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Title: SPIRITUALITY EMPOWERS BLACK LEADERSHIP: A PHENOMENOLOGICAL STUDY OF BLACK MEN STUDENTS’ LEADERSHIP AND SPIRITUALITY.
Creator: Allen Jr., Keven, Salinas Jr., Cristobal, Floyd, Deborah L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: In this qualitative study, spirituality, and leadership among 15 Black collegiate men enrolled at higher education institutions were examined. The purpose of this phenomenological study was to describe and explore the essence of spirituality within the lived experiences of undergraduate Black men student leaders. The objective was to understand the intersection of spirituality and leadership within Black men, and how it informed their decision making and influenced their career aspirations...
Show moreIn this qualitative study, spirituality, and leadership among 15 Black collegiate men enrolled at higher education institutions were examined. The purpose of this phenomenological study was to describe and explore the essence of spirituality within the lived experiences of undergraduate Black men student leaders. The objective was to understand the intersection of spirituality and leadership within Black men, and how it informed their decision making and influenced their career aspirations post their undergraduate collegiate experience. In this study, spirituality is defined as an “internal process of seeking personal authenticity, genuineness, and wholeness as an aspect of identity development” (Love & Talbot, 1999, p. 364). Guided by descriptive phenomenological methodology, four research questions were asked: (1) What is the meaning of spirituality for Black men student leaders? (2) How do Black men student leaders apply spirituality within their daily leadership practices and behaviors? (3) How do Black men student leaders define the connection between spirituality and leadership development? (4) How does spirituality inform the pathways and career aspirations of Black men student leaders? Four findings emerged as a result of the data analysis: (1) The Spirit and the Struggle: Spirituality Empowers Black Leadership, (2) The Spirit of Black Leadership is Service to Others, (3) Leading from Within: Spirituality is the “Backbone” of Black Men Leadership Identity, and (4) Spirituality Influences Black Men Career Aspirations.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013937
Subject Headings: Leadership, Men, Black, Spirituality, Higher education
Format: Document (PDF)

Title: THE HANDCUFFS OF POVERTY: AN ANALYSIS OF THE RELATIONSHIP BETWEEN GOVERNMENT INTERVENTION IN PUBLIC ELEMENTARY SCHOOLS AND STUDENT ACADEMIC ACHIEVEMENT IN A LARGE URBAN DISTRICT.
Creator: Grasinger, Justin, Meredith Mountford, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: In this study, the researcher uses quantitative methods to examine the extent to which Title I funding helps public schools with large populations of economically-disadvantaged students increase student academic achievement in reading and math in grades 3–5, and whether the leaders of these schools utilize specific social justice actions identified through a review of literature. The researcher gathers grade level student proficiency data for students in grades 3–5 and performs a bivariate...
Show moreIn this study, the researcher uses quantitative methods to examine the extent to which Title I funding helps public schools with large populations of economically-disadvantaged students increase student academic achievement in reading and math in grades 3–5, and whether the leaders of these schools utilize specific social justice actions identified through a review of literature. The researcher gathers grade level student proficiency data for students in grades 3–5 and performs a bivariate correlation and a simple regression analysis to determine the extent to which identified schools receiving Title I funds are able to increase student proficiency rates over a three-year period. The researcher further analyzes the data through a social justice lens to determine possible social justice solutions to the persistent problem of the income-achievement gap.
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Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014411
Subject Headings: Elementary schools, Social justice, Poverty, Educational leadership
Format: Document (PDF)

Title: A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
Creator: Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004022
Subject Headings: Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
Format: Document (PDF)

Title: HIGHER EDUCATION DEPARTMENT CHAIR PERSPECTIVES ON LEADERSHIP EFFECTIVENESS: A QUALITATIVE DESCRIPTIVE STUDY.
Creator: Baroody, Ramzy, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: A relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on...
Show moreA relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on what they believe constitutes their effectiveness as leaders in higher education. Attempting to identify and analyze requisite personality traits, skills and behaviors of department chairs is vital for understanding the nuances that influence and shape their abilities to become accomplished leaders in their field. Surveys containing 12 open-ended questions were electronically distributed to department chairs at a private college in central Florida. Analysis of the data collected resulted in the development of four themes, supported by three styles of leadership. The themes were correlated with their corresponding research questions and the correlation process was used to draw several conclusions. First, department chairs incorporate a variety of skills and a combination of leadership styles that best fit their abilities and personalities, into their work performance. Second, department chairs in higher education require specific skills and tools to help them achieve their strategic vision they set for their departments. Some of these tools are learned and acquired through experience, while others inherent, grounded within instinctive and innate personality traits and values they already possess. Third, personal and interpersonal skills, knowledge, and competencies form the cornerstones of a leaders’ abilities, successes and failures. Building upon the foundation established in this study, future researchers could expand upon the scope of this research to include a larger sample size, more diverse participants, private vs. public educational institutions, gender, race and ethnic specific sampling, national and international sampling, and more in-depth research questions that include personal and environmental influence.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013784
Subject Headings: Educational leadership, College department heads, Education, Higher--Administration
Format: Document (PDF)

Title: THE RELATIONSHIP BETWEEN FLORIDA ACCOUNTABILITY PROGRAMS AND MERIT-BASED PAY IN TWO LARGE URBAN BASED SCHOOL DISTRICTS.
Creator: Walkinshaw, Nicole Michelle, Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: The purpose of this study was to ascertain insightful knowledge through the analysis of teacher pay across two similar K-12 public school districts that reflect the current evaluation methodology being utilized within the State of Florida. The two districts were selected because they are among the largest public school districts in the nation (Florida Department of Education [FLDOE], 2021a), have comparable student demographics and utilize contrasting weighted merit pay salary schedule...
Show moreThe purpose of this study was to ascertain insightful knowledge through the analysis of teacher pay across two similar K-12 public school districts that reflect the current evaluation methodology being utilized within the State of Florida. The two districts were selected because they are among the largest public school districts in the nation (Florida Department of Education [FLDOE], 2021a), have comparable student demographics and utilize contrasting weighted merit pay salary schedule profiles and algorithms which could provide insights into the relationship between accountability and merit-based pay. The Florida Standards Assessment (FSA) student assessments in (English [R%H] and Mathematics [M%H]) as well as the District School Grades (DSGs) were analyzed. The DSGs were commensurate with an approximation to the Value-Added Model (VAM) and Learning Growth Model (LGM) scores. Since the FLDOE does not release individual K-12 public school teacher VAM and LGM scores, the DSGs were the most appropriate comparative score to utilize when comparing these two districts. These are the primary variables utilized by the Florida K-12 Public School Accountability Programs that directly impact merit pay salary schedule placement. Quantitative methods employed statistical tests and analyses that included Independent Samples t-tests, Intercorrelation Matrices, Independent Correlation Contrasts, and Overlapping Dependent Correlation Contrasts between correlations that were calculated in the two K-12 public school districts. The study found that the input variables (R%H, M%H, and DSGs) had no statistically significant differences of the means between districts tested. Each input variable was commensurate over the 7-year study. Yet, there were statistically significant differences of the percentage mean in the output variables in regard to the percentage of K-12 public school teachers rated Highly Effective and Effective between both districts. The study also determined that the remaining input variable of the teacher classroom observation Instructional Practice (IP) score was significantly related to an educator’s placement on annual merit pay-for-performance salary schedules. Both districts utilized the assessment tool iObservation ®. The results of all of the statistical analyses served to call into question the accuracy, legitimacy, and the efficacy of the methodology utilized to incentivize, compensate, and produce more Highly Effective educators.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013893
Subject Headings: Educational leadership--Florida, Education and state, Merit pay
Format: Document (PDF)

Title: UNLOCKING THE MYSTERY OF SCHOOL IMPROVEMENT: THE CENTRALITY OF LEARNING FOR EFFECTIVE PRINCIPAL SUPERVISORS.
Creator: Green, Vivian Morris, Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: The role of principal supervisors has changed significantly, moving away from a focus on compliance and towards a greater emphasis on nurturing principals' instructional leadership skills. As a result of this evolution, there is now an increased presence of supervisors in schools, but there are no clear guidelines for their activities. This study aims to fill this gap by developing a theory that explains how principal supervisors can effectively support principals in their roles. The insights...
Show moreThe role of principal supervisors has changed significantly, moving away from a focus on compliance and towards a greater emphasis on nurturing principals' instructional leadership skills. As a result of this evolution, there is now an increased presence of supervisors in schools, but there are no clear guidelines for their activities. This study aims to fill this gap by developing a theory that explains how principal supervisors can effectively support principals in their roles. The insights gained from this study will have significant implications for the future training and professional development of principal supervisors, which aims to improve the effectiveness of principal leadership and, in turn, enhance student outcomes. The study seeks to answer the key research question: "How do principal supervisors and their principals perceive how principal supervisors provide effective support?" Using a qualitative approach and grounded theory design, the study collected data through 15 semi-structured interviews involving three principal supervisors and 12 principals who had worked together for at least three years. The resulting grounded theory outlines a comprehensive framework that explains how principal supervisors can offer impactful support to principals.
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Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014482
Subject Headings: School principals, Educational leadership, Educational administration, School management and organization
Format: Document (PDF)

Title: EFFECTS OF PUBLIC RESEARCH UNIVERSITY LEADERSHIP ON INSTITUTIONAL FUNDRAISING PERFORMANCE AND THE MODERATING ROLE OF MANAGERIAL POWER AND TRANSFORMATIONAL LEADERSHIP BEHAVIORS.
Creator: DeHaney, Danita R., Neubaum,Donald O., Florida Atlantic University, Department of Management Programs, College of Business
Abstract/Description: This dissertation investigated the influence of university presidents and business school deans on fundraising performance at public research universities. Drawing on strategic choice theory, upper echelons theory, and transformational leadership theory, this research suggests that managerial power and transformational leadership behaviors moderate the relationship between an institution’s fundraising strategy and its performance. To test these hypotheses, data on strategic choice, managerial...
Show moreThis dissertation investigated the influence of university presidents and business school deans on fundraising performance at public research universities. Drawing on strategic choice theory, upper echelons theory, and transformational leadership theory, this research suggests that managerial power and transformational leadership behaviors moderate the relationship between an institution’s fundraising strategy and its performance. To test these hypotheses, data on strategic choice, managerial power, leadership behaviors, and leader demographics were collected from 79 U.S. public research universities for fiscal years 2017–2021. Panel regression, specifically random-effects generalized least squares regression models, tested the hypotheses. The study found that university presidents and business school deans who exhibited transformational leadership behaviors, had higher fundraising outcomes. Furthermore, the study identified a significant positive effect of a dean’s prior work experience at prestigious institutions on a business school’s fundraising performance. This implies that deans hailing from elite institutions might possess qualities or networks that significantly enhance fundraising outcomes.
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Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014522
Subject Headings: Educational leadership, Fund raising, College presidents, Deans (Education)
Format: Document (PDF)

Title: An exploratory multiple case study of succession planning for higher education community engagement practitioners in selected higher education institutions in theSoutheastern region of the United States.
Creator: Louisy, Heidi, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Succession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results...
Show moreSuccession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results revealed that HEIs are not currently using succession planning strategies for the HECEP role. Further, although the study revealed that professional development opportunities for HECEPs exist, only 50% of institutional study participants were aware of, and participated. Finally, based on the credentials of individuals currently in HECEP roles and data obtained from this study (including data from an expert judge linked to the professional development program analyzed as part of this study), the researcher provides a job specification template for determining if institutions have a pipeline of individuals who could be prepared to assume the HECEP role in the future. This study, although limited in scope as it relates to succession planning, provides insight into the attitudes and perceptions of specific higher education professionals toward the professional development of employees, and more specifically, the HECEP role.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004303, http://purl.flvc.org/fau/fd/FA00004303
Subject Headings: Education, Higher -- Aims and objectives, Educational leadership, Leadership in education, Organizational change, School management and organization, Universities and colleges -- Administration
Format: Document (PDF)

Title: Examining the Impact of a Leadership Team’s Cognitive and Behavioral Agility on Student Achievement in Broward County Middle Schools.
Creator: Grant, Shernette D., Reyes-Guerra, Daniel, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The extant literature on school leadership is bifurcated around the question: Are leaders important, or, is leadership important? Many who think leaders are important, do so because they believe the school’s tone, values, and aspirations start with “a” leader, the principal. However, there are those who believe leadership is not really about a single leader, but about a collective practice among people who work together, with a focus on accomplishing a shared goal. While leadership teams have...
Show moreThe extant literature on school leadership is bifurcated around the question: Are leaders important, or, is leadership important? Many who think leaders are important, do so because they believe the school’s tone, values, and aspirations start with “a” leader, the principal. However, there are those who believe leadership is not really about a single leader, but about a collective practice among people who work together, with a focus on accomplishing a shared goal. While leadership teams have been studied in a variety of contexts, little research is available on the cumulative effect of a school team’s ability to think collectively to raise student performance. Noteworthy however, is that this study makes the assumption that the sum total of individual agility as measure by instruments designed to assess individual agility equates to an accurate measure of team agility. This study was designed to better understand the relationship between a school leadership team’s cognitive and behavioral agility, school climate, and student achievement in a population of middle schools in Broward County, Florida. Theoretically, the study provides a model in support of the collective leadership approach in moving schools toward improved student achievement. A non-experimental, quantitative research design was utilized and The Strategic Thinking Questionnaire (STQ) and Strategic Leadership Questionnaire (SLQ) were used to assess cognitive and behavioral agility, respectively. Climate data, analyzed as a mediator, was extracted from the schools’ Annual Customer Survey. Student achievement was measured as overall school performance on standardized assessments as part of the State of Florida school accountability system. The STQ and SLQ were administered by way of a survey and descriptive statistics, correlation and mediation analysis were used to analyze data. The research did not point to any statistically significant correlations between school leadership teams’ cognitive and behavior agility as they relate to predicting student achievement; even with school climate acting as a mediator. This may be due in part to the assumption that agility data captured is an accurate reflection of team functioning. The study provides opportunities for additional research on the efficacy of leadership teams in K-12 education.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013126
Subject Headings: Middle schools--Florida, Educational leadership--Florida, Leadership -- Psychological aspects, Student achievement
Format: Document (PDF)

Title: In-country: identification of transformational learning and leadership in human rights observers.
Creator: McDonald, Nancy D., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Haiti, the poorest country in the western hemisphere, has suffered through centuries of disenfranchisement, poverty, slavery, environmental disasters, internecine racial prejudice, and foreign infringement. Its people won independence from France in 1804 but only at the cost of huge human and financial losses. Since then, Haiti has known little freedom or democracy. In 1991, the first truly democratically elected president, Jean-Bertrand Aristide, was elected (with a 67% majority). Nine...
Show moreHaiti, the poorest country in the western hemisphere, has suffered through centuries of disenfranchisement, poverty, slavery, environmental disasters, internecine racial prejudice, and foreign infringement. Its people won independence from France in 1804 but only at the cost of huge human and financial losses. Since then, Haiti has known little freedom or democracy. In 1991, the first truly democratically elected president, Jean-Bertrand Aristide, was elected (with a 67% majority). Nine months later, he was deposed by a military coup d'état. During that time and the chaotic years that followed, groups of human rights observers traveled to Haiti in an attempt to record and report publically, officially, what was actually happening to the Haitian people and their institutions. Although much has been written about the country during that period, there have been no studies focused on the human rights observers who were intimately involved with the people and the country. These groups and other groups participating in similar situations have not been studied and, yet, research in that area might provide important insights in the field of social justice. It is important to identify what encourages individuals to become a part of the effort to make a positive difference in the lives of others, in the most adverse situations, the process by which human rights observers become engaged, and how that engagement affects their lives both during and after their in-country experiences. The purpose of this phenomenological study is to see if there are commonalities (e.g., socio-cultural influence, self-directed learning readiness, etc.) among the initial in-country experiences of several human rights observers and further to discover what, if any, effect those experiences had on their leadership styles. The study identified socio-cultural influences (self-directed learning readiness and familial, religious, educational impact); motivational factors; methods of processing the experience (immediate responses of connectedness/love and reasoned responses involving individual and group reflection); and multiple outcomes (spiritualty, social action, and creativity). The overarching findings included identification of transformational learning in the participants and the evolution of their leadership from the servant model into a transformational/chaos model, including reflection in and on action as an operating context.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004216, http://purl.flvc.org/fau/fd/FA00004216
Subject Headings: Educational sociology, Human rights -- Haiti, Human rights workers -- Haiti, Leadership, Leadership -- Psychological aspects, Social justice
Format: Document (PDF)

Title: UNDER PRESSURE: EXPLORING SCHOOL LEADERSHIP CHANGES PERICOVID-19 AND POST-GEORGE FLOYD USING AN ABDUCTIVE APPROACH.
Creator: Su-Keene, Eleanor, Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: In the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to...
Show moreIn the last two years, the United States has been greatly impacted by the global health pandemic of COVID-19 and a renewed national recognition of racial injustice catalyzed by the murder of George Floyd. These crises have created extensive pressures for school leaders to revamp their policies and procedures to ensure physiological safety and address systemic racism in schools, respectively. The purpose of this qualitative study was to explore how school principals dealt with and reacted to COVID-19 and the murder of George Floyd and the pressures of this crisis context. Guided by multiple contextual lenses and theoretical frameworks, this study used an abductive analysis approach to uncover surprising and anomalous data to build renewed understandings in educational leadership. In doing so, I discovered elements of healthcare and sensemaking around life and death that led to the integration of a healthcare humanization framework. Together, this study found that principals adopted new or shifted roles and identities that focused on humanizing practices. Principals became first responders; mediators of health, political, and humanizing communications; needs-based leaders; civil rights leaders; and leaders who sought agency by supporting others in uncontrollable situations. These changes were embedded in systems that remained acontexual and dehumanistic that created tensions for leaders to navigate. These findings supported the early developments of a humanizing leadership peri-crisis framework to elucidate leaders’ responses in crisis contexts particularly when loss is imminent. This research is significant because the literature on theoretical frameworks for crisis school leadership is small and even fewer studies have operationalized humanizing school leadership practices. Recommendations based on the findings are also proposed for researchers, practitioners, and policy-makers.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014074
Subject Headings: Educational leadership, COVID-19, Floyd, George, 1973-2020., School leadership
Format: Document (PDF)

Title: A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.
Creator: Tracy, Maria Calzadilla, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with...
Show moreEver since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools. The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013532
Subject Headings: Student achievement, Academic achievement, Instruction, Principals and teachers, Educational leadership
Format: Document (PDF)

Title: The Influence of Cultural Intelligence (CQ) on Faculty Leadership.
Creator: Ellis, Althia, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The study was born out of a deep concern that there have been missed opportunities to apply cultural intelligence to enrich leadership, instruction, and learning. In particular, direct interaction and observation of students from multicultural backgrounds have revealed the value in adjusting one’s mindset to creating a more inclusive learning environment. The purpose of the study was to examine the influence of cultural intelligence on faculty leadership. The problem addressed was the growing...
Show moreThe study was born out of a deep concern that there have been missed opportunities to apply cultural intelligence to enrich leadership, instruction, and learning. In particular, direct interaction and observation of students from multicultural backgrounds have revealed the value in adjusting one’s mindset to creating a more inclusive learning environment. The purpose of the study was to examine the influence of cultural intelligence on faculty leadership. The problem addressed was the growing need for faculty to expand their cultural intelligence to enable them to demonstrate exemplary leadership in 21st century classrooms. The study measured the cultural intelligence of faculty using the Cultural Intelligence Scale (CQS). Faculty members’ leadership was measured using the Leadership Practices Inventory Self (LPI-Self). This quantitative study used associational and survey methods to predict scores and explain associations among variables. Overall, behavioral CQ and cognitive CQ had a greater influence on the following leadership practices: Model the Way, Inspire a Shared Vision, and Challenge the Process. For the private university, behavioral CQ had a greater influence on the following leadership practices: Model the Way and Inspiring a Shared Vision. The public university did not show preference for any of the five leadership practices. For the state college, cognitive CQ had a greater influence on all leadership practices, except for Model the Way. The results of this study confirmed that cultural intelligence significantly influenced leadership practices of faculty members. These findings provide important information for faculty development programs, curriculum development, and hiring practices. An urgent requirement for advancing teaching and learning in today’s higher education classrooms is a keen understanding of the underlying values, beliefs, and perceptions of students. These qualities affect students’ understanding and how they express themselves in the classroom. The decision to give instructional leaders leadership training in cultural intelligence is highly recommended. While faculty members showed preference for certain leadership practices, their preferences might be incorporated to develop a blended leadership style that may be more suitable for today’s diverse academic community. The association found between cultural intelligence and leadership practices confirms the value of faculty development in cultural intelligence.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004974, http://purl.flvc.org/fau/fd/FA00004964
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Faculty (Education), Leadership., Cultural intelligence.
Format: Document (PDF)

Title: The concept of fit: intersections in educational leadership.
Creator: Smith, Scott Vaughn., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this mixed method study was to understand how demographic fit, organizational fit, and group fit influenced secondary school assistant principal (AP) selection and assimilation for candidates who completed the Paradise School District (pseudonym) leadership training program during the 2004-2005 to 2008-2009 school years. However, the results indicated that Hispanic candidates were selected at a higher rate than other groups of candidates. The results also indicated that Black...
Show moreThe purpose of this mixed method study was to understand how demographic fit, organizational fit, and group fit influenced secondary school assistant principal (AP) selection and assimilation for candidates who completed the Paradise School District (pseudonym) leadership training program during the 2004-2005 to 2008-2009 school years. However, the results indicated that Hispanic candidates were selected at a higher rate than other groups of candidates. The results also indicated that Black candidates were selected at the same rate as the average for all candidates ; however these results may be misleading because Black candidates were disproportionally over-represented in the study sample. Regarding organizational fit, the study results suggested that candidates who indicated one of three specific Myers-Briggs personality types (ESTJ, ENTJ, or ENFP) were selected at higher rates than candidates of the other 13 personality types. The suggested personality traits for secondary school APs found in this study included (a) Extroversion (E), (b) Feeling (F), and (c) Judging (J). Candidates who referenced more than one hiring administrator, at or above the level of principal, were selected at higher rates than candidates who referenced only one principal. The inverviews suggested balancing the demographics of a school's administrative staff, using gender and race/ethnicity, to the the community the school serves was related to selection. The interviews also disclosed that Black, Hispanic, and candidates with expertise in operations and curricula might be suggested over other candidates. The interviews also suggested that networking, sponsorship, interview impressions, and references were related to the selection processes.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3361061
Subject Headings: Educational leadership, School management and organization, Strategic planning, Interpersonal relations
Format: Document (PDF)

Title: THE LIVED EXPERIENCES OF PRINCIPALS HIRING AND RETAINING TEACHERS FOR HIGH POVERTY MINORITY SCHOOLS.
Creator: Baugh, Francine, Barakat, Maysaa, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: Having an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common...
Show moreHaving an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common experience – they receive a federal grant, Teacher Incentive Fund (TIF), which is additional funding for bonuses to hire and retain teachers and provide professional support. The study includes research that provides context to the factors that contribute to the teacher shortage problem within schools with this specific student demographic and the way in which this impacts the inequitable distribution of qualified instructors. The research also contains literature which informed the study's theoretical framework - Critical Race Theory and Theory of Oppression and the concepts of leadership practices, asset-based thinking, and teacher motivation. The researcher found that the principals experience anxiety filling vacant positions due to teacher shortage. There were three prominent themes that framed the findings: Hiring Teachers, Retaining Teachers, and Teacher Shortage. Principals experience challenges with employing teachers because of their negative perceptions of the students. Most of the teachers they hire are Black and Hispanic, and the Teacher Incentive Fund grant did not help attract teachers to accept a position, but it helped retain them. The principals work arduously to keep teachers by giving them support and creating a positive school culture, in addition, most of them find that Black and Hispanic teachers remain at the school more than White teachers.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013769
Subject Headings: Educational leadership, Critical race theory, School principals, Teacher turnover
Format: Document (PDF)

Title: Leadership: The intrapreneurial experience at the University of Oxford and the University of Warwick, United Kingdom.
Creator: Smith, Linda Marie, Florida Atlantic University, Bryan, Valerie
Abstract/Description: Intrapreneurialism, a strategy adopted by an organization to exploit ideas and turn them into profitable realities, is a relatively recent phenomenon in higher education. Previous studies have concentrated on intrapreneurialism from the perspective of how it relates to organizational structures, characteristics of entrepreneurial universities, and academic strategies as a comparison to industry (Keller, 1983; Clark, 1998; Slaughter & Leslie, 1997). This present study investigated another...
Show moreIntrapreneurialism, a strategy adopted by an organization to exploit ideas and turn them into profitable realities, is a relatively recent phenomenon in higher education. Previous studies have concentrated on intrapreneurialism from the perspective of how it relates to organizational structures, characteristics of entrepreneurial universities, and academic strategies as a comparison to industry (Keller, 1983; Clark, 1998; Slaughter & Leslie, 1997). This present study investigated another aspect of intrapreneurialism, intrapreneurial leadership. This is a subject that, to date, has not received the attention it requires if academic leaders are to play the role expected of them in a modern, highly competitive knowledge economy. The University of Oxford and the University of Warwick are recognized to be at the forefront of those universities that have elected to move up the intrapreneurial path. Therefore, these two universities were selected because they symbolize a radical transformation in the financial relationship between universities, government, and industry, or suggest new ways of responding to change. This research confirms work of Clark, 1998; Apps, 1994; Slaughter & Leslie, 1997; and Keller, 1983 in which they encapsulate key features of a successful entrepreneurial institution. This study expands the limited knowledge base of intrapreneurialism in higher education from the perspective of intrapreneurial leaders at the University of Oxford and the University of Warwick, United Kingdom. This phenomenological study explored the beliefs, styles, and strategies of nine intrapreneurial leaders at the University of Oxford and twelve intrapreneurial leaders at the University of Warwick. Even though the universities differ in their educational profiles and cultural settings, the intrapreneurial strategies of both universities are similar and the leadership shares common intrapreneurial beliefs, styles, and strategies. It was found that an organizational structure designed to include a small steering core is crucial to the successful assimilation of intrapreneurialism into the culture of the university. Based on findings, an intrapreneurial leadership framework was identified which constitutes the foundation of the structure for a Change Agent University model. This model was designed to be used by other universities to effect changes necessary to incorporate intrapreneurialism into their organizations.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12054
Subject Headings: University of Oxford, University of Warwick, Educational leadership, Entrepreneurship
Format: Document (PDF)

Title: Deans of students as crisis managers: perceptions of roles and leadership competencies in 12 public higher education institutions in Florida.
Creator: Benjamin, Deloris, Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students’ definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students’ leadership competencies as crisis managers, gauge crisis management training...
Show moreThis mixed methods study collected data from a sample of Deans of Students in the Florida State University System (SUS). The study sought to determine deans of students’ definitions for crisis and crisis management with an analysis of the institutional chain of command for a more in depth understanding of crisis management response processes. The study also sought to identify development levels of deans of students’ leadership competencies as crisis managers, gauge crisis management training frequencies for each dean of students as it related to 14 crisis scenarios commonly found on higher education campuses, and identify crisis management program foci for the institutions participating in this study.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004267, http://purl.flvc.org/fau/fd/FA00004267
Subject Headings: Deans (Education), Education, Higher -- Administration, Educational leadership, Universities and colleges -- Administration
Format: Document (PDF)

Title: Possible Futures for Teacher Education Programs: Meta-Theory Orientation.
Creator: Svendsen, Jared C., Bogotch, Ira, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This...
Show moreThis study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This conceptualization grounds dominant teacher education modalities within a specific meta-theory orientation. Through this analysis, the author also explores an alternative conceptualization of teacher education that appeals to the educative power of contextual awareness, ontological sensitivity, and democratically recursive pedagogical and relational processes. Such a conceptualization reflects an alternative meta-theory orientation. For the purposes of this analysis, the author employed textual analysis of sampled website literature from Teacher Education Programs in six geographic regions within the United States. This textual analysis was grounded in the aforementioned conceptualizations and was intended to reveal meta-theory orientations as expressed in a program’s official text.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004679, http://purl.flvc.org/fau/fd/FA00004679
Subject Headings: Action research in education, Education -- Philosophy, Educational leadership, Effective teaching, Teacher effectiveness, Teachers -- Training of -- Evaluation
Format: Document (PDF)

Title: A case study of planning and implementing whole-school reform at a middle school.
Creator: Abramowitz, Rochelle., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to investigate the dilemmas of planning and implementing whole-school reform in a middle school from the perception of administrators, teachers and parents. A qualitative case study approach was used. Data collection included interviews, observations, and document analysis. Interviews with 28 participants were divided into three consecutive sessions conducted from the bottom up in terms of the hierarchy of power in the organization. Data were transcribed, coded,...
Show moreThe purpose of this study was to investigate the dilemmas of planning and implementing whole-school reform in a middle school from the perception of administrators, teachers and parents. A qualitative case study approach was used. Data collection included interviews, observations, and document analysis. Interviews with 28 participants were divided into three consecutive sessions conducted from the bottom up in terms of the hierarchy of power in the organization. Data were transcribed, coded, triangulated, and analyzed to understand the views of participants. The study resulted in three major findings: (a) The principal enhanced the learning organization's capacity for whole-school reform by balancing tensions and conflicts; (b) Implementing a high-stakes testing regime and reform design simultaneously contributed to teacher overload, and reduced the capacity of teachers to implement whole-school reform; and, (c) Learning communities had a pivotal role in fostering collaboration for whole-school reform. The study concluded that: (a) Principal leadership is vital to successful whole-school reform implementation; (b) The crucial challenge of principals in whole-school reform is forging a network of strong relationships within and across staff work teams and the community through the development of learning communities and professional development; and, (c) Whole-school reform must be balanced with and adapted to accountability system if it is to have a chance of succeeding.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12080
Subject Headings: Middle school education, Educational change, Educational leadership, School management and organization
Format: Document (PDF)

Title: Reliability and validation study of the online instinctual variant questionnaire.
Creator: Andre, Sherry, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Leaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one...
Show moreLeaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one typically dominates, one supports, and one tends to impede our behaviors and motives. Through an understanding of one’s variants and order of preference, it is possible to increase self-awareness of our motives and behaviors. While the IVQ proposes to measure one’s preferred order of variants, no formal test of reliability and/or validity was found published prior to this study. The purpose of this study was to test the reliability and criterion-related validity of the IVQ. Reliability was tested using Cronbach’s alpha.Results indicated alpha values between .82 and .85 for the three variants measured,suggesting internal reliability.Validity was tested using data collected from a 120-person sample. The instrument’s results were compared to self-reported primary variant types obtained from those who had a high confidence level in accurately identifying their most dominant type. The IVQ was found to be a strong predictor of the three self-reported variant types. Three binary logistic regression models were run. Omnibus tests were significant for all three models at the p < .001 level (self-preservation chi-square statistic = 82.57, social chi-square statistic = 56.47, and sexual chi-square statistic = 51.77). A multinomial regression model, using self-reported dominant types as the dependent variable and IVQ scores as the independent variable, confirmed predictability of the IVQ. When z-scores were obtained based on the classification hit-rates from all four independent models, classification accuracy was found to be a significant improvement over guessing. Further analysis also suggested age, gender, marital status, education level, or number of years spent studying the Enneagram do not factor into IVQ results. Support for the IVQ to beused as a tool by leaders to better understand themselves and their followers is presented.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004075, http://purl.flvc.org/fau/fd/FA00004075
Subject Headings: Communication in education, Educational leadership, Enneagram, Motivation in education, Performance, Personality development
Format: Document (PDF)

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