Matching Items (3)
Description
High schools throughout the country posit leadership as one of the characteristics they develop while students are with them. All too often though, this leadership development is limited to those in title positions of leadership or is only accomplished through informal training mechanisms. The challenge for educators is to develop leadership that can critically address community problems, a challenge that is made more difficult in a broader social environment that is becoming politically, economically, and racially more polarized. This action research study investigated how high school students understand transformative leadership as one way to address this problem.
Using a hermeneutic orientation, this qualitative study investigated high school students’ (N = 8) understanding of transformative leadership. Situated within a leadership class open to any 11th or 12th grader, participants engaged with a community-based, service-learning project as a method to enact their leadership in a meaningful way. The use of Catholic Social Teaching as a way to frame the service-learning project allowed for a direct connection with the school’s Catholic identity and mission. Data sources included reflection journals, interviews, focus groups, and a researcher observation journal.
Findings from the study suggest that high school students understand and enact transformative leadership through participation in a service-learning project. Participants understood transformative leadership to different extents, indicating that transformative leadership develops in different stages. These results, along with implications for future research, are discussed.
Using a hermeneutic orientation, this qualitative study investigated high school students’ (N = 8) understanding of transformative leadership. Situated within a leadership class open to any 11th or 12th grader, participants engaged with a community-based, service-learning project as a method to enact their leadership in a meaningful way. The use of Catholic Social Teaching as a way to frame the service-learning project allowed for a direct connection with the school’s Catholic identity and mission. Data sources included reflection journals, interviews, focus groups, and a researcher observation journal.
Findings from the study suggest that high school students understand and enact transformative leadership through participation in a service-learning project. Participants understood transformative leadership to different extents, indicating that transformative leadership develops in different stages. These results, along with implications for future research, are discussed.
ContributorsSorkin, David Jan (Author) / Liou, Daniel (Thesis advisor) / Koro-Ljungberg, Mirka (Committee member) / Frabutt, James (Committee member) / Arizona State University (Publisher)
Created2016
Description
Research indicates that significant numbers of new principals enter the field without the necessary requisites to remain in the position (longevity) or build school and community partnerships. While many practicing educational leaders focus on these two essential issues, race/ethnicity, poverty, inequity, and education are intersecting constructs that remain at the forefront of university preparation programs, state departments, and school systems. In response to a critical need to address gaps in the educator preparation programs and knowledge and skills of current and practicing school leaders, this qualitative action research case study explores two distinct purposes. First, the research study focuses on how e-coaching supports aspiring educational leaders to become transformative leaders in their everyday practices. Second, the research study informs practice about how e-coaching transforms the preparation of the e-coach. The study's rationale emanates from a desire to address social justice issues related to the opportunity gap and help aspiring leaders address minoritized students' needs. The researcher assumes that e-coaching is an innovative approach to support aspiring educational leaders to disrupt inequities and oppression and challenge deficit thinking in schools. Three participants (coachees) initially engaged in the research study; however, due to COVID 19, two remained. The primary data collection method was an interview (co-constructed dialogues). The data were coded and organized according to the four propositions aligned and then to the research questions. Analysis and interpretation of findings were organized by way of three analytic categories based on the study’s four theoretical perspectives: (a) the theory of planned behavior, (b) culturally responsive leadership, (c) transformative leadership, and (d) transformational coaching for equity. This research revealed that e-coaching does prepare aspiring leaders for their roles as culturally responsive school leaders and transformative leaders. However, school leaders' transformative role in preparing students for engaged, civil roles in society was not evident in the dissertation's findings. Recommendations are offered for the study's participants (coachees), coaches, educational leadership practice, and further action research possibilities.
ContributorsKeller-Boudreaux, Mary Kathryn (Author) / Wolf, Leigh G (Thesis advisor) / Henriksen, Danah (Committee member) / Garrett, Carla (Committee member) / Arizona State University (Publisher)
Created2021
Description
The purpose of this action research study was to better understand how aspiring school leaders orient themselves toward present and future uncertainty and to explore what mindsets and conceptual understandings they believe they need to lead through uncertainty. An innovation, delivered through a graduate course on leading change in a Master of Educational Leadership program, focused on supporting participants’ mindsets and conceptual understanding toward leading change in the midst of uncertainty, including the COVID-19 global pandemic. A total of 34 students participated in this qualitative case study. The educational innovation was designed by this action researcher and was informed by transformative leadership theory, design thinking, and imagination. Four sources of data were used to answer the research questions, including students’ written assignments and video reflection assignments, as well as researcher course observations and semi-structured interviews with participants. Major findings suggested that the educational innovation was effective in supporting participants identity development as transformative leaders, as well as supporting participants’ adoption of design thinking mindsets and use of imagination as tools for leading change in complex systems and during uncertain times.
ContributorsScragg, Benjamin S (Author) / Giorgis, Cyndi (Thesis advisor) / Hermanns, Carl (Committee member) / Loescher, Shawn T (Committee member) / Arizona State University (Publisher)
Created2021