Browsing Hood College by Type "dissertations"
Now showing 1 - 9 of 9
Results Per Page
ItemCatholic Elementary School Success: Governance Lessons from a Qualitative Study of Five Advisory Boards in the Archdiocese of Baltimore(2021-08-16) Currens, Christopher; Cuddapah, Jennifer; Hood College Department of Education; Organizational LeadershipCatholic schools have had a remarkable impact on education in the U.S., especially serving minority students in vulnerable communities. Unfortunately, there has been a significant decline in Catholic school enrollment beginning in the 1960s. In addition, the number of Catholic schools has steadily declined since the 1970s. This qualitative multi-site case study explores the lived experiences of Catholic elementary school principals and board chairs in the Archdiocese of Baltimore and reveals the impact of their perceptions of roles and responsibilities on school governance and success. Analysis of individual interviews, a survey, and observations revealed: (1) school boards provide useful advice and support to principals; (2) while formal roles are clear, boards can struggle with identifying a compelling purpose; (3) differences exist between common perceptions of a board’s governance role and the reality of decision-making; and (4) the most valued board interactions are described in terms of a coaching skills/approach to leadership. Implications of these findings are critical to ensuring that the Catholic elementary school boards of the future have the leadership models, tools, and training needed to make sound decisions crucial to the success and viability of the schools. ItemAn Exploration of the Emerging Adult Woman’s Perceived Value of Primary Care(2020-07) Rabideau, Melany; Cuddapah, Jennifer; Cooper, Jennifer; Bulette, Elizabeth; Loxterkamp, David; Hood College Department of Education; Organizational LeadershipThe healthcare industry often justifies framing patients as consumers using the fact that today’s emerging adults, who assume priority of convenience over continuity, demand transactional care and are forgoing relational care. Self-guided transactional utilization has caused emerging adults to lack primary care continuity, which is problematic both for cost and quality of care. This qualitative study explores the lived experiences of emerging adult women and reveals the essence of the value of primary care purported in their individually designed ideal primary care systems. Analysis of individual interviews revealed: (1) emerging adults desire, but struggle to find, the human connection or a patient-provider relationship in primary care; (2) primary care delivered like a business reinforces emerging adults’ belief that the human connection is not possible, causing transactional services to be attractive for at least their convenience and efficiency; and (3) emerging adults are asking for high touch care similar to care management services traditionally only provided to insurance-backed “high risk” patient panels. Implications of these findings are crucial to discerning how primary care practices and policies can evolve to focus on empathy and leverage transactional conveniences that reinforce rather than replace patient-provider relationships. Focused attention is needed to ensure the value proposition of the patient-provider relationship is not lost on future generations of patients through adoption of these findings in best practice models like the National Committee for Quality Assurance’s Patient Centered Medical Home. ItemFederal Funding as a Driver of School Reform through Budgetary Decision Making Among Transformational Leaders in Title I Schools(2022-04-25) Allen, Yolanda; Bands, Kathleen; Labatt, Arronza; Rose, Caleb; Morrow, Adrienne; Hood College Department Organizational LeadershipEducational equity has been a long-standing goal among legislators since the passing of the Elementary and Secondary Act of 1965 (McLaughlin, 1975). While initially the focus was examining the disparity in resources available to schools in different geographical areas, as accountability measures were enacted, the achievement gap between socioeconomic disadvantaged groups and their peers emerged. Despite the many efforts of school reform from the Elementary and Secondary Education Act, which included provisions, Title I, to provide subsidies to schools servicing a high concentration of students from socioeconomically impacted communities, and the various iterations that followed, the discrepancy in student performance persists. There are, however, some economically impacted schools where gains are being made in narrowing this disparity in performance. Research related to student achievement have examined the impact of funding as well as the process that leaders use to make decisions (Lafortune, Rothstein, Schanzenbach, 2018; Bezzina, Gatelli, Grassetti, Vidoni, 2008; Martorell, Stange, McFarlin, Jr., 2015). The research, however, has neglected to study the concrete financial decisions made by principals coupled with leader behaviors that influence student outcomes. Rooted in Karl Marx’s theory of justice, this qualitative study contributes to the ongoing research around public education, funding, and equity to highlight strategies that leaders employ through the allocation of federal Title I funds that influence student achievement (Marx, 1976). With the moral underpinning of social responsibility as it relates to equitable opportunities for all, this research explores the ideology of Transformational Leadership and its presence in Title I leaders along with spending priorities and decision-making processes to create a level playing field for students. The information garnered from this research will support the development of school-based leaders through academic and district-based development programs. In Phase 1 of the study, district level state assessment scores for each Title I school in the sample were retrieved and analyzed to examine growth trends in the Title I schools across a 10-year period. The rate of growth in student performance was compared in two durations of time during NCLB (2010-2015) and ESSA (2016-2019). This performance data was used to further understand the leadership lens used in establishing budgetary priorities and processes among building leaders during these shifts in legislation. Phase 2 involved one-on-one interviews with Title 1 principals. Responses were coded where spending priority themes emerged, attention to the The People, The Landscape, The Foundation and The Soul. Phase 3 included two focus group sessions of five participants each. Principals included in these focus groups lead schools with a large socioeconomically disadvantaged population. However, the schools represented in the focus group samples do not qualify for the identification of Title I therefore are not recipients of Title I federal funding. Their responses coupled with those of Title I principals were used to align practices and procedures to the elements of Transformational Leadership. The combination of this data analysis asserts that effective school reform begins with a transformational leader who embodies charisma and develops a customized program for their school through collaboration and effective communication. ItemThe Impact of Compassion Fatigue on Anxiety and Depression Among Veterinary Nurses: A Study on the Moderating Effect of Compassion SatisfactionJohnson, Carrie; Manikoth, Nisha; Gurzick, David; Moore, Laura; Shaine, Megan; Hood College Doctoral; Hood College Organizational LeadershipCompassion fatigue, as an occupational psychological hazard, has been studied in many populations, yet there is limited evidence of the impact of compassion fatigue on veterinary nurses and how it contributes to anxiety and depression. This study operationalizes compassion fatigue as the cumulative effect of burnout and secondary traumatic stress and investigates the moderating role of compassion satisfaction in the relationship between compassion fatigue and mental illness constructs of anxiety and depression among veterinary nurses. Data was analyzed using hierarchical multiple regression and moderation analysis. Results indicate moderation effects of compassion satisfaction on the relationship between secondary traumatic stress and mental illness constructs of anxiety and depression. Compassion satisfaction did not moderate the effect of burnout on anxiety and depression. The study makes important theoretical contributions to the understanding of compassion fatigue in the caring professions and offers practical recommendations to veterinary organizations for establishing meaningful ways to engage employees so compassion satisfaction can be maximized to mitigate the effects of compassion fatigue on anxiety and depression. ItemLeader Efficacy and Work Engagement: Implications for School Leaders(2021-08-16) Dyson, Cheryl; Cuddapah, Jennifer; Hood College Education; Organizational LeadershipSchool leaders play a significant role in cultivating the right conditions for teaching and learning. The current educational landscape requires 21st century leaders to continually adapt to changing federal, state, and local school district expectations and accountability measures in order to be effective. Simultaneously, the needs of staff and students present complexities that compound the responsibility of school leaders. Managing the various tasks on a daily basis while remaining focused on instruction requires fortitude. It is essential that school leaders possess the knowledge, skills, and abilities necessary to build strong organizational cultures that result in favorable outcomes for students. This quantitative study is grounded in Bandura’s social cognitive theory which focuses on efficacy and human agency including individual cognition, behavior, and context. In this study, leader cognition is defined as leader efficacy to perform a task and engage in the leadership environment. The purpose of this study was to examine the relationship between leader efficacy and work engagement. This study involves an analysis of secondary data from a national sample of 5,620 public-school principals who completed the National Teacher and Principal Survey Principal Questionnaire in 2015-2016. The chi-square test of independence was used to test the independent and dependent variables in the study. The results showed a relationship between leader efficacy and work engagement (phi = .106). Logistic regression determined that race was a significant predictor in determining work engagement (p = .039). The findings notably highlight low work engagement due to school leaders’ work conditions and stress. The implications for practice include enhancing work engagement through wellbeing activities such as mindfulness, reflection, and physical activity. Additional implications for district leaders include creating sustainable learning communities that promote networking, professional learning, mentorship, and leadership development. The study’s findings generated further implications for policy, leadership practice, and future research. ItemNovice Teacher Self-Efficacy in the COVID-19 Pandemic: An Examination of Variance Between First-Career and Career-Switcher Teachers(2021) Lucido, Michael; Hood College Department of Education; Organizational LeadershipThe purpose of this quantitative study was to examine the variance of teacher self-efficacy between novice teachers and career-switching teachers in a local school district during the COVID-19 pandemic. More specifically, the study focused on the variation between teachers who are starting a career for the first time, and teachers who are entering the profession from another field. By examining teacher self-efficacy between these two groups on novice teachers, school districts and other educators can create support materials designed for the needs of each career-status teacher. Studying the teacher self-efficacy of teachers who have differing career backgrounds is essential because school districts are increasing their recruitment of alternative candidates to close the gap in teacher shortages. Consequently, teachers are entering the profession with a high level of preparation, or inadequate preparation. This research contributes to the collective knowledge of supporting and examining the challenges of novice teachers. Their variation in self-efficacy also adds to the fundamental theories of self-efficacy, social learning, and social cognitive theory. A survey was sent out to 198 novice teachers in the school district. The survey, the Teachers’ Sense of Self-Efficacy Scale (TSES) along with demographic and supplemental free response questions, measured specific self-efficacy scores on three factors: student engagement, classroom management, and instructional strategies. There was no significant statistical difference between total teacher self-efficacy between the novice groups of teachers. The free response questions from the survey, however, did present variations in teacher self-efficacy between the two groups. ItemThe Relationship Between Teachers’ Perceptions of Their Principal’s Authentic Leadership and Their Own Academic Optimism in Title I Elementary Schools(2022-12-14) Drill, Noah; Cuddapah, Jennifer; Hood College Graduate School; Hood College Organizational LeadershipAcademic optimism (AO) is positively correlated for student achievement and is comprised of three constructs: academic emphasis, collective efficacy, and trust in students and parents. In essence, AO is the permeated belief of a teacher that academic achievement is important, that teachers can effectively increase student achievement, and that students and parents are trusted partners in the learning process. As effective principal leadership is vital towards developing and maintaining effective schools and improving student achievement, the development of AO in teachers must be analyzed within the context of leadership. If school principals were to increase the AO of their staff, student achievement would likely increase. In this exploratory study, I examined this relationship through the lens of authentic leadership (AL), an area of research that emphasizes genuine and ‘real’ leadership. I focused on the interaction between perceptions of principals’ leadership behaviors (i.e., AL) and teachers’ belief systems, measured through AO. A survey containing valid and reliable measurement scales for AO, AL and four control variables (i.e., gender, race, years of experience, Enabling School Structure) as well as supplemental open-ended prompts was sent through Survey Monkey to all of the 2,124 Title I elementary school teachers in XCPS, a large, diverse public school system in the Mid-Atlantic region. The survey received 245 complete responses that met criterion for inclusion. Using cross-sectional survey data analyzed with hierarchical multiple regression, this study investigated the relationship between teachers’ perceptions of their principal’s AL and their own AO. I found that after accounting for the control variables, AL was a statistically significant predictor of AO, collective efficacy, and trust in students and parents, two of AO’s three components. Given that AO predicts student achievement, it is notable that principals’ AL was positively, moderately correlated with teachers’ AO, as AL could thereby also indirectly result in increased student achievement. Additionally, the qualitative data from the open-ended responses suggested that teachers who perceived that their principal demonstrates authentic leadership had higher beliefs in their own ability to successfully teach and for their students to successfully learn. Thus, schools and school systems should consider focusing their leadership development programs and processes around developing authentic leaders. As academic interventions, strategies and processes that are successful in Title I schools tend to generalize well to other schools, comparable results could occur in schools across the nation. ItemRoles of Knowledge Diffusion, Emotional Intelligence, and Locus of Control in Facilitating Incremental Innovation Among Middle Managers: An Empirical InvestigationSpaans, Jonathan; The George B. Delaplaine, Jr. School of Business; Business AdministrationThe main purpose of this study is to examine middle manager influence on incremental innovation from the standpoint of organizational knowledge diffusion and personality. Middle management plays an important role in fueling innovation, which is required to maintain or gain market share. In this cross-sectional study, a customized survey was administered to a convenience sample of managers. Hierarchical regression was used to test several hypotheses regarding middle manager influence on incremental innovation. The following findings suggest that middle managers play an important role in influencing incremental innovation. Middle managers’ emotional intelligence and locus of control influence incremental innovation. Among the personality variables, emotional intelligence influences incremental innovation to a larger extent. Organizational knowledge diffusion, as perceived by middle management, influences incremental innovation more than the tested personality factors. In this study, emotional intelligence and organizational knowledge diffusion accounted for over half of the variance of incremental innovation. The role of middle managers’ emotional intelligence and organizational knowledge diffusion on influencing incremental innovation adds a measure of breadth and perspective to the current literature. The results of this study should inform business leaders of the importance of the role of personality and knowledge sharing on incremental innovation. ItemSchool Administrators’ Perceptions of Self-Efficacy as Educational Equity Leaders: A Mixed-Methods Exploration(2023-05-02) Artis, Carrie; Hood College Education; Hood College Organizational LeadershipPublic school systems and school-based administrators are facing increasing expectations and accountability regarding educational equity. In their attempts to meet these expectations, school systems are training and providing professional development to educational leaders. The purpose of this explanatory, sequential mixed-methods case study was to provide an in-depth understanding of the self-efficacy of school-based administrators in successfully implementing equity and culturally responsive leadership standards and expectations. The study sample included current school-based principals and assistant principals from a large mid-Atlantic school system. The first phase of this study, the quantitative phase, included a survey of school-based administrators to measure their perceived self-efficacy. The second phase, the qualitative phase, included semi structured interviews with school-based administrators. The findings will be useful to school systems as they develop training and professional development for educational leaders to meet educational equity standards. This study found that most principals in the studied district have an intermediate level of self-efficacy for equity and culturally responsive leadership standards and expectations. This study also found that on average, principals serving in schools where the students of color represent over 50% of the student body had lower self-efficacy to meet equity and culturally responsive leadership standards and expectations. Lastly, this study found that mastery experiences were the strongest contributing factor of self-efficacy for equity and culturally responsive leadership. This study also found vicarious experiences were a major contributing factor of self-efficacy for equity and culturally responsive leadership. This study concludes with recommendations for school districts include increasing administrators’ opportunities for mastery and vicarious experiences to practice the Tools of Cultural Proficiency.