Hood College Organizational Leadership

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Public Value of e-Government: Lived Experiences and Perceptions of Baltimore City Residents Seeking Public Benefit Entitlements
(2025-05-06) Bryant, LaTonya T.; Nisa Manikoth, Ed.D; Sherita Henry, DrPH, MPH; Shamekka Kuykendall, Ph.D., MSP, MPA; Hood College Education; Organizational Leadership
ABSTRACT e-Government, as defined by the United Nations Division for Public Economics and Public Administration, involves “utilizing the internet and the world wide web for delivering government information and services to citizens” (Al-Adawi, et al., 2005, p. 1). In Baltimore City, nearly four hundred thousand (400,000) receive services from one or more DHS programs (U.S. Census, 2021). The State of Maryland’s self-serve e-Government platform, MyMDThink, plays a crucial role. The primary purpose of this research was to explore how Baltimore City Department of Social Services (BCDSS) customers perceived and experienced the MyMDThink e-Government self-service user portal. The secondary purpose of my research was to explore how the MyMDThink self-service user portal can add greater or improved value for BCDSS customers as they attempt to access public benefit entitlements. Public value theory (Moore, 1995, 2003), new public service theory (Denhardt & Denhardt, 2000), and critical theory (Deetz, 1996, 2004) provided the theoretical framework for this study. The study used a mixed methods convergent parallel design. Quantitative data were collected using a survey developed from an adapted version of Li and Shang’s (2020) e-Government scale. Qualitative data were collected through semi-structured interviews. This study highlights system fallacies and systemic barriers—both internal and external to BCDSS—that hinder MyMDThink (and the public benefit entitlement award process) service quality, transparency, efficiency, accountability, and social and service equity (Li & Shang, 2020). It proposes actionable recommendations aimed at addressing shortcomings that include enhanced MyMDThink service function and technical function qualities to improve overall user satisfaction. This research also underscores the significance of integrating user feedback and enabling co-creation, as a means for building trust and ensuring more equitable access to public benefit entitlements. If operationalized, the system will be a more supportive and legitimate tool for accessing public benefits. This study has implications for examining power imbalances within the human service system and emphasizing inclusivity, equity, and the need for more responsive e-Government systems that more proportionately benefit and address the needs of marginalized communities.
Employee Engagement Among Government Employees: A Quantitative Study Exploring the Impact of Organizational and Job Factors
(2025-05-07) Pierre, Ann A.; Nisha Manikoth; Hood College Education; Organizational Leadership
ABSTRACT Employee engagement has been a topic of growing interest in the United States. Despite this, academic research examining employee engagement in the public sector appears to be lagging. Employee disengagement can have adverse effects on customer service, which may impact public trust in government. Therefore, understanding employee engagement in the public sector is important for building trust in government. The purpose of this quantitative study was to explore the impact of organizational and job factors on employee engagement among government employees in the Washington D.C. metropolitan area. The research question was: What is the impact of perceived organizational support, supervisory leadership behavior, and job characteristics on employee engagement among government employees working in the Washington, D.C. area, after controlling for demographic variables of age, gender, and tenure? Data collected through an online survey was analyzed using multiple linear regression. Results indicate that job characteristics of contribution and challenge were strongly associated with employee engagement. The surprising finding was that neither organizational support nor supervisor behavior had a significant impact on employee engagement. This suggests that job design of public sector jobs requires attention. Findings from this study also suggest that engagement theory may need adaptation for the context of the public sector. Supervisors should be empowered to implement human resource management (HRM) practices that build employee skills with new challenging tasks and provide opportunities for contributing in meaningful ways. Public sector leadership can play a role in improving perceptions of trust in government by attending to insights from this study on what matters most to employees in government. The results of the study indicate the need for employee recognition and effective communication that demonstrate to employees that they are valuable to the mission of the agency. This study adds to the academic literature on engagement by emphasizing the importance of job characteristics on employee engagement in the public sector that can lead to organizational effectiveness and the ability of government to serve the needs of the public.
Black Women in Leadership at American Community Colleges: Exploring Systemic Barriers and Racial Microaggressions
(2025-05-07) Bailey, Erica; Manikoth, Nisha Ed.D.; Cuddapah, Jennifer Ed.D.; Simmons Graves, Denise Ed.D.; Hood College Education; Organizational Leadership
ABSTRACT Black women in leadership positions at American community colleges face persistent systemic barriers and racial microaggressions that impact their professional and personal well-being. This descriptive phenomenological study explored the lived experiences of Black women in leadership positions within American community colleges by examining their encounters with systemic barriers and racial microaggressions, the impact of these experiences on their mental and physical health, and the coping strategies that they employed to navigate these challenges and advance in their careers. Data were collected through an online survey of 25 participants, in-depth interviews with 12 Black women leaders holding positions ranging from faculty to president, and the Self-Anchoring Scale activity measuring their stress levels. The results of the interviews, the primary data source, revealed five major themes related to systemic barriers within the institution: institutional culture and climate, discrimination in hiring and promotion practices, institutional response to discriminatory practices, lack of representation of Blacks in leadership, and lack of institutional support and mentorship. Participants reported experiencing three types of racial microaggressions, namely, microassaults, microinsults, and microinvalidations, that resulted in significant physical and psychological impacts, including increased stress levels, hypervigilance, and changes in professional behavior. Despite these challenges, the participants demonstrated remarkable resilience through various coping strategies, including spirituality, professional documentation, self-advocacy, and support networks. The study concludes with recommendations for changes within the policy and practices of the institutions that include providing and implementing support networks and mentorship programs for Black women, all of which are aimed at addressing systemic barriers and racial microaggressions. These efforts are intended to foster more inclusive and equitable leadership environments within American community colleges. This research contributes to understanding how intersectionality and the intersecting identities of race, gender, and leadership roles shape the experiences of Black women in higher education and provides practical implications for institutional awareness and, ultimately, change.
Academic Success of High School Youth in the Juvenile Legal System: Examining the Impact of School Transitions
(2025-05-06) Tia William James Ross; Manikoth, Nisha Ed.D.; Barr, Tina Ph.D.; Howell, Keena Ed.D.; Hood College Education; Organizational Leadership
High school students who are adjudicated in juvenile courts transition from their schools to the juvenile legal system and back to their local schools. The experience of transitioning between multiple school settings may make it difficult for students to meet high school graduation requirements. The purpose of this study was to examine how high school students in the State of Maryland who are involved in the juvenile legal system experience transitions between public schools and juvenile facilities and how these experiences impacted school completion. Theories on trauma informed practice (Harris & Fallot, 2001), restorative justice (Zehr, 2014), and systems thinking (Senge, 2006) provided the theoretical framework for this study. I used a generic qualitative methodology, rooted within the social constructionism paradigm, to focus on the experiences of youth and the impact of transitions between schools and juvenile facilities on their high school completion. Data collection included in-depth interviews with eight individuals who were previously involved in Maryland’s juvenile legal system. Data analysis resulted in the emergence of three themes: (a) trauma was pervasive, (b) home, school and community presented stress, and (c) school completion was difficult. This study affirms the need for school districts and the juvenile legal system to support youth with trauma-informed practices and restorative justice practices. By working together and taking a systems approach, learning gaps created by the interruption of education during multiple school transitions can be eradicated, enabling school completion. Absent systemic changes in local school districts, juvenile detention centers, and the juvenile legal system, these youth will continue to suffer the negative academic effects of being detained. Successful integration back into the public school system after court adjudication is critical for high school students to be academically successful. This study contributes to the literature on the experiences of youth in the juvenile legal system and provides insight into systemic changes that can be made to public schools and the juvenile legal system to counter the school-to-prison pipeline
Navigating Misperceptions: How Intersectionality Shapes the Experiences of Black Women Executive Leaders in K-12 Education
(2025-05-06) Edwards, Dana; Cuddapah, Jennifer Locraft; Boddy, Troy; Harris, Keith; Hood College Education; Organizational Leadership
In K-12 public education, Black women serve in a variety of leadership roles in schools and central offices. Research is available and discusses the experiences of Black women leaders, teachers, principals, and superintendents; however, there is a gap in the literature about Black women in executive leadership within the school district’s central office, even more specifically as members of the superintendent’s cabinet. Research on school district central offices has centered on transforming organizational structures to impact student outcomes (Honig, 2014). There is a paucity of research that provides a deeper look at intersectionality (Crenshaw, 2019) concerning Black women executive leaders who are cabinet members. This qualitative dissertation explored the lived experiences of Black women executive leaders in K-12 school districts in the United States to learn how the intersectionality of race and gender influences their approach to leadership and the performance of their leadership responsibilities. Data sources included a survey, individual interviews, and a researcher’s journal. Twenty survey responses were gathered from self-selection, convenience, and snowball sampling. Six in-depth interviews were conducted with dedicated leaders from five school districts in the Northeast, Southeast, and Midwest regions of the United States. All had extensive leadership experience, with four of the six having held previous executive leadership roles. Their positions spanned the school system, including human resources, principal supervision, student services, and equity. Data were analyzed using a multi-layered coding approach, descriptive, in vivo, and theming, capturing exact key words, phrases, and experiences (Miles & Huberman, 2020) to better identify themes and patterns (Saldana, 2016) to ascertain the intersectional experience of Black women leaders. Findings revealed that intersectionality influenced participants’ approaches to leadership and work performance. Participants were conscious of the misperceptions people had of them and how bias influenced their interactions, preparation for work, and daily duties. This dissertation provides a forum for the voices of a population of Black women who exist but whose experiences have yet to be shared. Recommendations are provided for policy and workplace cultures to better support and create organizational culture changes for Black women executives in K-12 school districts.
Determinants of Self-Care Practices among Black Women in Helping Professions: An Empirical Study
(2025-05-06) McCray, Kisha; Anita Jose, PhD; Hood College Education; Organizational Leadership
The field of human resource management is paying greater attention to self-care as a strategy to address employee stress and burnout. Women in helping professions, such as social work, nursing, and education, have received scholarly attention about their health and wellness. However, there is a paucity of empirical research about the self-care practices of Black women in helping professions. This quantitative study aimed to address this research gap. More specifically, this study examined the impact of mentoring, social support, role overload, and satisfaction with compensation policies on the self-care practices of Black women in the helping professions. Data were collected using a survey of 224 Black women from organizations such as the North American Association of Christians in Social Work, Black Nurses Network, and Black Women Education Leaders. After validating the self-care scale using exploratory factor analysis, a multiple regression analysis was performed to examine the determinants of self-care practices. Results showed that social support and satisfaction with compensation and benefit policies were positive predictors of self-care practices, and role overload was a negative predictor. A thematic analysis of the open-ended responses reinforced the quantitative findings. Compensation policies that provide work-life balance, flexibility, competitive wages, and various types of insurance are essential in promoting self-care practices. The lived experiences of Black women in this study indicated that their intersectional lives require not only the absence of structural and systemic barriers but also the necessity of time and the presence of equitable, safe, and inclusive spaces for them to thrive in all aspects of life.
The Impact of Organizational Trauma on School Leaders: An Exploratory Quantitative Study
(2025-03-20) Pettis-Jones, Tracy; Manikoth, Nisha; Esworthy, David; Rogers, Myriam; Hood College Education; Organizational Leadership
In an era characterized by unprecedented challenges, organizations are frequently exposed to traumatic events and crises, necessitating adaptation for sustainability. This study investigates how organizational trauma impacts the well-being of school leaders. Organizational trauma refers to physical and emotional distress caused by a traumatic event experienced collectively by employees in an organization. Organizational trauma can cause significant dysfunction in organizations, with critical short-term or long-term implications for the organization’s stability and effectiveness. School organizations, as a caring organization, may be a repository for trauma. The purpose of this exploratory quantitative study using survey research methods was to explore how school leaders are responding to different types of organizational trauma. This study seeks to identify if organizational trauma impacts school leaders negatively, resulting in burnout, or positively resulting in post-traumatic growth. This study also seeks to explore the effects of a trauma-informed climate in schools to assess if it has a negative correlation with burnout of school leaders or a positive correlation with post-traumatic growth. The population for this study was school leaders of public schools from the Mid-Atlantic region. A sample of 33 school leaders, comprised of principals and assistant principals, participated in this study. Descriptive statistics and correlational analyses were conducted to answer the research questions. Findings from this study are critical to the understanding of how school leaders are impacted by organizational trauma. School leaders may experience negative consequences such as burnout. However, there is also the possibility for positive outcomes such as post-traumatic growth. The significant negative correlation between trauma-informed climate and burnout highlights the protective role that school environments can play. Schools that implement trauma-informed policies and foster open communication reduce the emotional toll. Findings from this study indicate an absence of a significant relationship between trauma-informed care and post-traumatic growth. This suggests that while a supportive environment may buffer against burnout, other factors need to be considered to understand post-traumatic growth. This study offers suggestions for fostering a trauma-informed climate to protect employees in caring organizations from experiencing burnout as a result of organizational trauma. .
Thriving at Work Among Healthcare Administrators: Does Organizational Politics Matter?
(2025-03-06) Bamforth, Gloria L.; Nisha Manikoth, Ed.D.; Anita Jose, Ph.D.; Peggy Dufour, DBA; Hood College Education; Organizational Leadership
The American College of Healthcare Executives acknowledges that the healthcare industry needs to sustain a highly qualified and skilled workforce to meet the complex demands for healthcare services. Healthcare administrators play a pivotal role in driving operational results and organizational performance, yet they have not been the subject of research studies, with most of the research in healthcare being directed at nurses and physicians. Focusing on how healthcare administrators can thrive at work can be important for the healthcare industry. The purpose of this study was to examine to what extent the constructs of organizational support, supervisory support, organizational politics, and political skill impact an employee’s self-report of their thriving at work among healthcare administrators in the United States. The study’s theoretical framework included the Socially Embedded Model of Thriving at Work (Nix et al., 1999; Spreitzer et al., 2005) and Power in Organizations (Pfeffer, 1992, 2013). Data was collected via survey research methods using scales with high psychometric validity. Data from 126 healthcare administrators was analyzed using multiple regression. Results show that Organizational Support independently has a strong influence on Thriving at Work (β = 0.60, t = 8.16, p < .001). The multiple regression model that calculated the impact of Supervisor Support, Organizational Politics, and Political Skill on Thriving at Work showed that Political Skill had the strongest impact (β = 0.30, t = 3.90, p < .001), followed by Organizational Politics (β = - 0.24, t = - 2.61, p = 0.01), and then Supervisor Support (β = 0.23, t = 2.56, p = .012). This has implications for organizations to invest in the development of political skills for employees. When healthcare administrators thrive at work and are able to navigate complex political situations, the healthcare organization will be more successful. This study also highlights the primacy of organizational support for thriving at work. Supervisor support has long been considered the key factor in employee turnover. Findings from this study suggest that for employees to thrive, organizational support is more critical. This study adds to the current body of knowledge on thriving at work. This study will help healthcare organizations understand how organizational and individual factors impact thriving at work for healthcare administrators.
A Multiple-Case Study Examining Public Health Leadership and Innovation to Address the COVID-19 Pandemic
(2025-05-05) Richmond, Alicia D; Manikoth, Nisha; Esworthy, David G.; Henry, Sherita; Hood College Education; Organizational Leadership
The COVID-19 pandemic was an unprecedented health crisis with a plethora of environmental, political, and societal events and issues that added to its complexity. Traditional emergency preparedness methods of addressing a crisis were insufficient, challenging public health leaders. Although there is substantial evidence of innovation as a response to crisis in the general leadership literature, there is limited research on the adoption of innovative practices by public health leaders and when there is a significant disruption to public health care systems. The purpose of this multiple-case study was to examine how public health leaders adopted innovation in response to a significant public health crisis. Specifically, this research focused on how public health leaders from state governments adopted innovation to address the COVID-19 pandemic. Additionally, this study explored the formal and informal networks that public health leaders facilitated for the generation and adoption of innovative solutions. Four theories provided the theoretical framework for this study: punctuated equilibrium, complexity leadership, innovation, and the socio-ecological model. Public health leaders from three state governments were interviewed and fifteen key stakeholders who worked with them to implement innovative solutions. Additionally, publicly available documents related to innovative initiatives led by these public health leaders were reviewed. Findings from this study suggest that public health leaders adapted to the disruption by staying focused on the mission, fostering communication for information-gathering, and maintaining trust and engagement with stakeholders. Tensions had to be managed by listening, communicating, and collaborating, requiring high emotional resilience. Paradigm shifts were made out of necessity to adapt to the environmental disturbance. Innovations were adopted through a blend of top-down, bottom-up, and adaptive collaborative efforts, embracing a decentralized approach to decision-making. Sometimes, it was necessary to augment existing evidence-based strategies, recognizing the social and cultural contexts to address the root causes of inefficiencies. Public health leaders leveraged formal and informal networks, capitalizing on pre-existing relationships and building new partnerships to create a unified response. The findings of this study contribute valuable insights on leadership for innovation and how public health leaders can be prepared for innovation during a significant crisis.
Applying Social Community Identity and Spatial Theory to Extend Our Understanding of Ala al-Din Khammas: The Warrior-Scholar Who Trained Saddam Hussein’s Military Leaders
(2025-03-15) Youssef Aboul-Enein; Campion, Corey; Organizational Leadership; Organzational Leadership
Ala’ al-Din Khammas is unique among Saddam Hussein’s generals interviewed in 2009 by U.S. military officials for his prolific publications produced while in Iraq’s military and after his retirement. His military manuals developed during the Iran-Iraq War (1980-1988) and distributed to Iraq’s field commanders, would be instrumental in stabilizing the southern Basra front. Khammas’ is also rare among Saddam’s officers for his effort to introduce American military works to Iraqi military officers. This study investigates Khammas’ intellectual imprint on Iraqi officers that would later confront American forces in Operations Desert Storm and Iraqi Freedom. This qualitative interpretive study critically examines Khammas’ magnum opus, The Arab Art of War (1999) which argues that Arabs have their own distinct art of war worthy of careful study developed in the 7th century. It experiments with identity and spatial relationship theories of Anderson (2016), and Tuan (1990) as frameworks in a novel approach to military analysis and expands our understanding of Khammas himself and his argument of a distinct Arab art of war. Applying these theoretical frameworks make up for Khammas intense focus on battlefield tactics and identifies two overarching principles embedded throughout his work, the use of extreme contrasts in terrain and how a changing Arab identity enabled a 7th century hybrid combination of tribal and conventional war that can be called a distinct all-encompassing Arab art of war.
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.

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