Hood College Organizational Leadership

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Communities of Practice: How Teachers' Relationships Underscore Suburban Middle School Culture and Organizational Commitment
(2024-12) Sutherin, Kristen G.; Locraft Cuddapah, Jennifer; Harris, Keith; Markoe, Michael; Hood College Organizational Leadership; Doctor of Organizational Leadership
Teacher attrition poses significant challenges in education systems, leading to inconsistent instruction, reliance on substitute teachers, and increased costs for hiring and training replacements (Carver-Thomas & Darling-Hammond, 2019). Despite considerable research on this issue in various educational settings, a gap exists in understanding the factors influencing teacher commitment specific to suburban middle school teachers. Drawing from theories on communities of practice (Lave & Wenger, 1991), organizational commitment (Allen & Meyer, 1990), and cultural frameworks (Schein & Schein, 2017), this multiple case study of middle school teachers explored how school culture impacted their commitment to their schools and districts. The central research questions focused on the influence of school culture on organizational commitment; the elements of culture manifested in artifacts, beliefs, and assumptions; and the effects of team, school, and district cultures on teacher commitment. Additionally, the study examined how relationships within these contexts shape teacher commitment and explored the costs and benefits associated with sustaining commitment. Data procedures involved distributing questionnaires to general education teachers across four suburban middle schools followed by in-depth, semi-structured interviews with selected participant volunteers (Creswell & Creswell, 2018). Key themes emerged, highlighting the significance of relationships and trust in fostering commitment, the overall culture of the school, the role of leadership support and stability, and the ultimate decision to stay or leave. Study findings underscored that neglecting culture and commitment issues could exacerbate teacher attrition, necessitating continual investments in new teachers and depriving students of the stability and expertise that experienced teachers provide. Teachers want to stay in schools where they feel a sense of belongingness which leads to organizational commitment. To address these challenges, recommendations include ensuring teachers begin to connect and build relationships within their schools, creating communities of practice for school leaders to share best practices, minimizing principal attrition and movement year to year, establishing opportunities for teachers to engage with district leaders, and building trust and respect through clear communication. By prioritizing these strategies, educational stakeholders can work toward operational excellence and mitigate teacher turnover, ultimately ensuring a more stable and enriching learning environment for students in suburban middle schools.
An Analysis of the Roles and Relationships of Staff Development Teachers and Their Influence on Teacher Efficacy
(2024-07-12) Mary Hawkins Jones; Jennifer Locraft Cuddapah; Kathleen C. Bands; Deveda E. Coley; Doctoral Program in Organizational Leadership; Doctoral Program in Organizational Leadership
ABSTRACT This qualitative case study explored the pivotal role of staff development teachers (SDTs) as instructional leaders and their impact on teacher professional growth within elementary schools. While ample research has illuminated the essential components of effective professional development, there remains a gap in understanding the intricate dynamics of the professional relationship between classroom teachers and SDTs, particularly how these relationships influence teacher self-efficacy and the SDT's role in fostering professional development. The study, situated in a mid-Atlantic state's local school district with 135 elementary schools, focused on the perceptions of five SDTs and three classroom teachers selected through purposive sampling from both Title 1 and non-Title 1 schools. Data collection methods included surveys, interviews, and a song, chosen by participants, symbolizing their SDT-teacher relationship. The primary research question addressed in the study was: How do perceptions of roles and relationships between SDTs and teaching staff influence teacher efficacy? This overarching question was further explored through sub-questions: • What is the SDT’s perception of their role in enhancing teacher efficacy? • How do members of the teaching staff perceive the role of the SDT? • How do teachers perceive their own instructional self-efficacy? • What are the mutual perceptions of the relationship between teachers and SDTs? Data analysis involved coding and triangulation of responses from the Teacher Effectiveness Survey, interviews, and the symbolism expressed through participants' chosen songs. Four themes emerged from the findings: the critical importance of relationships, the establishment of relational trust, the supportive nature of the SDT's role, and the clarity of role expectations. These themes highlight the significant impact of supportive and trusting relationships between SDTs and teachers on enhancing teacher efficacy and professional growth. The study advocates for a deeper understanding and transparency of the SDT's role in facilitating effective teaching practices, thereby aligning professional development initiatives more closely with the needs and perceptions of educators within elementary school settings.
A Phenomenological Study of a Unique High School Program and Its Influence on College and Career Readiness
(2024) Brad W. Young, CFP/CTFA; Hood College Education; Hood College Organizational Leadership
A Phenomenological Study of a Unique High School Program and Its Influence on College and Career Readiness Brad W. Young, DOL Committee Chair: Jennifer Locraft Cuddapah, Ed.D. ABSTRACT A committee comprised of the former state superintendent and educational leaders launched a unique high school program (pseudonym Connections) to support the delivery of a high school curriculum that would prepare students for college and careers. Students in Connections complete their 4 years of high school, supported by an Advocate who guides them in developing a personal plan to help them select courses and experiences. It was implemented in 2016 in one of 10 comprehensive high schools in a mid-Atlantic public school district. This phenomenological study explored 16 of these graduates’ lived experiences. The research was conducted to help other researchers and those interested in evaluating what graduates find compelling in assisting them in preparing for college or the workforce. Participants were interviewed using a semi-structured protocol. Additionally, four key staff members and three business partners were interviewed. These supplemental interviews, as well as a researcher journal used to mitigate bias, provided data triangulation. Using Social Cognitive Theory as the Theoretical Framework and Positive Youth Development as the Conceptual Framework was used to analze for a deeper understanding. The research addressed the participants’ perceived value of various program aspects. Five themes were present in the graduate’s experiences: (1) appreciation of college and business visits, (2) increased feeling of being well-prepared, (3) appreciation of dual enrollment, (4) appreciation of exploring career and college options, and ultimately, (5) elimination or reduction of stress. Sub-themes were also identified. Findings reinforce the value of having a formal Advocate position and business and college visits by students. Implications and recommendations for policymakers include providing additional funding for Advocates, improving how students receive credit for classes through demonstrating mastery, making it easier for employers to offer experiential opportunities, and providing more transportation. Future studies should consider including parents. They should also include graduates who attended all 4 years in person, who had adverse outcomes after they had completed college or 4 years in the workforce, and who are more representative of the school’s population.
The Impact of COVID-19 on Work-Life Balance Policy Disclosures of the Top Fortune 500 Companies: An Empirical Investigation
(2024-05-08) Radwan, Rania; Jose, Anita; Bands, Kathleen; Jim,Carol; Hood College Education; Hood College Organizational Leadership
The COVID-19 pandemic has led to widespread challenges across the different sectors of the economy, significantly disrupting organizations and human resource management (HRM) practices. In response, employers have pivoted towards flexible work arrangements and enhanced Work-Life Balance (WLB) policies to safeguard employee health and stable employment. Organizations have communicated important policy initiatives to their various stakeholders through disclosures on their websites. There is a gap in the literature regarding the types of WLB website disclosures and the factors that drive such communication. The objectives of this mixed-methods research are three-fold. First, it analyzed the websites of the 150 largest U.S. corporations on the Fortune 500 list for information on their WLB policies. Second, it examined whether the pandemic affected these disclosures. Third, it investigated the relationship between these disclosures and financial variables, such as revenues, return on assets, and return on equity. Content analysis was employed to understand the types and intensity of WLB disclosures from corporate websites in 2019 (before COVID) and 2021 (after its peak). The codes for a-priori content analysis were derived from the Federal WLB Survey, conducted by the Office of Personnel Management, and adapted based on the latest literature in HRM. The results of the content analysis provided the data on WLB disclosures that were used for the quantitative analyses. Results from the Paired Sample T-Tests revealed substantial growth in WLB policy disclosures from 2019 to 2021 in all reviewed categories. This indicates an increased emphasis on the development and communication of WLB policies by organizations following the pandemic. Results of the multiple regression analysis revealed a statistically significant relationship between revenues of corporations and their website disclosures, after controlling for industry type. The results of the study have both practical and theoretical implications. It validates the importance of WLB policies in areas such as workplace flexibility, leave, health and wellness, family and dependent care, and employee assistance. The results affirm some of the studies in corporate sustainability that companies that have more financial resources seem to provide their employees with more benefits and are more likely to engage in external disclosures.
Measuring the Leadership Deficit Across Maryland Organizations - A Quantitative Study of Working Professionals Perceptions
(2024-05-10) Adam T. Cubbage, Sr.; Jose, Anita; Manikoth, Nisha; Bands, Kathleen; Brown, Philip; Hood College Education; Hood College Organizational Leadership
The topic of leadership effectiveness is important in the field of management. However, a growing number of people report their organization’s leaders lack the abilities needed to lead effectively. This disparity between the current ability of leaders and the desired level of proficiency expected from followers is called the leadership deficit. The goal was to evaluate the perceptions of leadership effectiveness among professionals in Maryland organizations to determine the extent of the leadership deficit. Also, it was to determine if this deficit varied among different levels of leadership, called the leadership strata. A quantitative survey collected data from 207 participants across the public, private, education, and nonprofit sectors examining six leadership factors – Lead Others, Develop Teams, Achieve Results, Display Character, Demonstrate Presence, and Use Intellect. A paired sample t-test indicated a leadership deficit in each factor, while a one-way ANOVA indicated no significant variation observed in the leadership strata. The study’s results reaffirm the importance of several leadership competencies and attributes and provide empirical evidence supporting the existence of a leadership deficit. Additionally, this study emphasizes the importance of ensuring learning and development activities align with both organizational goals and followers’ needs. The study concludes with an organizational leadership model characterized by collaboration, flexibility, and adaptability. This style is well-suited for effectively leading change, promoting innovation, and guiding teams in intricate contexts characterized by continuous advancement.
Nonviolent Political Activism for Democratization in Sub-Saharan Africa: A Narrative Inquiry of Leaders from Cameroon
Madiesse-Nguela, Adelaide; Nisha Manikoth, EdD; Hood College Department of Education; Hood College Organizational Leadership
The fight for social and economic justice has been ongoing in sub-Saharan Africa (Dwyer & Zeilig, 2012; Joseph, 1998). Cameroon achieved independence on January 1, 1960. However, the country continues to be an illiberal democracy with flawed elections, corruption, reduced civil liberties, marginalization of ethnic groups, and inequalities in the distribution of resources (Nsangou, 2022). President Biya has personified the regime since 1982, subverting the democratic process by changing presidential term limits and by changing the constitution through legally dubious amendments (Fokwa, 2020). Activism for social and political change has the power to create movements and momentum to effect substantial policy changes and even overturn authoritarian regimes. Given the social importance of political activism, it is critical to understand what motivates these leaders to engage in it, how they become engaged in it, and their experiences as political activists, fighting for social justice and democratization. Scholars have conducted little analysis to determine why some movements fail and others succeed in repressive regimes. In fact, activism in the context of repressive regimes is less studied (Johnston, 2019) due to repressive practices limiting access to data and eyewitness accounts about nonviolent strategies and tactics. (Bayat, 2013; Fu, 2018, Lee and Zhang, 2013, Johnston, 2005; O’brien & Li, 2006; Stern & Hassid, 2012). The purpose of this study was to understand, through narrative inquiry, the lived experiences of nonviolent political activists from Cameroon. This study, which aimed to throw the spotlight on their narratives of identity, struggles, passion, and strengths, and their emergence as change leaders, reveals a diverse range of stories characterized by resilience, sacrifice, and unwavering commitment to democratization and social justice. Despite the uniqueness of each activist's narrative, the motivation to engage in activism and the determination to fight for justice was a common thread. Central to their strength is collective action, as they draw support and political efficacy from their steadfast beliefs, personal experiences, and the solidarity of their peers and supporters. This study concludes by offering a model of becoming, being, and belonging for transformational leadership of political activists.
Leading with Love: How Elementary Principals' Leadership Influences Teacher Retention
(2024-04-28) Dinga, Stephanie; Cuddapah, Jennifer; Currens, Christopher; Harris, Keith; Hood College Education; Hood College Organizational Leadership
High turnover has cost-related consequences for the school and community. Understanding how principals lead and motivate through specific behaviors and characteristics is important to learn what influences teachers’ decisions to return to teaching in their schools each year. This qualitative study addressed the connection between the actions and characteristics of school leaders and the influence they have on teacher’s retention decisions. Elementary teachers and principals from a large public-school district informed this study about how principals’ communication, behaviors, and leadership characteristics influence teachers’ organizational commitment. The researcher sampled schools with 90% or higher retention rates and invited 26 principals and 840 teachers from these schools to participate in the study. Data sources included a survey and interviews. One hundred sixty-one teachers and 12 principals completed the 29-item survey, including a 14-item demographic survey. They answered Likert-Scale and open-ended questions. The teachers (N = 10) and principals (N = 8) who agreed to continue participating in the study were interviewed using a semi-structured protocol and a self-anchoring scale about leadership traits that influence retention. Findings from analysis of the surveys, interviews, and self-anchoring scales indicated: (a) relationships, professional development, and staff recognition are supportive behaviors that influence teachers’ decisions to stay; (b) teachers choose to remain in their schools year after year because of location, leadership, and the communities they serve; and (c) principals communicate trust to keep teachers committed to the school. Recommendations include (a) school-based leaders using strategies to support teacher retention, (b) district leaders supporting school leaders with leading for teacher retention, and (c) administrative and supervisory programs creating courses focused on leadership behaviors.
Creative Thinking Education: Exploring Opportunities in the Elementary General Music Classroom
(2024-04-24) Reece, Sandra; Manikoth, Nisha; Hood College Organizational Leadership; Doctor of Organizational Leadership
Creative Thinking Education: Exploring Opportunities In the Elementary General Music Classroom Sandra S. Reece ABSTRACT Creative thinking is an essential skill for success in the 21st century. The elementary general music classroom provides a fertile environment for creative thinking instruction. Although the national music standards emphasize the importance of creative thinking activities, many music classrooms focus on basic music skills and performance techniques rather than activities that foster creativity. The purpose of this study was to explore factors that contribute to the inclusion of creative thinking activities in the elementary general music classroom by examining the perceptions, preparation, and practices of elementary general music teachers as well as contextual conditions that facilitate or hinder such instruction. From a population of elementary general music teachers in Maryland public schools, a sample of 64 music teachers completed an online survey, and 12 participated in interviews. Data from this mixed methods study indicated a positive creativity mindset was important for a teacher’s confidence in incorporating creative thinking activities. Formative music experiences and professional development in creative musicianship positively impacted the development of a creativity mindset, leading teachers to include a range of creative activities in music instruction. Data revealed that formal education did not prepare teachers for creative thinking instruction. Teachers who successfully taught the creative process were personally engaged in creative endeavors. Their ongoing personal musicking showed a more significant positive impact on incorporating creative thinking in the classroom than any other. Contextual factors such as inadequate time, space, and resources allotted for music instruction, lack of support for the professional development of music instructors, and feelings of being excluded and disrespected by administrators and colleagues were significant barriers to effective instruction. Findings from this study suggest that school systems and school principals can significantly impact creative thinking instruction in music classrooms by increasing creativity-specific professional development opportunities, limiting multi-school assignments, deploying resources using an allocation formula, and developing the music curriculum knowledge of administrators. This study also points to the need for higher education to revisit music teacher preparatory programs to ensure teacher candidates experience personal creative thinking in music while learning creative thinking methodology.
Exploring the Grief and Bereavement of African American Adult Women Washingtonians Who Experienced the Loss of Their Mothers to Death During Adolescence.
(2024-03-20) Essence M. Jones; Tamelyn Tucker-Worgs, Ph.D., Chair; Atiya R. Smith, Ph.D., Committee Member; Beverly H. Stanford, Ph.D., Committee Member; Hood College Education; Organizational Leadership
Exploring the Grief and Bereavement of African American Adult Women Washingtonians Who Experienced the Loss of Their Mothers to Death During Adolescence. Essence M. Jones Committee Chair: Tamelyn Tucker-Worgs, Ph.D. ABSTRACT Because African Americans suffer disproportionately high mortality rates, Black women are more likely to lose their mothers to death during adolescence relative to the general population and other racial/ethnic groups. This may lead to significant and lifelong detriments. Informed by critical race theory and intersectionality, the purpose of this qualitative phenomenological (Moustakas, 1994) study was to explore the lived experiences (Giorgi & Giorgi, 2003) of adult African American women in the Washington, DC area (including Washington, DC; Maryland; and Virginia, also called the DMV), who lost their mothers to death during adolescence. Participants from the DMV who had been impacted by the “War on Drugs” era, the HIV/AIDS epidemic, and the COVID-19 pandemic were sampled purposively using a criterion process. Data were collected using qualitative semi-structured interviews, where participants rated their stages of grief using the Five Stages of Grief and Four Stages of Grief scales. Data analysis followed the eidetic reduction process to draw the following conclusions regarding these women’s lived experiences: 1) the immediate experience of losing a mother was overwhelming and confusing; 2) participants' processes of grieving shaped them in highly individualized ways; 3) most participants developed a mixture of positive and negative navigation systems; and 4) faith was helpful for some but not all participants. Those experiencing grief and bereavement need to know that they are not alone, thus, they can benefit by connecting with others and sharing their experiences of loss with those who have lived through the same, as occurred in this study and should occur in future studies.
The Impact of Membership in the Church of Jesus Christ of Latter-Day Saints on Academic Achievement at the High School Level
(2023) Mosley, Rodney; David Gurzick; Hood College George B. Delaplaine Jr. School of Business; Hood College Organizational Leadership
Throughout history religion has influenced the behavior of adherents, however, little research has been completed determining how these religious beliefs result in changes in academic achievement. This research study, on the relationship between religious affiliation and academic achievement, is constructed on the theory that religious teachings result in changes in behavior that can be measured as different outcomes. This United States research, focused on 1,057 surveyed 18–24-year-olds from the United States, examined if the educational teachings of the Church of Jesus Christ of Latter-Day Saints resulted in different academic achievement compared to other religious affiliations. This research expanded on prior research (Albrecht & Heaton, 1984, Merrill et al., 2003) with additional contributions examining academic achievement though High School Grades and SAT/ACT scores. The research included the investigation of other demographic and control variables that have been shown in the body of research to significantly influence academic achievement, including parental education expectations (Shim, 2000; Wilder, 2014), educational resources (McCune & Hoffman, 2009), and parental education attainment (Schlechter & Milevsky, 2010). The findings of this research study reported that Church membership had a significant difference in the mean academic achievement measurement when compared to the sample population (sig. =<.001). Church membership had a significant difference (sig. = <.05) in mean academic achievement with only some of the other religious affiliations. Mean variances of academic achievement between religious affiliation were not consistent when evaluating High School Grades and SAT/ACT scores. Analysis of demographic and control variables suggest that less than 12.5% of the variance in academic achievement can be primarily explained by the level of parental education, parental educational expectations, and race. The results of this study should inform religious leaders that the focus on education within a spiritual context can result in improved academic achievement. The study provides several opportunities for future research including evaluating the correlation between high school grades and standardized test scores in a post-COVID educational environment. Performing multi-factor ANOVA of religious affiliation and academic achievement with additional constructs with large enough sample sizes is an additional opportunity to expand understanding.
Exploring Women’s Career Transitions into Entrepreneurship During the COVID-19 Pandemic Through the Lens of the Kaleidoscope Career Model
(2023-12-14) Johnson, Cynthia F.; Cuddapah, Jennifer; Dufour, Peggy; Manikoth, Nisha; Hood College Education; Hood College Organizational Leadership
ABSTRACT This research was conducted to help organizations, other researchers, and women interested in entrepreneurship understand the complexity of the experience of women entrepreneurs. The Kaleidoscope Career Model (KCM) Theory and the Interpretative Phenomenological Analysis (IPA) were used to explore how participants perceived their individualized experiences and made sense of their motivations for becoming entrepreneurs during the COVID-19 pandemic. The two research questions were 1) What are the lived experiences of women who left traditional jobs to pursue entrepreneurship during the COVID-19 pandemic? and 2) How do the KCM motivational parameters of authenticity, balance, and challenge factor into the participants’ decisions to leave traditional jobs to pursue entrepreneurship? Although sampling was open to any woman over age 18 who owns at least 51% of her business, and who started her business after March 13, 2020, interestingly all 8 participants were women of color. This unforeseen emergence of racial homogeneity of the participant sample provided interesting perspective for analysis that went beyond age, geographic region, and gender, which were anticipated demographic differences. Interviews were conducted via Zoom with 15 open-ended questions and three supplemental activities, a Critical Incident Technique (CIT), a KCM scale, and a Self-Anchoring scale. Findings show that Gen Xers and Y/Millennial’s indication of authenticity as the primary motivator in early and mid-career stages. Authenticity and balance were both identified as primary. Participants relied on guidance from a higher power to get through difficult times. Participants reflected on life and focused on the opportunity to act versus the crisis. Several implications for policymakers, organizations, and researchers to consider were initiatives centered on cultivating authenticity as a motivator of women in early and mid-career, incorporating reliance on a higher power as a coping mechanism during entrepreneurial challenges, consideration of women of color as an intersectional factor in research, and advancing intrapreneurship within organizations. A delimitation was the geographical focus on the United States. Future studies should implement longitudinal research designs to monitor the progress and hurdles faced by women entrepreneurs across an extended timeline, encompassing data from before and after the pandemic and delving into more experiences, successes, and challenges faced by women of color in entrepreneurship.
Impact of Job Embeddedness on Turnover Intention: A Study of Frontline Production Leaders
(2023-12-10) Billups, Darnell; Manikoth, Nisha; Gurzick, David; Jansen, James; Hood College Education; Doctoral Program in Organizational Leadership
Retaining frontline production leaders in the manufacturing industry is of concern because frontline production leaders influence job satisfaction and performance of frontline production employees. Therefore, understanding factors impacting the turnover of manufacturing frontline production leaders is critical to creating more productive workplaces (Priestland & Hanig, 2005). Manufacturing frontline production leaders have not been the subject of many research studies, even though their role in manufacturing is critical. There are no studies on Job Embeddedness (JE) of production leaders in manufacturing and its impact on their turnover. In this study, I used multiple regression analysis to determine the relationship between components of Job Embeddedness (JE) and Turnover Intention (TI) amongst this population. Conceptualization of Job Embeddedness (JE) by Mitchell et al. (2001), as consisting of Organizational Embeddedness (OE) and Community Embeddedness (CE), was adopted for this study. A 40-item survey was used to collect data from manufacturing frontline production leaders across the United States. 727 completed responses were used for analysis. Multiple regression and moderation analysis were conducted using IBM SPSS Statistics (Version 29) and PROCESS Macro version 4.2 (Hayes, 2022) . In summary, the results confirmed Organizational Embeddedness (OE) was negatively related to turnover intention and significant. Community Embeddedness (CE) did not have a significant relationship with Turnover Intention (TI). However, Community Embeddedness (CE) moderated the relationship between Organizational Embeddedness (OE) and Turnover Intention (TI) where high levels of both Community and Organizational Embeddedness created the least risk for employee turnover. The study’s results reflect the importance of companies adopting policies that embed employees within their organization and collaborating with community organizations to find ways to increase Community Embeddedness (CE). These strategies at organizational, community, and local government levels and policies that emanate from an appreciation of these findings can have an impact in strengthening the manufacturing industry in the United States.
Leading for Educational Equity and Change: A Case Study of Assistant Principals’ Beliefs and Actions
Kelly, Ebony-Nicole; Hood College Education; Hood College Organizational Leadership
This study about Assistant Principals responds to the call for educational leaders to meet the needs of those student-scholars who are marginalized, disenfranchised and forgotten. Administrators are increasingly responsible for ensuring an equitable learning environment in schools. When school leaders commit to educational equity (i.e., fairness, access, and opportunity), they enhance teacher guidance towards influencing equitable student outcomes. This qualitative case study examined assistant principals’ perspectives around leading for educational equity and change and sought an understanding of what assistant principals are doing to make education more just. The research questions were: 1. What are assistant principals’ perspectives of their role in leading for educational equity? 1a. What are assistant principals’ beliefs around leading for educational equity? 1b. What are assistant principals’ actions in leading for educational equity? Seven assistant principals from a large, Mid-Atlantic public school district who were engaged in equity initiatives comprised the sample. A survey was sent to all 59 assistant principals in the district, and 15 were completed for analysis. Additional data sources from the sample of 7 selected participants included virtual, semi-structured interviews, equity artifacts, a self-anchoring scale, and open coding identified key words from the transcripts, scales, and surveys, and focused coding identified trends. Findings of the study included: building positive and genuine relationships is key; (b) equity in scheduling; (c) interviewing and hiring for excellence and diversity; (d) professional development around equity, anti-racism, and culturally responsive teaching; (e) being a lifelong learner; and (f) parent/community engagement. These findings provide insight on the lived experiences of assistant principals who are leading for educational equity. The findings can support assistant principals to learn from colleagues who are leading for educational equity and use that learning to promote equitable leadership practices on their campuses. The findings also provide heightened awareness and urgency for providing professional development to support future administrators to become educational equity leaders. Equally important, the findings provide insight to guide the development of knowledge and skills for strategic planning and implementation to support culturally relevant instruction and, ultimately, the overall improved performance for student-scholars. Finally, the results can be used to help school districts and institutions of higher education as they prepare future administrators to be strong, resilient leaders for educational equity.
School Administrators’ Perceptions of Self-Efficacy as Educational Equity Leaders: A Mixed-Methods Exploration
(2023-05-02) Artis, Carrie; Hood College Education; Hood College Organizational Leadership
Public 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.
The 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 Leadership
Academic 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.
The Impact of Compassion Fatigue on Anxiety and Depression Among Veterinary Nurses: A Study on the Moderating Effect of Compassion Satisfaction
Johnson, Carrie; Manikoth, Nisha; Gurzick, David; Moore, Laura; Shaine, Megan; Hood College Doctoral; Hood College Organizational Leadership
Compassion 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.
Doctoral Students' Perceptions of Stress, Stressors, and Coping Strategies
(2022) Kazemifar Askari, Heidi; Cuddapah, Jennifer; Hood College Graduate; Hood College Organizational Leadership
Executive doctoral programs in organizational leadership are increasing. These programs are organized in such a way that students can take classes on the weekends or evenings without having to leave their jobs. With the negative impact of stress on doctoral students’ well-being, academic performance, and attrition, little is known about executive doctoral students’ experiences of stress in these programs. This phenomenological case study of stress, informed by 15 doctoral students and three faculty, explored doctoral students’ perceptions and experiences of stress. Analysis of the participants’ interviews revealed that students expected stress to be part of the doctoral program and that the stress they experienced was manageable. Findings from this study showed time, time management, balance of work, life, and study, the dissertation process, and heavy workload as sources of stress similar to other doctoral programs. Two stressors for executive doctoral students, not mentioned in other studies, were Saturday classes and the required statistics course. Challenges related to work and family and the pandemic were students’ stressors outside of the program. Executive doctoral students stress impacted their wellbeing more than the quality/quantity of their research and their decision to leave academia. Coping strategies reported were planning and prioritizing, being mindful, exercising, and taking a break; however, participants stated that there was no universal solution for coping with stress. 12 By gaining an in-depth understanding of the students’ perceptions of stress, as well as students’ and faculties’ perceptions of sources of stress and effective coping strategies, this study informs future doctoral students’ understanding of stress and the program stressors so they would know what to expect when they enter programs. The study can help universities unlock new methods for managing stress or assist universities in improving existing strategies. Effective strategies have the potential to impact students’ well-being, academic performance, and attrition rates. Future research can focus on comparative studies to see how the results compare to the findings in other doctoral programs. Given the different roles and responsibilities of executive doctoral students, universities, program directors and faculty should learn more about students’ stress so they can better assist students in mitigating it.
Influence of a Leadership Coach Community: New School Leaders' Self Efficacy Perspectives
(2022-12-12) Myers, Karine; Cuddapah, Jennifer; Hood College Department of Education; Doctor of Organizational Leadership
The role of the school principal continues to increase in complexity and challenge. Administrators are expected to have a significant impact on student achievement and absenteeism in addition to teacher satisfaction and retention. Yet, half of principals have less than five or fewer years of leadership experience. High-quality, personalized professional learning, such as leadership coaching, is essential to support principals in their development to ensure effective schools and student success. This qualitative action research study aimed to understand the influence of a leadership coaching community of practice on new school administrators' perceptions of self-efficacy. It examined participants' recommendations and feedback for possible programmatic improvements and adjustments. Twelve leadership coaching participants from a K-12 mid-sized, mid-Atlantic school system completed two semi-structured interviews, one at mid-intervention and the other at the end of the intervention. Six participants completed and submitted pre and post self-efficacy scales, and four principal supervisors completed an end- of-intervention survey. Researcher logs and memos served as an additional data source. Coded data identified patterns and themes for coaches, coachees, and the leadership coaching program. The study found that coachees experienced increased self-efficacy, valued trusted relationships and collegial collaboration, and felt supported in their transition to their new principalship role. Participants felt the program was mutually beneficial for the coach and coachee. Findings indicate that the program provided valuable support and should be continued. The participants recommended the program expand beyond the school-based administrator role to serve and support other leaders within the school system as they acclimate to new roles. Results provide insight for other school systems seeking to design or implement a similar leadership coaching program to influence leadership self-efficacy both for coaches and coachees .
Principals' Perceptions of School Climate Surveys and How They Influence Their Practice
(2022-05-05) Munsey, Joshua; Cuddapah, Jennifer; Hood College Education; Organizational Leadership
In schools, principals are responsible for many things, but one of the primary responsibilities is to create a positive school environment. School climate has a different meaning to different stakeholders, including school leaders, school staff, and students, as well as parent and community members. School climate surveys are one way to measure school climate. Results provide each stakeholder with the opportunity to provide feedback on many of the aspects that make up the school climate. Additionally, climate surveys give administrators and other interested parties an opportunity to assess how stakeholders feel about the school climate. While climate surveys can provide insight into what is happening at a particular school, they also can be misleading. This may be problematic since they can have a large impact on evaluation of a school or school administrator. This qualitative research project explored how the perceptions of principals about their school climate surveys influenced their practice. A brief questionnaire was used to gather information from principals about their experiences with and perceptions about climate surveys. Each of the 12 principal participants was interviewed to further explore their perceptions about climate surveys. Within the interviews, a self-anchoring scale and values inventory activities were used to delve into how their perceptions of school climate surveys have influenced their practice. Principals reflected on how and why they used climate survey data to act or not on implementing a policy or a structure. The findings of the study indicate that climate matters for student achievement and that the duration of a principal’s experience in a school makes a difference. Additionally, the preparation of the administrator is of paramount importance as is the need to have multiple data points.
Federal 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 Leadership
Educational 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.

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