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The purpose of this study is to explore and understand how social justice leaders develop. This study reports the findings of social justice leaders who experienced childhood poverty and currently work as principal in Title I schools. This study utilized qualitative research methodology, specifically narrative inquiry, to answer the research question. To collect data, I utilized narrative interviews to allow the principals to tell their stories. Participants met three criteria to be a part of this study: principal of Title I school, identifies as social justice leader, and experienced poverty during childhood. The analysis of the data revealed that all principals in this study displayed characteristics associated with authentic leadership, including experiencing critical life events and moral reasoning. This study finds that the path to social justice leadership emergence is consistent with the development of authentic leadership. This places high importance on authentic leadership framework, as it determined to be a useful theory to understand the emergence of social justice leadership. The implications of this study is to create workshops/trainings to influence the following three areas of education related to principal training and development: colleges, schools, and school board associations. [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.]

Black female executives possess unique leadership capabilities required for Science, Technology, Engineering, and Mathematics (STEM) corporate and societal future development, yet they remain hidden and disproportionate compared to the number of other executive groups. This qualitative study utilized the Bronfenbrenner framework to explore the multidimensional factors affecting Black females in STEM corporations and the cultural historical activity theory (CHAT) framework to examine their attributes and cultural wealth creation. The semi-structured interviews of 15 Black female executives in STEM corporations provided insights into the factors impacting their corporate ascension and cultural wealth creation activities. The research findings highlighted and reinforced the need to maximize the additive element of cultural wealth Black female executives possess in execution, a move toward increasing promotions and output in STEM corporations. Additionally, the research findings illustrated aspects of Black female execution, such as cultural humility, not previously discovered in the literature. Finally, three recommendations are presented for implementation activities to promote Black females in STEM corporations and bridge the gap. Accordingly, corporations should implement programs for early career rotational development for Black females, create branding opportunities, and educate all executives on cultural humility, highlighting Black female executives' strength in execution and providing pathways to ascension. [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 research project explored how leaders and mentors can influence the development of a sense of belonging in first-generation students in the United States. My first-generation experience led me to explore the influence belonging has on the retention and completion of first-generation students. I also considered if education leaders and mentors can have a more causal influence on fostering belonging with first-generation students. These interests spurred my research question and subquestions: 1. What are key leadership characteristics--for example, particular qualities, skills, and values--that higher education administrators need to consciously develop in higher education professionals so they can effectively mentor first-generation college students and lead in a way that promotes a campus culture that fosters a sense of belonging? (a) What can be learned about this topic from the researcher's own experience with pivotal educational leaders who fostered a sense of belonging? (b) What key leadership perspectives and uses of mentoring enabled the researcher to thrive, e.g., develop a sense of belonging, self-worth, and self-efficacy?From my personal and professional experience, I have long contemplated the value of a sense of belonging in the retention and completion of postsecondary students. My study highlighted an existing lack of scholarship on how education leaders and mentors foster belonging for first-generation students. This research used autoethnography because this methodology calls for the researcher to be the subject of the study. The research design consisted of selecting three pivotal memories to use in three recall exercises. Each recall exercise was followed by a journaling activity where I noted prominent feelings and thoughts. The analysis entailed reviewing the journal entries multiple times to look for common emotions and themes. The outcome that emerged most prominently from the research was leaders and mentors had a direct role in the development of a sense of belonging. This dissertation represents an initial step in a multistep research journey. Future researchers could move from autoethnography to ethnographic methodologies. Additional exploration should be conducted in research areas such as the relationship between belonging, self-worth, and self-efficacy, and what leadership styles prove most effective in fostering a sense of belonging. [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 explore the influence of international education experience on women's leadership in higher education, focusing on the Saudi Arabia context. I examined the impact of international education on Saudi women's academic leadership in terms of three dimensions, which were (a) cultural, (b) global, and (c) communication competencies. Using the data obtained from an online survey, this study utilized exploratory factor analysis to identify the underlying relationships between the items and specify the factors for each dimension of Saudi women's academic leadership. Given the answers from the respondents, this study demonstrated that cross-cultural adaptation was the retained factor indicating self-perceived cultural competency, international professional knowledge was the controlled factor indicating self-perceived global competency, and lacking confidence, willingness to interact, as well as self-control was the retained three factors indicating the self-perceived communication competency dimension of the women academic leadership in Saudi higher education. In addition, this study utilized regression analyses to test the impact of international education experience on the retained factors. The empirical results showed that the international education experience improved women faculty's cultural and global competencies in Saudi higher education. In addition, however, international education experience partly improved the communication competency levels of the Saudi women faculty. This study concluded that international education experience is essential to Saudi women's academic leadership because, as the findings showed, Saudi women faculty who studied abroad have higher academic leadership competencies than those without international education experience. [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.]

African American male principals frequently are placed in low-achieving schools but provided limited support. The purpose of this basic qualitative study was to explore the perceptions of experienced African American principals regarding the support they receive to improve their instructional leadership skills as a way to improve student academic achievement. The social cognitive career theory and the transformative learning theory served as the conceptual framework for this basic qualitative study. The research questions for this study examined principals' perceptions of how they were being supported, the challenges of getting support, and how their support could be improved. Nine experienced African American male principals working in urban school districts, with at least 5 years of experience as a principal were interviewed using semistructured, predetermined questions. The interviews were transcribed verbatim, followed by a coding process to conduct theme analysis. Five themes emerged: (a) individualized support and professional development, (b) coaching and mentorship, (c) professional collaboration, (d) navigating district systems and processes, and (e) specific issues in the urban school experience. Recommendations included conducting an in-depth investigation designed to identify the types of individualized support and style of coaching needed to improve the instructional leadership skills of African American male principals in urban school districts. This study may foster positive social change by providing the appropriate support to African American male principals in urban schools that could benefit males of color, particularly, in more significant ways than simply improving academic achievements. [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 narrative inquiry was to explore the lived experiences of Latina educational administrators. This study sought to uncover and understand the relationship between biculturalism and effective educational leadership in the personal and professional lives of second-generation Latina educational administrators. For this study a social constructivist research design was used as a framework, where individuals seek understanding of the world in which they live and work. The methodology of narrative inquiry aligns with this constructivist view, where aspects of participants' lived experiences and how they construct meaning between their cultural and leadership personas are explored. To support the concept that there is value in exploring the lived experience of second-generation bicultural Latina educational administrators, a critical research lens, specifically Latina/o critical theory (LatCrit) was used to "deliberately shift the hegemonic understanding of a social or educational phenomenon and move beyond traditional views of schooling and society" (Darder, 2015, p. 72). Data for this study was collected through in-depth, individual interviews completed by the researcher and eight Latina administrators. The research questions that guided this study were: How is a bicultural identity experienced and understood by a second-generation Latina educational administrator? How do second-generation bicultural Latina educational administrators conceptualize their positions as effective leaders? How do second-generation bicultural Latina educational administrators organize, integrate, and move between two cultures? The themes that emerged within the data included defining a bicultural identity, second-generation experiences as bicultural leaders and adaptive leadership strengths. These themes illustrate the lived experience of participants growing up and working as Latina educational administrators and the struggles and successes they experienced. These struggles and successes supported the development of adaptive leadership strengths within their work as effective leaders. Findings from this study suggest that the struggles Latina educational administrators experience support the development of positive adaptive leadership skills. The hypothesis that this study proposes is that these hardships have not created a hindrance for participants, but instead created resiliency and strength in their educational positions, as well as a desire to succeed. [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 demand for more women leaders has become an international business phenomenon. As women continue to successfully attain significant leadership roles, we must not assume that women's leadership styles and competencies will mirror those of men. Little is currently known about the competencies required to lead in male dominated corporate entities. This study is designed to assess the hypothesis that women in higher education leadership, using their natural competencies, will perform as well as men in leadership who use historical male competencies. The study will use the quantitative research method for data gathering and analysis. Having the strength of mathematical results and statistical analysis allows for less discrepancies and bias in results. This study provided insights into an informed effort to correct misconceptions regarding the role of gender in leadership competencies, and thereby support reduction and elimination of potential bias 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.]

Mid-level managers are one component of Ohio State University Extension's talent management system that contribute to the organization's effectiveness. OSU Extension uses mid-level managers known as Area Leaders to supervise county offices. These individuals have great impact on the support and success of local programs. Therefore, it is critical to identify the competencies necessary for effectiveness in the role. By developing an Area Leader competency model, parameters would be available to aid selection, professional development, performance evaluation, and succession planning. At this time, no such model exists. Through this study I aimed to develop and validate a competency model for Area Leaders in Ohio State University Extension. I used a mixed-method research approach, emphasizing qualitative approaches, including reviews of existing research and gathering data from employees through interviews and focus groups. The study used quantitative survey research and peer reviews to validate and refine the results. The research design included model development in three phases: (a) review of literature and position description with OSU Extension administration; (b) model development through rounds of idea generation; (c) model validation and refinement. The findings of this study are represented by a final Area Leader Competency Model and emergent findings. The final competency model consists of ten competencies: accessibility; accountability; coaching; communication; conflict management; critical thinking; social intelligence; strategic connection; system navigation; and team and culture development. Each competency was defined and operationalized using organization-based behavioral anchors. The competency model reflects input solely from the organization's professionals and is customized to fit the specific position within the organization. Emergent findings on the Area Leader position are surmised from data collected from active Area Leaders and their subordinates including: Area Leaders serving in half-time capacities struggle to manage their programmatic and Area Leader roles; the vital role Area Leaders play in successfully conducting two-way communication between counties and OSU Extension administration; the attitude of continued learning, although not a competency, is valued for Area Leaders; the design of the role of supervisor, mentor, and coach is challenging for everyone to navigate; there are perceived inconsistencies across Areas and expectations from and for Area Leaders and it impacts work/life balance and performance evaluations. Recommendations are provided for OSU Extension administration related to the implementation of the Area Leader Competency Model, as well as modifications or further exploration of the responsibilities of the Area Leader role. Implications for practice are shared that focus on the research process and methods for replication by other Extension organizations seeking role-specific competency model development. The competency model presented can aid other Extension organizations that seek to develop a competency model for their mid-level managers. Additionally, the model can be used as a tool to enhance the talent management system of OSU Extension through mid-level manager selection, professional development, and evaluation. This research outlined a competency model development process that could guide other organizations to create, update, or refine their models. [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 building leader is the pulse of the school. The behavior and emotions of building leaders set the tone for short term and long-term outcomes in schools. The ability of the school principal to be aware of the characteristics they have, what they believe in, and the goals they desire to achieve is critical. Principals who follow up with their own awareness and put into action those beliefs are served well. Research suggests that principals who consistently exercise their core values, establish goals, understand their purpose and lead with their heart are considered genuine in their leadership. Authenticity was the desired goal of this study, to find out if principals walk the life they say they believe. This study is presented with the framework of personal journeys of building principals and their awareness of their own authenticity and ability to act on their authentic beliefs. This study will inform the field of authentic leadership through the role of the building principal and how they stay authentic in the face of external challenges. [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.]

High turnover in the role of school superintendent signaled functional disruption, decreased morale and impaired student achievement. The principal researcher sought to explain perceptions among professional Florida K-12 public school educators about key factors related to the role of school superintendent, necessary qualifications, important leadership skills, longevity and its impact on student achievement. The principal researcher disseminated a 10-question online self-administered survey she developed for the study to a sample of 199 professional Florida K-12 public school educators. Independent demographic variables among sample participants included: gender, current job, highest level of completed education and years of experience as an educator. Dependent variables included: qualifications, leadership skills, longevity and student achievement. In this her final report, the principal researcher documented the problem, presented a literature review and research methodology, reported descriptive analysis of simple frequencies for guiding research question one and reported findings of nonparametric Kruskall -Wallis "H" testing for guiding research questions two through five. Current job was statistically significant in sample participant perceptions. School teachers rated a doctoral degree in education, 10+ years' experience in education and experience in the same district more highly as necessary qualifications for school superintendent candidates than did school and district leaders. School teachers also rated advocating for employees, trust and confidence in employees and fairness and integrity more essential than did school and district leaders, as important leadership skills related to school superintendent longevity. School leaders rated longevity and student achievement more essential than did school teachers and district leaders, as factors related to the role of school superintendent. School leaders also rated classroom teachers experience more highly than did school teachers and district leaders as a necessary qualification for school superintendent candidates. Finally, school leaders rated more highly than school teachers and district leaders a four-to-10-year term of service for school superintendents for maximum impact on student achievement. Discussion, elaboration and interpretation of findings, implications of findings and recommendations for future research are included herein. [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.]

American society is on the precipice of an imminent shift in racial and ethnic representation of non-white citizens as the dominant culture. As microcosms of America's population, the burgeoning of this change is evident in diverse student demographics within Predominantly White Institutions (PWIs). In spite of this approaching change, PWIs' systemic hegemony remains entrenched in White supremacy and perpetuates barriers and exclusionary practices toward Black administrators. PWIs' historical and current decisions, behaviors, and engagement with Black administrators lend to the construction of the Campus Racial Climate (CRC). Normalization of discriminatory attitudes and perceptions of the Black race are advanced through the Campus Racial Climate. The proliferation of racial inferiority, governance limitations, professional and sociocultural isolation within PWIs produce workplace trauma for Black administrators. The compounding reconciliation of past or recent personal chronic and complex trauma, while contending with toxic Campus Racial Climates of PWIs, provoke Black administrators' sensemaking process for emotional, psychological, and physiological adaptations and reconstruction. Yet, Black administrators proved to be resilient leaders. This study utilized the qualitative narrative inquiry method to illuminate meaning from the lived experiences and counternarratives of Black administrators. Research questions were developed through the lens and influence of three theories: Constructivist Self-Development, Critical Race Theory, and Resiliency Development. Sixteen Black administrators from the north and southeast regions of the United States were recruited, and each participated in one semi-structured virtual interview. Participants' experience as an administrator ranged from 10 to over 15 years of mid-level through executive leadership roles at PWIs. The data were analyzed through Creswell's (2013) steps and involved multiple layers of process coding. Member checking, memos, and note taking were used in this process. The findings of the study concluded toxic racialization in CRCs at PWIs retraumatize Black administrators, Black administrators' sensemaking of PWIs' CRC reproduce adaptive forms of engagement, and post-traumatic growth and resilience are engaged in Black administrators' leadership at PWIs. The study contained connections to existing research and discussions of implications for practice by providing pillars to improve the CRC of PWIs. The study builds upon current research through the creation of a tentative Racial Resilience Leadership Theory (RRLT). The RRLT is rooted in the theoretical framework of the study, while applying elements of Stevenson's (1998) proactive, protective, and adaptive racial socialization to define Black administrators' resilient leadership, while encountering adverse conditions from the CRC of PWIs. [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.]

Teacher leaders, who are stakeholders in the school and implement policies designed to improve student achievement, are a crucial part of educational reform efforts. However, the responsibilities of teacher leaders vary widely at the site level. Teacher leaders' self-efficacy must be substantive in order for them to enact change. This quantitative study provides essential findings in developing and building teacher leaders by identifying specific leadership responsibilities that positively influence teacher leaders' self-efficacy. Two major research questions drive this study How do teacher leaders perceive their self-efficacy? What conditions influence teacher leaders' self-efficacy? California teacher leaders (n=121) took a three-part survey adapted by the researcher from Tshannen-Moran and Gareis's 2004 Principals' Self-Efficacy Scale, organized into three subcategories (management, moral leadership, and instructional leadership). Another section of the survey asked about workplace conditions, and the final section asked about school structure. Descriptive statistics, correlations, and stepwise regression revealed that workplace conditions (professional development, collaboration time, decision-making, physical space, and rewards) were predictive of teacher leaders' self-efficacy. There was a small negative correlation between self-efficacy and student enrollment. Results from this study can be used to inform administrators and school leaders who have a significant role in creating the culture and school structure that foster both established and future teacher leaders. Recommendations at the policy level include promoting teacher leader standards, and clarifying roles and responsibilities, to better articulate workplace conditions. [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.]

Resident assistants (RA) receive training in multiple areas through curricular and/or co-curricular programs. Although co-curricular programs support leadership education, research has shown that student leaders better understand leadership theories and practices through an academic course (Sessa et al., 2014). The need for first-year RAs to learn about their leadership attributes is even more important now that the COVID-19 pandemic has impacted higher education. This research examined whether organizational development and change principles embedded within an academic course aid first-year RAs in discovering their individual leadership attributes in a volatile, uncertain, complex, and ambiguous (VUCA) world (Berinato, 2014; LeBlanc, 2018). The study distributed a survey to resident assistant students (N = 32) who were enrolled in a leadership education course specifically for first-year resident assistants at a state university in the northeast of the US. The survey used an existing instrument designed for student leaders and qualitative questionnaires to determine if students could identify leadership attributes from an existing organizational development model. Independent t-tests, ANOVAs, and a theoretical analysis were used as statistical tests to analyze the survey data. The quantitative data results conveyed that gender, class rank, and experience level did not show significant differences. However, the qualitative data revealed an understanding that experienced resident assistants who were enrolled in the course understood organizational development principles better than the first-year RAs who were currently enrolled in the course. This study provided an opportunity to create a shared understanding of what it means to lead as first-year RAs during the post-COVID-19 era. [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 study was conducted to investigate possible relationships between psychological safety, collaborative capacity, and school climate in middle level schools in order to identify specific leadership behaviors to increase collective efficacy. School leaders' knowledge of the positive effect collective efficacy has on student learning is not enough (Donohoo & Katz, 2019; Parrett & Budge, 2020). Leaders must also be aware of functional behaviors to foster collective efficacy, thus increasing student learning (Donohoo & Katz, 2019). Based on the theoretical work of Bandura (2000, 2012), as well as DeWitt (2017), Garmston and Wellman (2013), Hattie (2017, 2019), and Rock (2013), the variables of psychological safety, collaborative capacity, and school climate were investigated. The sample for this study included certified faculty members in middle-level schools containing fifth through eighth grades. A survey was created by the researcher, and data were collected from the sample by "Qualtrics." Statistically significant relationships were found among all variables, with the exception of autonomy and both collaborative capacity and school climate, indicating specific leadership behaviors to foster collective efficacy among 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.]

An effective principal is one who has the ability to galvanize people toward a common goal and motivate them to use their gifts and talents. It is understood that it takes more than willpower to be an effective school leader. It takes knowledge, vision and commitment to lead a school community toward academic success. The leadership of a school principal is more dynamic when they realize that their role as an influencer is greater than the title alone. As an influential leader, the principal's work helps to create within their staff members' optimism about what they can successfully accomplish in hopes of producing a favorable outcome. This concept of believing in one's ability to achieve goals regardless of challenges that may be encountered is known as self-efficacy. The impact of teachers' sense of efficacy has long been studied by researchers to gain an understanding of teachers' feelings about their professional beliefs on multiple aspects of school life. The purpose of this study was to identify the impact of specific principal leadership behaviors on a teacher's sense of self-efficacy. Three research questions were used to guide the focus of the research, which were: (1) To what extent do particular leadership qualities affect a teacher's sense of self-efficacy? (2) Which leadership qualities promote the strongest sense of teacher efficacy? (3) To what extent does a teacher's sense of efficacy relate to their level of motivation? The study's findings delineate which specific leadership behaviors are most impactful on a teacher's sense of self-efficacy and motivation for Pre-kindergarten through fourth grade teachers in Oratam Public Schools. The study also reveals the teachers' perceptions about their school leaders and the effect of those perceptions on their journey as educators. It is the researcher's belief that this study will be beneficial to the development of principal leaders and to building positive relationships between administrators and teachers. The researcher also hopes that a review of these findings will further a principal's capacity to be impactful as they learn what matters most from the multiple perspectives of teachers. [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. Despite more than six decades of education reforms, public education systems have failed to provide equitable opportunities to quality education for all enrolled students. Additionally, public schooling lacks pathways to the emergent thinking and technologies necessary to envision equitable futures. This study examines education system leaders as agents of equity and future education systems by exploring their perceptions of themselves in the role. Methodology. Research employed in-depth, semi-structured interviews with seven superintendents throughout North America to obtain their perceptions of themselves as equity advocates and of possible alternative futures of their school districts. Findings. Categories of leader agency (i.e., the capacities for intentionality, forethought, action, and reflection; Bandura, 2006) that emerged from their narratives included (a) awareness of their own agency within the role, (b) affirmation of their leadership capacities, (c) creating district improvement through equity practices, (d) leading to ensure equitable opportunities for marginalized students, (e) creating new equity systems by disrupting systemic inequities, and (f) limited visions of school district futures. Recommendations. Educational leadership training, certification criteria, and professional development should integrate futures and critical futures concepts and methods. Moreover, scholars of the superintendency, educational leadership and policy should further explore the inherent agency that system leaders possess to co-create equitable education systems of the future. [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 principals are challenged by school districts to answer the call for change and improvement in their schools by promoting teacher efficacy. The purpose of this research study was to gain insight into teachers' perceptions of their principals' leadership attributes and analyze how their perceptions of those leadership attributes impact their sense of self-efficacy. Teacher participants from six schools in a West Tennessee school district were asked to complete two surveys: one based on their perceptions of their principals' leadership attributes and another instrument measuring teacher efficacy based on three factors (Efficacy in Student Engagement, Efficacy in Instructional Strategies, and Efficacy in Classroom Management). A Pearson's "r" analysis determined that there was a statistically significant negative correlation between teachers' perceptions of their principals' leadership attributes and teachers' sense of self-efficacy. Three separate multiple regression analyses were conducted to determine which of the nine principal leadership attributes were better predictors of teacher efficacy. The three multiple regression analyses revealed that although the regression models were a good fit at predicting teacher efficacy, none of the nine principal leadership attributes were statistically significant predictors of the three teacher efficacy factors of engagement, instructional strategies, and classroom management. A one-way multivariate analysis of variance (MANOVA) was run to determine if there was a difference between how teachers (elementary, middle, and high school) perceived their principals' leadership attributes. Results from the one-way MANOVA indicated that there was a significant difference across the levels of teacher classification on the combined dependent variable (nine principal leadership attributes). However, further analysis revealed that Elementary and Middle teachers were significantly different for 3 of the 9 principal leadership attributes: develop teacher leaders, develop a process to analyze data, and use a cycle of inquiry to review instructional strategies. While the findings from this study suggest that there is a relationship between teacher-perceived principal leadership attributes and teacher efficacy, further research is needed to address the extent to which teacher perceptions of principals' leadership attributes impact teacher efficacy and the effects those leadership attributes have on teacher efficacy across the school levels and in various school contexts. [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.]

As information technology grows in importance and creates industries and disruptions in the growing digital world (Hickman & Akdere, 2018), the practical importance of understanding the impact of leadership development coaching for leaders within information technology becomes critical. As leadership coaching and transformational leadership have both been shown to positively influence leaders in transforming organizations, leadership specifically within the context of an information technology has surfaced as a topic of interest in recent years. The purpose of this qualitative multiple case study with individual interviews was to understand how to create transformational leaders in the information technology environment by exploring instructional content within leadership coaching programs that promotes transformational leadership skills. By performing this research, the study sought to identify leadership skill content that if presented during the coaching process, can promote better transformational leadership among information technology managers and leaders. The theoretical foundation of this study relies on the theory of transformational leadership. The transformational leadership theory identified specific skills to focus on including idealized influence, inspirational motivation, intellectual stimulation, and individual consideration. The results of this analysis presented five themes that emerged from the individual interview content. The themes included activities and assessments, accountability, behavioral skills, and critical conversations. The major implication of this research is that coaching content protocols need to be updated to include the themes of assessment, accountability, enhanced behavioral skills, and regular critical conversations. The results of this study now offer specific instructional content used during the coaching process that is perceived by executive coaches to contribute to the development of transformational leadership behaviors in the information technology context. A key recommendation for future research is to identify specific metrics to assess the extent to which the themes of assessment, accountability, enhanced behavioral skills, and regular critical conversations are utilized in updated coaching content protocols. The results of this research study are of importance because information technology leadership, specifically transformational leadership, is critical to gain competitive advantages in organizations. This new information can be used for the development of transformational leadership behaviors in technology 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.]

Student leadership development programs have expanded in higher education; however, limited efforts have been made to understand the leadership development experiences of immigrant origin undergraduate students. The purpose of this basic qualitative study was to explore immigrant origin undergraduate students' experiences building leadership skills while volunteering at a nonprofit community service agency. The Higher Education Research Institute's social change model of leadership and Astin's input-environment-output theory comprised the conceptual framework. The research questions addressed immigrant origin college students' leadership experiences and the skills they developed as well as the types of support they identified as reinforcing their leadership experience and skills while volunteering with a nonprofit community service organization. Data were collected in semistructured interviews with 10 undergraduate participants who self identified as immigrant origin. All the participants were Muslim and represented six different countries. Data analysis through open coding resulted in the identification of three themes. The first two themes addressed the first research question: Participants described their leadership experiences as facilitating consciousness of self, and they gained skills and in communication and teamwork. The second and third themes addressed the second research question: They perceived that support for these gains came from teamwork and peer leaders. Findings could lead to positive social change by suggesting ways higher education professionals could design culturally sustaining spaces in higher education and foster a well-qualified diverse pool of graduates ready to step into leadership roles. [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.]