mid-level administrators' perceptions of mentoring, leadership, and being mentored. The participants were mentors to faculty members working in higher education. My guiding research question was, "What are female mid-level managers' perceptions of mentoring, leadership, and being mentored?". [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.]

Women are grossly underrepresented in leadership positions in Higher Education. Despite gains over the last several decades, the disparity still exists between women and their male counterparts. Leadership development programs, leadership style, and organizational culture have emerged as common themes in research studies. Continued advancements in these areas have the potential to benefit women as well as entire organizations. This study sought to provide evidence of common themes to benefit women's leadership in higher education and identify potential areas for future studies. Findings from this study indicated experience and perceptions of leadership influence women's leadership development. There was also support from the research identifying the impact of leadership development programs and mentoring on women's leadership career paths. Additionally, this study found effective leadership styles identified by women leaders as servant and transformational leadership. An overall finding with this research was the role organizational culture plays in women advancing within leadership in higher education. [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 aims to explore the formal development practices of educational leaders and the extent to which leaders are being trained to serve as change agents within their roles. The researcher identifies development processes and practices that positively impacted participants and enabled them to apply their learning while currently serving in various leadership roles. The data was collected through a qualitative case study involving the recent completers of a district-level leadership development program, the Aspiring Leaders Program (ALP). The primary data source was a semi-structured interview of 34 leaders within the district, who completed ALP within the last three years. Through thematic analysis, the researcher identified five major themes related to the literature in the areas of change theory, transformational leadership, and leadership development programs including influence for enrollment, influence for action, application, sustaining and supporting change, and changing lenses. The conclusions of this study found that several components of transformational leadership were identified by participants as foundational in their learning, while clarity between management and leadership was noted as key. Additionally, processes such as the Deming Method and Kotter's Change Model were critical for participants to apply their learning and facilitate change within their roles. Finally, the activities during training with the highest impact on participant learning were revealed. This study and its findings add to existing literature by offering areas of training to emphasize and leverage which may positively impact the development of skills for educational leaders to serve as agents of change more effectively. [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 identify the leadership actions and behaviors that school administrators, who have recently transitioned from a teaching position, associated with empowerment. Semi-structured interviews were utilized to elicit the participants' experiences of empowerment and disempowerment and how they try to create cultures of empowerment at their schools. The participants described their experiences of empowerment as they become leaders. They shared the transformational leadership behaviors they witnessed in others and fostered in themselves as they created cultures of empowerment in their own schools. This study found three factors facilitating transitions to formal leadership: being empowered through informal leadership roles, having access to pathways to become a leader, and being pushed outside one's comfort zone. The participants described the qualities effective leaders possess and the qualities of psychological empowerment one must have to take the necessary risks to become a school leader. Participants shared how, to build cultures of empowerment, they lead by example, have a vision and clarity, build trust, recognize the strengths of others, coach their staff, and share power in their schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

My research focused on examining the relationship between leadership style and faculty members' job satisfaction at King Abdul Aziz University in Jeddah, Saudi Arabia. The main objective of this research was to analyze the connection in the styles of leadership and job satisfaction in the higher education sector in Saudi Arabia. My study aimed to provide insights necessary to help Saudi Arabian higher education institutions increase employee satisfaction. I was guided in this research by the following research questions: (1) What is the prevailing leadership style of the heads of departments as perceived by their faculty members at the College of Economics and Administration, King Abdul Aziz University, Jeddah, Saudi Arabia? (2) Is there a relationship between the leadership styles of the heads of departments, as perceived by their faculty members, and the overall job satisfaction of faculty members at the College of Economics and Administration, King Abdul Aziz University, Jeddah, Saudi Arabia? (3) To what extent does the leadership style of the heads of departments, as perceived by their faculty members, predict faculty members' overall job satisfaction after controlling the effect of other demographic variables at the College of Economics and Administration, King Abdul Aziz University, Jeddah, Saudi Arabia? I tested these hypotheses: (H20) There is no statistically significant relationship between the perceived leadership style of the heads of departments and the overall job satisfaction of their faculty members at the College of Economics and Administration, King Abdul Aziz University, Jeddah, Saudi Arabia; (H2a) There is a statistically significant relationship between the perceived leadership style of the heads of departments and the overall job satisfaction of their faculty members at the College of Economics and Administration, King Abdul Aziz University, Jeddah, Saudi Arabia; (H30) The perceived leadership style of the heads of departments does not predict the overall job satisfaction of their faculty members at the College of Economics and Administration, King Abdul Aziz University, Jeddah, Saudi Arabia; and (H3a) The perceived leadership style of the heads of departments predicts the overall job satisfaction of their faculty members at the College of Economics and Administration, King Abdul Aziz University, Jeddah, Saudi Arabia. I identified various leadership theories in my research. Effective leadership is influenced by factors such as the nature of the organization, its goals, and the people who follow the leader. The aim of my study was to provide insights into applicable leadership theories to help Saudi Arabian higher education institutions increase employee satisfaction. I used a quantitative, non-experimental correlation methodology in this study that aimed to examine whether the leadership styles of the chairs of the department heads (independent variables) correspond with faculty job satisfaction (dependent variable). I conducted the study at the University of King Abdul Aziz in Jeddah, Saudi Arabia, among the faculty of the College of Economics and Administration, targeting all faculty members in the college from all departments in the college. The data for the study were collected through two closed-ended, cross-sectional surveys using SurveyMonkey. I used a correlational research design because it was the best choice for achieving the study's objectives of assessing the relationship between department heads' styles of leadership and job satisfaction among faculty at a university. The study's independent variables were Transformational Leadership (TF), Transactional Leadership (TA), and Passive/Avoidant Leadership (P/A), and the dependent variable was faculty job satisfaction. Regression analysis was also used to determine whether the independent variables could predict the dependent variable. A post-positivism frame served as the foundation for this work. I used a quantitative technique to collect data because it was more effective than a qualitative approach in addressing the research questions. Additionally, statistical analysis could lead to a more general conclusion. The population of the study included all faculty members in the College of Economics and Administration at King Abdul Aziz University in Jeddah, Saudi Arabia, available during the academic year of 2022-2023. I contacted all population members through the university research center. However, only faculty members that were available and accessible during a 2-month window were included in the study. The study population included only faculty members who had worked for at least 1 academic year to ensure that they had spent enough time to form an opinion about the department head leadership style. The study used the demographic survey, the MLQ, and the MSQ as the three tools to administer an online survey using SurveyMonkey. Combining data collection methods increased the variety of information offered for generalizability and useful recommendations. The study conducted a G*power study to determine the required number of participants for correlation tests and the analysis of multiple regression. An average of 84 participants were required to meet the G-minimum power's sample size requirement. The analyzed results showed that Transformational was the most often used leadership style (M = 1.914, SD = 0.390), followed by Transactional (M = 1.87, SD = 0.44), and that Passive/Avoidant conduct was rarely utilized (M = 1.84, SD = 0.40). According to the study's findings, department heads at King Abdul Aziz University in Jeddah generally employ the Transactional and Transformational leadership styles. The Faculty of Economics and Administration's department heads did not regularly employ the Passive/Avoidant leadership style. The study indicated that overall job satisfaction among faculty members was just more favorable to satisfaction than to dissatisfaction. According to the study's findings, department heads' leadership practices have a big influence on how satisfied faculty members are at work. The results indicate that the most common leadership Transformational and Transactional styles are used. The application of these leadership styles is consistent with earlier research that has shown the superior efficacy of Transformational and Transactional leadership styles in the higher education sector. Passive/Avoidant leadership style was not widely adopted, which may have an impact on faculty members' job satisfaction. According to research, leadership style can increase employee happiness by setting clear objectives and goals. The lack of a Passive/Avoidant leadership style may be a result of institutional and cultural tendencies to value teamwork and collectivism over individual success. According to the study's findings, faculty members are generally content with their jobs, which is in line with findings from earlier studies in the higher education field. There is still potential for growth, and the study's findings show that department heads should concentrate on leadership styles that support worker satisfaction and wellbeing. [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.]

Leadership is a crucial organizational component and a major factor in determining employee motivation. Appropriate leadership styles can vary from culture to culture, which may influence the achievement of institutional goals and objectives. The government of Saudi Arabia has prioritized education in its 2030 ambitious vision. The daily challenges in the university workplace have an impact on faculty members' ability to stay motivated and productive. The purpose of this mixed method research study was to explore leadership styles and their impact on faculty members motivation in the context of Islamic higher education at Taif University in Saudi Arabia. There were 74 responses from faculty members in the quantitative part, and 7 leaders participated in the qualitative part of the study. The Multifactor Leadership Questionnaire (MLQ) and the Work Extrinsic and Intrinsic Motivation Scale (WEIMS) were utilized to collect the quantitative data. Semi-structured interviews were employed to gather the qualitative data. The research questions were answered through use of descriptive analysis, multiple regression analysis and via thematic content analysis of interview data. The results of this study indicated that faculty members at Taif University perceived current leadership styles employed in the following frequency: Islamic, transformational, transactional and, lastly, passive avoidant. Leaders perceived their leadership styles to be mostly transformational Islamic leadership. The findings of this research also showed that Islamic, transactional and transformational leadership styles were moderately correlated with faculty members motivation in a positive sense. Passive-avoidant leadership style was weakly associated with motivation in a positive sense. In addition, it was found that Islamic leadership had the greatest impact on employees' levels of motivation and a stronger relationship with intrinsic motivation among faculty members. The interview data analysis indicated that the concept of transformational leadership has been presented and understood by the leaders. Moreover, the informants identified that Taif University has made significant progress toward the 2030 vision educational goals. Also, leaders reported that Islamic environment increases the faculty motivation as long as the principles of true Islamic leadership are followed which include: trust, ethical and moral behavior, and the demonstration of respect. The study may serve as a key resource to current and future leaders at Taif University as they continue to improve the organizational performance and increase efficiency levels of their faculty members. [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 problem in the current basic qualitative study was that elementary principals were challenged to implement a district-mandated educational equity policy. The purpose of this qualitative study was to explore elementary principals' experiences implementing a district-mandated educational equity policy. The conceptual framework for this study was transformational leadership theory. This leadership theory was often used by leaders who focused on a collective purpose and held themselves accountable for initiating and sustaining positive social change. Three research questions addressed principals' experiences and perceptions in their attempt to implement a district-mandated educational equity policy, as well as principals' suggestions for continuous improvement with policy implementation. Data were collected through semistructured interviews with nine elementary principals. Analysis of the data consisted of in vivo and pattern coding to identify themes from the study. Themes were (a) principals had a lack of preparation, (b) principals cannot implement what they do not understand, (c) principals' lack of accountability translates into complacency, (d) professional development is necessary and important, (e) principals need to prioritize leadership to achieve educational equity, (f) principals aspire for greater inclusion and diversity in the classroom, and (g) principals become visionary leaders. Recommendations included targeted professional development and implementing equity coursework within the principal pipeline. Positive social change may be achieved through the successful execution of the educational equity policy, resulting in all students accessing high-quality educational experiences and feeling like contributing members of their school community. [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 investigates the correlation between an educational leader's perception of the importance of providing Diversity, Equity, and Inclusion (DEI) professional development to the teaching staff and the depth of the professional development in K-8 school districts. The survey consisted of 34 multiple-choice questions and 26 questions on a 5-point Likert scale. The goal was to collect survey responses from 50 school principals from K-8 School Districts in the Northern Region of New Jersey. Participants (N = 58) were given a link to a Microsoft Form anonymously via email. Several research questions revealed statistically significant findings between inexperienced and experienced administrators, rural school principals, suburban and urban school principals, elementary school principals, PreK-8, and middle school principals. Differences were seen in curriculum embedding educational equity, meeting the diverse needs of the students, and the level of comfort staff had in discussing race-related topics and incorporating diversity into classroom materials. These differences supported culturally responsive teaching and transformational leadership to diminish the discrepancies between the types of schools and administrators. The findings from this research led to various recommendations for future research and practice. One addresses a qualitative study on transformational leadership and effective DEI professional development. Building new behaviors, especially unlearning biased behavior, takes dedication, time, self-reflection, and commitment. Individuals must be motivated to become their best version and be inspired to build a school climate where all students achieve and feel valued. [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 descriptive study was to explore how rural Arizona teachers describe the influence of their school principals' transformational leadership styles on teachers' organizational commitment in rural Arizona schools. The theoretical foundation for this study was transformational leadership theory. The research questions that guided this study included, "How do rural Arizona teachers describe the influence of their school principals' transformational leadership style of intellectual stimulation on teachers' organizational commitment?" and "How do rural Arizona teachers describe the influence of their school principals' transformational leadership style of inspirational motivation on teachers' organizational commitment?" Data collection consisted of a questionnaire and semi-structured interviews. Thirty rural Arizona teachers participated in the questionnaire and 12 individuals from the same group participated in the semi-structured interviews. The researcher found three themes from the thematic analysis of the questionnaire and the interview open-ended questions: (a) primary style, influence, and value of principal transformational leadership on teachers' organizational commitment; (b) primary value and influence of principal's intellectual stimulation on teachers and organization; (c) primary value and influence of principal's inspirational motivation on teachers and organization. Study strengths and weaknesses, as well as directions for future research and study implications, are presented. [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.]

There is a high dropout rate of English language learners (ELLs) compared to non-ELLs at the school under study. Guided by Bass and Burns's transformational leadership conceptual framework, this qualitative study aimed to examine the perceptions of administrators and teachers regarding the influences contributing to the high dropout rate of ELLs. Two research questions were employed to investigate the perceptions of administrators and teachers regarding the underlying reasons for the elevated dropout rate of ELLs at the study site school as well as examine what administrators and teachers believe causes the high dropout rates of ELLs at the high school and what tools teachers think are needed from administrators to lower the ELLs' dropout rate. Participants were five administrators and five high school teachers who all work with ELLs. Data were collected through participant interviews and analyzed using thematic analysis. The results indicated the importance of transformational leadership in supporting teachers to improve the quality of instruction provided to ELLs. The results also showed the importance of adult and child relationships in improving the graduation rate of ELLs. The findings were used to develop professional development (PD) training for high school educators on strategies that can be used to support ELLs and help improve their graduation rate, such as developing partnerships with families of ELLs. It is recommended that school leaders provide meaningful PD that can help improve the quality of instruction ELLs receive to improve their graduation rate. The project contributes to positive social change by providing research-based strategies that teachers can use to improve the graduation rates of ELLs. [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 understand the perspectives of northeastern suburban school leaders regarding the implementation of culturally responsive leadership practices. Three frameworks that guided this study were culturally responsive leadership, transformational leadership, and transformative leadership framework. There are bodies of research for each framework separately; however, this study utilized a conceptual framework to link the culturally responsive leadership strand, critical self-reflection on leadership behaviors, with transformational and transformative leadership framework lenses. A basic qualitative inquiry research methodology was used in this study. This study was conducted via videoconferencing with 15 superintendents in northeastern affluent suburban school districts who participated in professional development workshops on culturally responsive practices for at least one year, led school districts for at least one year, and worked as school leaders for at least three years. The results of this study show that the best way to successfully implement culturally responsive leadership practices is through developing human relationships, having the appropriate tools for implementation, unpacking and confronting biases, and prioritizing culturally responsive leadership practices throughout the school district. [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 quantitative correlational study was to examine the relationship between managers' emotional intelligence (EI), managers' transformational leadership style, and employee job satisfaction in customer service organizations in the Central Southwest. Participants were selected because of their experience in the field of customer service and data were gathered using Schutte's (1998) Self Reporting Emotional Intelligence Test, Avolio and Bass' (2004) Multifactor Leadership Questionnaire, and Weiss et al.'s (1977) Minnesota Satisfaction Questionnaire. Data analysis showed no statistically significant relationships between emotional intelligence, transformational leadership, and job satisfaction. Herzberg's (1959) Two-Factor Motivation Theory was applied to examine the potential relationships between variables in this study by focusing on the two factors of hygiene and motivation. Even though the findings were not statistically significant for transformational leadership and job satisfaction, other leadership styles could potentially be more impactful in impacting job satisfaction. Implications for practice include the importance of implementing proper training and development programs to build emotional intelligence in managers and supervisors in customer service organizations. Future research could focus on managers and employees who are all located within the same customer service organization. [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.]

Purpose: This research study identifies why senior leaders opted to focus on diversity initiatives, and it explores the impact of diversity initiatives and their supporting roles on organizational culture. Design/methodology/approach: This phenomenological approach is applied through semi-structured qualitative research. The research study examined the experiences of 15 participants. Findings: Analysis of the results identified four themes that revealed internal and external factors motivating organizational leaders' focus on diversity initiatives. These factors included George Floyd's murder, social pressure, globalization, and morality. Secondarily, the findings identified transformational and transactional factors that impact organizational cultural change. The transformational elements are forming a strategy, creating a corporate design that supports the plan, and developing two-way communication to support interventions. The transactional factors defined the actions of the DEI professionals that support diversity programming. Practical implications: Executives can develop the best practices of DEI strategy by providing leaders with approaches that build impactful organizational programs. Originality/value: The research provides in-depth insight into the interventions implemented to support diversity initiatives and how effective leadership supports organizational change. [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 the United States, Hmong Americans rank low in academic performance and are among the poorest ethnic groups (Lor, 2017; Ngo & Lee, 2007; S. Xiong & Lam, 2013; C. Y. Vang, 2012). The lack of success in education has contributed to their underrepresentation in graduate school (Budiman, 2021; Ngo & Lee, 2007; S. Xiong & Lam, 2013). As a result, the Hmong community has had difficulty obtaining leadership roles, limiting their political power to change their community for the better. In this narrative inquiry study, five Hmong American K-12 school administrators in California shared their experiences. The theoretical framework used in this study is community culture wealth model, academic resilience theory, and transformative leadership theory. Using semi-structured interviews, the researcher explored the participants' experiences in graduate school as well as their values and perceptions related to a graduate degree. Based on the findings of the study, themes emerged that captured the motivations for participants enrolling in a graduate program, challenges they faced, and their appreciation of the value of a graduate degree. As a result of the study, although Hmong American participants faced a number of challenges and barriers, including coming from a low socioeconomic background, being forced to translate, and maintaining the Hmong traditions such as marrying and having children at an early age, they were able to achieve their academic and professional goals as they understood their capital, which enhanced their academic resilience, which led to them becoming transformative 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.]

This correlational study examined the relationship between leadership behaviors exhibited by superintendents and the collective efficacy of their leadership cabinet. Irby, Brown, and Duffy's Synergistic Leadership Theory provided the framework for the study with explicit focus on the Leadership Behaviors component of the tetrahedral model. Exploration of the links between the leadership behaviors included in the Organizational Leadership Effectiveness Inventory (OLEI), developed by the authors of the theory, along with leadership behaviors associated with Bingham's Traits Theory, Burn's Transformational Leadership Theory, and Greenleaf's Servant Leadership Theory provided a foundation for this study. Superintendents from unit school districts in Illinois provided demographic and organizational information and leadership cabinet members from those districts completed a survey comprised of items from the OLEI and the Collective Efficacy Beliefs and Collective Outcomes Expectancy components of the Riggs, et al Self-Efficacy and Outcome Expectancy Scales. Using Pearson Bivariate Correlation analyses, the study identified six leadership behaviors with large correlations and high significance to collective efficacy. Each of these behaviors aligned with transformational leadership attributes. Four leadership behaviors associated with servant leadership were identified with medium correlation and high significance to aspects of the organizational structure of leadership cabinets. The findings from this study have implications on the leadership choices of superintendents, Board of Education hiring, feedback and community engagement practices, state policy as it relates to training and development of superintendents, and universities as they develop and provide coursework and experiences for superintendent endorsement programming. [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.]

Situations arise that cause schools to suddenly close. Before the Coronavirus pandemic forced school closures, teachers were not trained for online instruction. The problem is 92% of educators in K-12 schools were not trained in digital instruction before the forced shutdowns. More research is needed to determine if participation in technology professional development prepares educators for ERE. The purpose of this quantitative correlational study was to determine if a connection exists between teacher participation in technology professional development offered by the district and teachers' preparedness to transition to online instruction in one upstate district of South Carolina, during the COVID-19 pandemic. The transformational leadership theory guided the study serving as the theoretical framework. A transformational leader is forward-thinking and able to inspire employees to adapt to change. The study consisted of 35 K-12 core subject teachers that taught in one school district in the upstate of South Carolina from 2018 to 2020. Participants completed the Preservice Teachers' Knowledge of Teaching and Technology survey administered through email. Finding from the study answered the question of whether a correlation existed between educator participation in technology professional development and preparedness for ERE. Results were analyzed using the Spearman test in Microsoft Excel. Results showed r[subscript s]=0.40 for a weak to moderate correlation. The p-value was 0.03, less than the alpha value of 0.05, showing statistical significance. School leaders are recommended to offer technology training specific to virtual instruction to prepare teachers for the implementation of ERE. [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 causal-comparative study investigated a potential relationship between transformational leadership in educational leaders and teacher retention in public high schools in South Carolina. This research study examined transformational leadership strategies in regard to teacher retention. The purpose of the study was to determine teacher perceptions of transformational leadership strategies in teachers with varied degree levels, years of experience, and years in current schools. The data was compiled from a demographic questionnaire and two psychometrically validated self-report questionnaires combined into one survey instrument. The TCU Survey of Transformational Leadership Program Staff Version (TCU-STL-S) (Institute of Behavioral Research, 2009) assessed overall transformational leadership, as well as five dimensions of transformational leadership--individualized influence, intellectual stimulation, individualized consideration, empowerment, and inspirational motivation--on each of five subscales. The data was examined to see if there were any significant correlations among teacher retention and teacher perceptions of transformational leadership strategies in teachers with varied degree levels, years of experience, and years in current schools. The data revealed a significant difference in transformational strategies between retained and non-retained teachers. Transformational behaviors were rated higher among the principals in retained teachers but not those teachers who did not retain their position. Individual districts can apply transformational leadership to teacher incentive programs, professional development curricula, recruitment efforts, and retention efforts (e.g., staff cohesion, mentorship among colleagues, and overall morale). [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.]

Leadership strategies of high school basketball coaches and its influence on early adolescents' athletic outcomes was not well understood. The transformational and transactional leadership theory underpinned this qualitative descriptive study, exploring how high school basketball coaches who believe they are enacting transformational or transactional leadership style describe their experiences coaching high school basketball players in Texas. Two research questions guided this study (1) How do coaches who have transformational leadership style describe their experiences coaching high school basketball players in Texas?; (2) How do coaches who have transactional leadership style describe their experiences coaching high school basketball players in Texas? Data was collected from both 12 individual interviews and a focus group, Five themes emerged from the data: (a) Enacting transformational leadership involves embracing growth and individuality, (b) Enacting transformational leadership involves engaging with each other, and (c) Enacting transformational leadership involves intrinsic love for basketball and teaching, (d) Enacting transactional leadership involves structures and rules, and (e) Enacting transactional leadership involves motivating students extrinsically. Participants believed enacting transformational leadership involved embracing growth, engagement, and individuality, while enacting transactional leadership involved structure, rules, extrinsic motivation, a love for basketball and teaching. Therefore, it is important to consider different leadership styles when teaching high-school sports, as high school athletes are developing and differing leadership styles may provide them with better guidance and improve their own leadership skills. [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 and district leadership is complex work. Educational leaders today are charged with a myriad of responsibilities, ranging from everyday operational duties to strategic development of school improvement plans. Leaders are expected to be experts at everything ranging from transportation to transforming teaching and learning. Gone are the days when a leader was expected to manage the school or district. Today leaders are expected to meet the robust needs of staff, students, and families inclusive of social-emotional needs, academic needs, and physical needs. Today's leaders are expected to be transformative, to have skills sets that enable them to effectively partner with all stakeholders, support teachers and staff, have a deep knowledge of instructional best practices and a sophisticated ability to develop and monitor continuous improvement systems. At the same time, as we have moved from pandemic to endemic, the pre-existing inequities within our education system are laid bare and students and families have more need of support than any time in recent history. It is an incredibly complicated time to serve as an educational leader. It is also an incredibly important time to have strong leaders serving in our schools and school systems. Given the multi-faceted demands of educational leadership today, this research explores how embedded leadership coaching impacts leaders' professional practice. As embedded capacity building model, this research explores the ways in which individual leader coaching has impact on leaders, as well as what the implications may be for both research and practitioners in the field. [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.]

Principal leadership significantly impacts student performance, and principal turnover may severely harm student and institutional success in various ways. It is worthwhile to explore how the selection criteria for school leaders can be improved to increase school leader tenure. Existing research on school leadership selection has emphasized that limited attention to research has been paid to inspect principal selection methods and criteria. The purpose of this qualitative descriptive study was to explore how the selection criteria for school leaders in poverty-stricken schools can be improved for their increased tenure through the development of compatibility measures that can appropriately match the leaders with the high-need schools. The guiding theoretical framework for the proposed study is the Transformational Leadership Theory. Formulated by Burns (1978), he defined the transformational leadership approach as one that acts as a catalyst of change within both individual and social systems. A qualitative methodology with a descriptive research design was adopted in this study to contribute to the limited recent literature on principal selection criteria. An open-ended, anonymous, multi-level, qualitative questionnaire was used to gather information from principals of Title 1 schools. The process of data analysis, coding, and theme development followed the six-phase model established by Braun and Clarke (2006). The qualitative study answered three research questions and gathered the data needed to acquire a better understanding of the principal recruitment concern for Title 1 schools in Harris County. The study helped identify the perspectives of Title 1 principals on school compatibility, recruitment, and leadership, as well as other key concerns, including inadequate resources and a lack of engagement from community stakeholders. [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 descriptive study was to explore how federal government employees of Hawaii described psychological safety and their supervisors' influence on psychological safety in the workplace. Transformational leadership theory and the psychosocial safety climate (PSC) theory served as the theoretical foundation for this study to explore the phenomenon of psychological safety in the workplace. Two research questions (RQs) were used during this investigation: 1) How do federal government employees describe psychological safety in their workplace? and 2) How do federal government employees describe their supervisors' influence on psychological safety in their workplace? The study targeted an estimated 12,053 employees in federal government organizations from the Federal Employees of the U.S. Government LinkedIn Group to achieve a total of 46 participants for the questionnaire that was delivered online through SurveyMonkey. Among the questionnaire participants, 14 participated in a follow-on Zoom interview. Thematic analysis of the data was conducted using Braun and Clarke's six-step process. As a result, six themes were identified to answer the RQs. The findings suggest that behavioral output, resulting from motivation and organization policy, affect how well employees contribute, express ideas, speak up, and engage in a psychologically safe workplace. For future research, it is recommended that this study be replicated to expand to different government populations and at all levels of government (e.g., local, state, federal) throughout the United States. [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 case study examined changes resulting from implementing a democratic strategic planning process and leadership characteristics that influence organizational change. The study's research questions are explored through the lens of Kotter's (2019) 8 Accelerators and 4 Change Principles. Purposeful sampling was used to select the case study district that met the requirement that participants have three years of experience developing and implementing a specific democratic strategic planning process. Data collection occurred through interviews, observations, and artifact collection. Themes included the cruciality of transformational leadership, and that change is multifaceted. Another theme revealed how enabling community and stakeholder engagement supports implementing and sustaining change. This study showed that while the characteristics of a transformational leader are vital to a successful change process, a leader with a democratic mindset cements that change in the culture of the organization to create deep, transformational change. Researchers can use this study to understand further how a democratic strategic planning process contributes to a more democratic citizenry and how a transformational leader influences change. The theory of change in a public school setting is open for further exploration. Finally, this study informs the practice of school governance teams when bridging school and community relationships. [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.]

Principals at Hunter School District, a pseudonym, lacked capacity for using data, a reflection of the district's lack of a culture of data-driven decision-making. HSD was located in New York City, with 23 schools serving 11,600 students; students were 90% Black or Latino with 90% coming from low-income families and 20% living in temporary housing. HSD students were 10% Multilingual Learners and 30% students with special learning needs. Using an Improvement Science Approach, three primary drivers were identified to address this problem of practice: 1) creating systems and structures with a strategic data focus; 2) implementing districtwide tools for information management and utilization; and 3) creating a data-driven district culture that modeled effective data use. Two sequential Plan-Do-Act-Study cycles were used to teach 23 principals how to use Improvement Science. Using a case study approach, the intervention was assessed through the lens of leadership using adaptive leadership theory, a communities of practice framework, and organizational change theory. The study concludes that these theoretical approaches to districtwide change were effective in creating a data-driven culture of continuous change when supported by district leadership, engaging principals as partners, and allowing sufficient time for learning and change. [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.]

Today's schools are challenged to find strategies to guide curriculum and instruction that meets the needs of an increasingly diverse student population. Universal Design for Learning (UDL) is a research-based framework that guides educators to reduce barriers to learning. The purpose of this qualitative case study was to explore the leadership behaviors in a school that implemented UDL school wide through the lens of Transformational Leadership. Four teachers were interviewed about the behaviors of their principal who supports them in the implementation of UDL in their classrooms. Findings indicate that the teachers felt supported by their principal for two primary reasons. First, their principal delivered robust and engaging professional development on UDL. Secondly, the principal intentionally modeled the UDL principles in her leadership. The teachers also perceived that many of their principal's behaviors align with traits of a Transformational Leader. Researchers can use these findings to continue to explore leadership behaviors that support comprehensive school improvement. Administrator preparation programs may also use this data to identify behaviors necessary for state, district, and school leaders that support teachers implementing educational frameworks such as UDL to increase student achievement and success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological research study explores how districts in Massachusetts support and hinder the work of professionals in the inaugural role of Director of Diversity, Equity and Inclusion (DE&I). Through a qualitative approach, the study engaged six Directors of Diversity, Equity and Inclusion from suburban and urban school settings in semi-structured interviews and focus groups. The data analysis revealed several key themes including the challenges of managing ambiguity and uncertainty of the role, the urgency for supporting BIPOC stakeholders, the emotional toll that comes from a focus on racial issues, and the difficulties of navigating resistance from within and outside of the school district. Overall, the findings suggest that districts should consider creating and utilizing standards for practice to clarify the work and function of Directors of Diversity, Equity, and Inclusion. Further, investing in developing coaching skills in these directors will allow for transformational work to take place within the organization. Instituting self-care supports similar to clinical supervision models may combat the racialized stress experienced by these practitioners. Lastly, the researcher recommends that senior district leaders such as the superintendent become the lead voice organizing and communicating equity goals and initiatives within the district. [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 interpretive qualitative study was designed to explore three middle school principals' use of transformational leadership practices that improve students' academic success outcomes. An interpretive qualitative research study seeks to view the world from participants' perspectives--seeing the world through their eyes to inform the experiences and views operating in their lives (Merriam & Tisdell, 2016). In seeking to view principals' perceptions of transformational leadership, a broad range of historical leadership and peer-reviewed research practices was highlighted. However, information on how transformational leadership, from a principal's perception, affects their academic practices in suburban middle schools was limited. The historical perspective of the effective schools research (ESR) movement has proven to be a valid template for transformative change and improvement in schools today. Past and present studies about transformational leadership are captured in the evolving history, exploring the effect on student learning, school and community engagement, and culture. In addition, this scholarly research illuminates the leadership factors and domains of transformational leadership practices, focusing on principals' perceptions through their experiences. This research was conducted using an interpretive qualitative design to address the central phenomenon of transformational leadership from principals' perceptions of leadership practices that lead to academic success. For this interpretive qualitative design, the Zoom platform was used to conduct one-on-one interviews; transcribed notes, and audio recordings with three principals using semi-structured open-ended questions relating to their experiences and behavioral systems of leadership effectiveness in suburban middle schools were analyzed to develop findings and conclusions. [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 critical constructivist study was grounded in the belief that there is an urgent need to address attainment gaps between White students and students of color at community colleges, that equity-minded leadership is needed to address these gaps, and that the call for transformative leadership must be answered not solely by leaders with minoritized identities alone but also by leaders with privileged social identities who comprise the majority of community college presidents. The intent of this study was to examine the ways in which White male community college presidents come to understand their privilege and navigate their roles as leaders in institutions whose missions involve positive social change for greater equity and justice. This study's research questions were: Q1 How have White, male community college presidents developed consciousness of their Whiteness and maleness and the privilege that accompanies this White male identity? Q2 How has race consciousness informed White, male community college presidents' leadership? Q3 Which elements of transformative leadership are present in the ways White, male community college presidents lead change at their institution resulting in improved outcomes and closing of equity gaps? Through narrative inquiry, this study shared participants' stories of coming into consciousness of their privileged identities as White men. Through the three research stages of reflective journaling, semi-structured interview, and focus group interview, participants shared nuanced experiences of identity development based in comparisons with others' marginalization in relationship to their own, as well as exploration of their own privileged and marginalized identities. It is through these lifelong reflections on their own identities in relationship to others that this study's four participants developed both a deeper understanding of difference, power, and privilege in society and in higher education, as well as a desire to serve as community college presidents and devote their leadership abilities toward improved student outcomes and equitable social change. [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 explores the transformational leadership strategies used by university leaders to transform their respective institutions of higher education in the post-pandemic era. The study builds on Bass's (1985a) transformational leadership model, and the guiding research question is, "What transformational leadership strategies do university leaders use to transform university environments?" The study utilizes a narrative inquiry approach to collect and analyze data from publicly available and accessible sources. The data analysis highlights four themes of transformational leadership practices, including idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The findings reveal that transformational leaders exhibit high moral standards, personal magnetism, and tenacity in their pursuits to influence others. They also nurture a growth mindset, forward thinking, and a culture of excellence to motivate others. Furthermore, they promote learning and discovery, progressive collaboration cultures, effective critical thinking, and out-of-the-box thinking to stimulate creativity. Lastly, they create an individualized connection, acknowledge and validate feelings, take a personalized approach, and enable employees to show individualized consideration. This study contributes to the body of knowledge on transformational leadership in higher education and provides insights for university leaders to lead their teams more effectively in a rapidly changing global economy. The study concludes with a discussion of the principal results, conclusions, and applications. [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.]

International school leaders must be prepared to steer their schools through ongoing crises and changes, regardless of the factors creating the crises and the need for swift change. To achieve the best possible outcomes from these dynamic situations, international school leaders must strategically deploy skills and abilities delineated by the Meta-leadership framework developed by Marcus et al. (2015). This study aimed to develop a valid and reliable instrument that measures the Meta-leadership competencies of international school leaders: the Meta-leadership Inventory for International School Leaders (MLI-ISL). This instrument development study involved a three-phase design. An initial set of items based on a theoretical blueprint derived from the scholarly literature was validated by a panel of subject matter experts followed with a reliability analysis to establish internal consistency of the inventory with a sample of 212 international school leaders. Utilizing Kalkbrenner's (2021) MEASURE approach, Phase 1 resulted in the development of over 100 total items divided into three dimensions and 11 subdimensions. Phase 2 established content validation of 79 items by a second panel of experts with expertise in Meta-leadership, international school leadership, and survey design. Phase 3 reliability analysis procedures resulted in the MLI-ISL having excellent overall reliability ([alpha] = 0.95) and good reliability for the three main dimensions: The Person of The Meta-Leader ([alpha] = 0.87); The Situation ([alpha] = 0.85); and Connectivity ([alpha] = 0.89). Four subdimensions met the 0.70 reliability level with the eight remaining subdimensions just below acceptable levels. Analysis of variance showed that geographic region of the respondents significantly impacted the three main dimensions' scores. The study outcome provides strong evidence that the MLI-ISL is a valid and reliable instrument measuring Meta-leadership competencies of international school leaders. These leaders exhibit high intrapersonal and interpersonal skills, enabling them to strategically lead others through dynamic and complex events within their organizations. The behaviors and actions of international school leaders are influenced by the cultural context of the geographic location of the leader's school. Recommendations for future research include refining the MLI-ISL's length, revising demographic items, improving the reliability of the subdimensions, and expanding the instrument's target population. [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 pandemic had significant effects on schools during the 2020-2021 school year, with many districts transitioning from traditional in-person instruction to virtual learning. The purpose of this qualitative descriptive phenomenological study was to evaluate how K-5 teachers describe their self-efficacy and how K--5 principals describe the role of transformational leadership as influencing K-5 teachers' self-efficacy in the transition to online instruction and transition back to in-person instruction during the ongoing COVID-19 epidemic, based on their lived experiences. Data were gathered using semistructured interviews with 19 participants and analyzed using thematic analysis. The themes were as follows: (a) focusing on the confidence, abilities, and skills of teachers to achieve goals; (b) building the confidence of teachers to attain educational and institutional goals; and (c) creating buy-in among teachers and stakeholders. These findings broadly aligned with the existing literature in showing how self-efficacy and transformational leadership were conceptualized by the participants. The findings also yielded both practical and research recommendations, which inform further support for transformational leadership in learning institutions and in research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Many schools have implemented School-Wide Positive Behavioral Interventions and Supports (PBIS) to address student behavior and social-emotional issues. Historically, the implementation of PBIS has been most prominent at the elementary level; however, more secondary schools have implemented PBIS in the past few years. Staff buy-in of PBIS at the secondary level proved more challenging because of secondary school barriers. This improvement science study used qualitative research to explore what factors contributed to or hindered staff buy-in of PBIS and whether transformational leadership improved buy-in. Participants included seven staff at BEMHS. Qualitative data was derived from a focus group and themes emerged to show what supported and hindered staff buy-in. Three themes emerged that supported staff buy-in. First, PBIS focused on promoting positive behaviors indicating school culture has improved since PBIS implementation. Secondly, PBIS has improved student behavior and culture. Thirdly, transformational leadership did promote staff buy-in. Three themes emerged that hindered staff buy-in. Staff needed more professional development to better understand the referrals and the referral system. The second theme analyzed that hindered staff buy-in was the concern with PBIS, positive students got less recognition in the program. The final theme indicated more support was needed for staff to embrace the attitude of PBIS as a beneficial intervention, so fidelity improves. The discussion results were used to determine the next steps to develop a Plan, Do, Study, Act (PDSA) cycle for BEMHS. The PDSA was a 90-day plan which included staff surveys, data analysis, and module training for staff. [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 examined public elementary school teachers' perceptions of leadership behaviors and their effects on job satisfaction. Teachers are affected by leaders and their behaviors, so their perceptions of those behaviors must be understood and studied. This study identified the leadership behaviors positively impact teachers' job satisfaction and which leadership style: transactional, transformational, or laissez-faire, contained those behaviors. Participants included 263 elementary school teachers, who completed a survey that measured their overall job satisfaction using Spector's (1985) Job Satisfaction Survey. The survey also measured their perceptions of leadership behaviors in five dimensions, including human relations, trust, control, conflict, and instructional leadership, using Bulach et al. (2006) Survey of Supervisory Behaviors. Descriptive and inferential statistics analyzed the data. Teacher survey responses indicated that the area of conflict had the most robust Pearson correlation coefficient of 0.70, showing a significant, positive correlation to overall job satisfaction. Trust/Decision-Making had the weakest Pearson correlation coefficient of 0.62. A Pearson correlation showed a positive correlation between teacher job satisfaction and positive leadership behaviors. Kruskal-Wallis results showed a statistically significant difference in overall job satisfaction between the different leadership styles. The study findings provide a foundation for future leadership prep programs and professional development for current administrators. The most significant finding is the role that self-efficacy plays in the connection between leadership behaviors, teacher job satisfaction, positive leadership behaviors, and leadership styles. [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.]

Understanding student satisfaction in higher education is crucial for ensuring the quality of education and improving the student experience. Student satisfaction surveys can provide valuable insights into professor's skills and behaviors in the classroom. The results of these surveys can assist universities with decisions to allocate resources and make improvements where necessary. High levels of student satisfaction may lead to improved student retention and increased reputation for the institution. Understanding student satisfaction can help bridge the gap between universities and their students, fostering a more positive and collaborative relationship. Ultimately, a focus on student satisfaction can contribute to the success of both individual students and the institution. This study aimed to investigate the relationship between a professor's Full Range Model Leadership style and Student Satisfaction while controlling for Age, Gender, Ethnicity and Grade Level. The study used the "Student Evaluation of Educational Quality" (SEEQ) survey and the "Multifactor Leadership Questionnaire" including the constructs of Full Range Model Leadership as a continuous independent variable. Constructs included Transformational Leadership, Transactional Leadership, and Passive Avoidant Leadership. While the "SEEQ" constructs consist of Learning, Enthusiasm, Organization, Group Interaction, Individual Rapport, Breadth of Material, Examinations, Assignments and Overall Student Satisfaction, this study did not measure Organization, Breadth of Material, Examinations or Overall Student Satisfaction. Several relationships were found in bivariate correlation and multiple regression analyses. Correlations and regressions showed many positive relationships and a few negative associations. Transformational Leadership was the most consistent indicator in relationships with all Student Satisfaction dimensions. Transactional Leadership showed no relationship to Student Satisfaction in multiple regression analyses. Passive Avoidant Leadership negatively impacted Student Satisfaction with Group Interaction as well as Individual Rapport. This study found a relationship between a professor's Full Range Model Leadership style and Student Satisfaction. [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 pandemic, political polarization, and racial reckoning are but a few of the challenges faced by U.S. independent schools and their heads today (Bassett, 2010; Juhel, 2016; Rowe, 2021b). This basic qualitative study sought to understand the challenges facing heads of U.S. independent schools and how these challenges inform heads' perceptions of their roles. 22 independent school heads who led schools since 2018 participated in semi-structured individual interviews. Participants described their initial perceptions of their role when they first assumed their positions, the leadership challenges they have faced during their tenure, and the ways in which tackling these challenges has informed their evolving understanding of their role. Because independent school heads today are leading their schools through unprecedented challenges as well as more common challenges like enrollment management or fundraising, this study utilized Heifetz's adaptive leadership theory (1994) as a lens to examine how independent school heads perceive their role. Three findings emerged from this study. First, regardless of background or experience, participants did not know the full scope of the role of a head of school before they assumed the headship themselves. Second, independent school heads face many challenges in their roles; some can be solved with existing expertise, many require leaders to mobilize people to change their hearts, minds, and behaviors, and some are internal and require heads to alter their own mindsets to solve. Nearly all of the challenges heads face in their jobs, however, involve navigating relationships among constituents. Last, the study found that heads gain a fuller understanding of their role over time and while they are doing the job. This study includes recommendations for current and aspiring heads, independent school boards who hire and support heads, and independent school leadership preparation programs, as well as recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The March 2020 coronavirus outbreak disrupted educational operations at all levels, and the continuation of learning was dependent upon school leaders' abilities to combine organizational change management theory, transformational leadership theory, and crisis management theory in the midst of an unprecedented and unannounced crisis. There is a gap in the literature regarding the most effective principles of the aforementioned theories to implement when facing unexpected crisis situations so that learning can continue when students are unable to physically attend school or are expected to attend school during an ongoing crisis. The purpose of this mixed method modified Delphi study was to determine the most effective principles of organizational change management, transformational leadership, and crisis management for leaders to implement to support continued learning during an unexpected and ongoing crisis. Criterion sampling yielded 16 participants who were public school principals in southeast Texas. Data were collected through the use of questionnaires and analyzed using a concurrent quantitative-dominant mixed analysis. The expert panel found three organizational change management strategies, six transformational leadership strategies, and seven crisis management strategies effective in continuing education during an unprecedented, long-term crisis. Implications of the results for practice focus on informing school leaders of the connection between strategies across theories. Recommendations for further research include building on the present study to gain the perspective of additional campus stakeholders, finding additional information regarding school administrators' understanding of organizational change management strategies, and studying school leadership preparation programs' methods for preparing principals to support schools through ongoing crises. [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 quantitative non-experimental correlational study aimed to understand why secondary principals leave their position. Principal exiting culture is detrimental to schools and students. If specific factors that impact principal retention can be brought to light, policies, and procedures can be implemented to help combat the exiting culture. Research questions one and two analyzed transformational and transactional leadership theories to determine if a correlation exists between choice of leadership theory and exiting mindset. The third research question examined principal, school, and climate factors to determine if specific factors correlate to the exiting mindset. The literature review examined factors that could lead to principal departure, including transformational leadership theory, transactional leadership theory, principal factors, school factors, and climate factors. Upon permission, anonymous surveys were completed and analyzed. A correlational statistical test was run between each factor and the principal's exiting mindset. The study mentions several points requiring further research; however, the data findings suggest that the climate factor of discipline is the only factor to play a significant role in principal departure. The primary objective of this study was to foster discourse and formulate policies pertaining to discipline with a view to enhancing the school atmosphere and bolstering the longevity of administrators. [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.]

K-12 Florida Christian schools were disrupted due to the advent of a global crisis brought about by the COVID-19 pandemic. Flexibility was needed by educational leadership during this time of crisis. For that reason, this study will aim to understand the leadership principles necessary to provide leaders with the flexibility to adapt to extreme circumstances. The literature addresses the leader's importance of being flexible during a crisis (Ruffner & Huizing, 2016). However, the literature continues to examine the effects of the pandemic on education but has not identified those contingencies that are necessary for leaders in the Christian educational system to face a crisis. Transformational leadership is a powerful way to influence the process utilized by leaders as it "persuades followers to adopt certain behaviors in order to bring about what the leader considers as beneficial change" (Bush, 2018, p. 883). The design that was utilized for this study was a quantitative correlational approach, which was used to measure the degree of relationship between two or more variables (Creswell, 2019). The research and data analyzed aimed at finding if there was a correlation between leadership principles and the contingencies necessary to ensure flexibility when dealing with a crisis for both the research literature and practical applications to educational 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 study sought to understand how cybersecurity professionals in technical U.S. Federal Government (USFG) positions transition into first-time cybersecurity leader roles. The study also sought to explore which leadership competencies were used/developed in this transition and how those leaders gained the knowledge and skills to perform their duties. The study used a transformational leadership framework, a point-based quantitative selection survey, and semi-structured interviews. This study's findings suggest that USFG cybersecurity organizations should invest in both aspiring leader training and first-time leader training that teaches learners to create their own team cultures of challenge and support. The key findings to accomplish this are learning a personalized process of self-reflection, gaining humility without sacrificing confidence, and a willingness to invest the time needed to build trust on a personal level with followers. The starting place is through growing a first-time leader's self-awareness to get them past expected feelings of embarrassment and discomfort. [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 Wisconsin Evangelical Lutheran Synod (WELS) is affiliated with over 400 schools across the globe. WELS schools are experiencing a teacher shortage and concerning teacher attrition levels like other school systems. Research indicates that job satisfaction is a predictor for organizational commitment, and principals' leadership style has a strong influence on job satisfaction. This study investigated the factors of job satisfaction for WELS teachers, examined differences of job satisfaction among groups, determined the leadership style of WELS principals, and analyzed the relationship of principals' leadership style on WELS teachers' job satisfaction. Two surveys were issued in the spring of 2022 to all teachers in the Southeast Wisconsin District of WELS which served as a clustered sample of WELS schools. The Teachers' Job Satisfaction Questionnaire (TJSQ) measured job satisfaction while the Multifactor Leadership Questionnaire (MLQ) measured principals' leadership style. Descriptive statistics measured the factors of job satisfaction while t-tests and one-way ANOVAs determined differences among groups. Descriptive statistics also measured leadership style, and a Pearson correlation showed the relationship of principals' leadership style and teachers' job satisfaction. The results indicate that WELS teachers are mildly satisfied in their work and rate Responsibility and Security as their top job satisfaction factors while a lack of satisfaction was seen with Pay and Advancement. WELS teachers report that their principals are more commonly transformational leaders, and that leadership style is significantly related to teachers' job satisfaction. Transformational leadership was strongly and positively related with all nine job satisfaction variables with the strongest relationship between Supervision and all five transformational leadership variables. The findings lead to recommendations for principal training with an emphasis on Supervision. It also recommends further investigation into the issues of Pay and Advancement that may be threats to teacher retention. This study builds on the research as the first study of the WELS system that examines job satisfaction and principal leadership style. It advances the research by indicating a lack of satisfaction in Advancement for faith-based teachers that was not seen in prior faith-based studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Effective leadership is crucial for organizations to remain competitive in this expanding higher education environment as they lead their followers, especially those in their academic units or departments. The purpose of this qualitative descriptive study was to describe the understanding of academic department chairs of U.S. colleges and universities regarding transformational leadership practices and how their transformational leadership practice affects their academic units. Transformational leadership theory served as the conceptual framework for this study. The sample for this study included 15 department chairs from U.S. colleges and universities who replied to the researcher's invitation on social media. This study used seven questions to collect the data to define the four main transformational leadership pillars or components of idealized influence or attributes, individualized consideration, inspirational motivation, and intellectual stimulation. All participants were willing to share strategies, techniques, experiences, or practices they embrace in their routines within their academic units. The research results showed that academic units or departments play a vital role in the success of higher education institutions, and the success of departments directly depends on their leader's effectiveness. Data were analyzed manually and using NVivo12 software in coding, organizing, and naming the themes. The technique of reflective thematic analysis created a framework for categorizing and combining meanings within a specific data environment. The methodology of the study was qualitative with a descriptive design. For confirmability, peer debriefing, also called analytic triangulation, was used to review the findings and ensure they made sense. As the researcher explored the perceptions of academic department chairs, significant findings or themes were generated that could be used as strategies by educational leaders, decision-makers, and policymakers to launch academic exercises that would transform universities' teaching and learning processes. Also, leaders of colleges and universities may realize the value and impact of their behaviors and actions on their different stakeholders. Overall, the educational community may find this study useful for improving the leadership practices of educational leaders within their organizations and their educational departments or units. [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.]