<p> This dissertation is an analytic Autoethnography that investigates Self-Leadership through the lens of Action Research for the purpose of introducing a new approach, <i>Self-Action Leadership</i> (SAL) through <i> Self-Action Research</i> (SAR). Self-Action Research is a form of Action Research focused on building one's own personal and professional effectiveness and wellbeing, and Self-Action Leadership refers to an original, comprehensive theory and model of Self-Leadership that utilizes Self-Action Research, and that could potentially be utilized by any self-leader. In this study, personal stories and artifacts are presented as an autoethnographic case study of my journey in developing Self-Leadership, and connections are made to the primary, extant model of Self-Leadership (<i>A Comprehensive Self-Leadership Framework </i>) developed by leading Self-Leadership scholars Neck and Manz (2010). The SAL Theory and Model are presented as nomological constructs derived from an analysis of presented, qualitative data synthesized with relevant literature in multiple fields of inquiry including Self-Leadership and Action Research, and are intended to be applicable to other individuals seeking greater control of their personal development. The accompanying Pedagogy of Personal Leadership represents a basic curriculum template and toolbox that may benefit leaders and educators seeking to practice and teach Self-Leadership theory in nations, states, communities, schools, organizations, neighborhoods, homes, and individual lives.</p><p> <b>KEY WORDS AND PHRASES</b>: Self-Leadership (S-L), Autoethnography, Action Research (AR), Self-Leadership Efficacy (SLE), Self-Action Research (SAR), Self-Action Leadership (SAL), SAL Theory, SAL Model, Natural Laws of Acquisition (NLA), Self-Leadership Gravity (SLG), Self-Oneness, and Pedagogy of Personal Leadership. For the sake of clarity, key words and phrases will be capitalized throughout this dissertation--an APA style deviation.</p>

<p> The implementation of the Malaysian National Education Blueprint 20062010 (NEB) expanded headmasters' responsibilities and roles in managing schools. One of the NEB goals is to stabilize and strengthen the primary school education system, which brings tremendous pressure to bear on the headmasters charged with managing schools. The purpose of this qualitative case study was to explore the problems and challenges confronting primary school headmasters in Selangor, Malaysia. This study is grounded in the pragmatic worldview and concerned with applications and solutions that face educational leaders today.</p><p> This study addresses the leadership of primary school headmasters. Data was collected from nine sample schools, involving nine participants in the state of Selangor, through interviews, observations and document reviews. Triangulation of data and member checks were used to establish the validity of data.</p><p> The analysis of qualitative data from nine public primary school headmasters yielded the following findings: (a) the empowerment of Malaysian education focuses on the public school and emphasis was given to the primary level of education; (b) headmasters felt prepared and able to manage their school curriculum and finances following the guidelines from the National Education Blueprint 2006-2010; (c) credibility, ability, vision and visibility were identified as the most effective leadership traits of a successful school leader and instructional, charismatic, transactional and transformational leadership styles were identified as leadership styles that could be used in managing the school; (d) the NEB requires headmasters to follow standard guidelines and achieve the goals listed in the national plan; (e) the headmasters indicated the implementation of the NEB put pressure on their roles and responsibilities: (f) headmasters expressed their disappointment regarding the lack of training provided by the Ministry of Education to the teachers and support staffs; (g) headmasters felt that they need to allocate some time to discussing and implementing the school strategic plan, to taking a recess or break to recharge themselves, and to collaborating with teachers and students' families regarding student improvement plans.</p><p> The findings will make a significant contribution to educational leadership by providing a general understanding of headmasters' roles, leadership and challenges in managing primary schools.</p>

<p> This dissertation examines the ways in which mid-career intermediary early care and educations leaders, "change agents among change agents," have prepared themselves for leadership roles given the lack of articulated competencies and pathways to ECE leadership. Thousands of ECE leadership roles in which persons are responsible for informing, developing and implementing policy and practice standards for the ECE field, and working in politically charged settings, are being filled across the country. Yet little is known about those filling these roles and scant attention has been paid the educational and professional development needs of these leaders. This study used a constructivist grounded theory methodological approach to learn about the lived experiences of nine mid-career intermediary leaders, and from this derive a contribution to a theory of essential skills, knowledge, and experiences for effective ECE leadership. Findings indicate that participants in this study, regardless of whether they had prior experience in the ECE field, identified a need for leadership development focused on developing subject matter expertise about the ECE system, political strategies, and communication skills. Findings also indicate that participants experienced a range of challenges as leaders based on age, and that participants of color also experienced leadership challenges because of their race. Findings further indicate that participation in in-depth ECE-based leadership programs and relationships with mentors helped to fill in some knowledge gaps and mitigate some of the challenges experienced because of age or race. The results suggest that a lack of attention to the development of a diverse cadre of field leaders has led to a knowledge gap in the acquisition of leadership competencies, and has undergirded generational and racial tensions among field leaders, amplifying the need for further research to inform policies, programs, and practices to support the development and promotion of a diverse, well-prepared leaders.</p>

<p> The purpose of this dissertation was to document, analyze, understand, and describe how the environmental virtue ethics of undergraduate students were impacted after participating in a service-learning project designed to establish a new university garden. This service-learning project occurred during the fall semester of 2011, on the campus of Lighthouse University, a mid-size Catholic college campus that is located in an urban area of Southern California. The service-learning component was embedded within one environmental ethics course. Over the course of one sixteen-week academic semester, thirty undergraduates, between the ages of 18-23, each volunteered ten hours in this new on-campus garden. In addition to the student volunteer work, one of the complimentary course components required students to attend a speaking engagement hosted by Dr. Vandana Shiva, a world-renowned environmentalist. The action researcher, served as the catalyst, recorder, and facilitator of this service-learning project. In these roles, the action researcher mobilized members of the university, volunteers from the broader community, and local master gardeners to work side by side with the undergraduate students in the garden. After a qualitative analysis was conducted through the procedures of action research, local recommendations were generated in order to assist future garden-based curricular and co-curricular activities.</p>

<p> Due to changes in economic and social climate, including a decrease in state and federal funding, Associate's Colleges began to supplement their search for funds by fund raising. Associate's Colleges' fund raising has evolved and the purpose of this research was to scrutinize philosophies, perspectives, practices, relationships, and experiences of collegiate staff involved in institutional fund raising in large rural Associate's Colleges in a southeastern state in order to promote prosperity in resource development. The researcher's objective was to endeavor to document the roles of institutional actors in the fundraising process, their training, background, organization, and how their tactics differ when approaching corporations and individuals. In addition, the study looked at governance of foundations and fundraising staff specifics (job descriptions, student use, size related to funds generated). This included the roles of governance, philosophies, resources, methods of procuring funds, and reporting. This study displayed differences and similarities in fund raising practices at large rural Associate's Colleges in a southeastern state and described the setting in which these events took place. The participants in this study were ten fund raisers connected with Associate's Colleges of varying ages, educational backgrounds, and fund raising experience. Data for the study were derived from semi-structured interviews with each fund raiser, a foundation meeting observation, and a review of fund raising related documents. Using basic qualitative methods, the researcher conducted a thematic analysis of the data which enabled him to organize that data into manageable segments where he coded it. This process enabled the researcher to establish connections between the collected data and the research questions. Three major themes emerged from data analysis: (a) Relationship Management is Fund Raising; (b) Relationship Management is a Product of Resources and Communication; (c) Profitable Fund Raising Involves Maximizing the Potential of Four Factors: Participants, Environment, Experiences, Philosophy. Moreover, the study answered how large rural Associate's Colleges in a southeastern state developed fiscal resources in a climate of reduced state and federal funding.</p>

<p> This study examined the relationship between participation in an intensive summer arts program and creative thinking as measured by pre- and posttests using the Torrance Tests of Creative Thinking. It sought to examine the experiences of the teen apprentices in the summer Art Camp program. The purpose of this study was to compare scores on the Torrance Tests of Creative Thinking before and after a 7-week arts apprenticeship across arts disciplines with urban teenagers. A parallel explanatory research design was used. The two research questions were as follows: What is the relationship between the pre- and posttest scores on the Torrance Tests of Creative Thinking (TTCT) after participation in an intensive summer arts apprenticeship? And How do Art Camp apprentices describe the impact of the program and their experiences as apprentices? Findings show an increase in creativity as measured by the TTCT and largely positive impact on the apprentices. Implications for transformational leaders include support for collaborative community partnerships as well as for the use of summer arts programming as a way to boost cultural capital for economically disadvantaged teens.</p>

<p> Careful journaling spanning ten years of classroom work in elementary and middle school grades was the data used in the research. Utilizing journals and various forms of correspondence and note-taking, this investigation demonstrates what is required of classroom teachers and the reaction to more and more demands being made on their time with students.</p><p> The research indicated that standardized testing, data collection and the dehumanization of students and deskilling of teachers continues to grow each year exacerbated by less funding and less autonomy of the teacher in the classroom.</p><p> <i>Key Words:</i> Praxis, critical pedagogy, conscientization, critical theory, Common Core, No Child Left Behind, standardized testing, high stakes testing, deskilling, ESOL, ESL, autoethnography, Freire, hope, poverty, racism.</p>

<p> Schools currently do not have a well-designed and well-implemented prevention model to help students reduce their feelings of stress. This mixed methods study examined the relationship between practice of mindfulness, perceived stress, and student achievement among 165 seventh-grade students at a college preparatory high school. Using previously tested survey instruments Perceived Stress Scale (PSS) and Childhood and Adolescent Mindfulness Measure (CAMM), the researcher trained, implemented, and tested the impact of a simple mindfulness practice universally as prevention model. Although the t-test did not detect an impact on the stress levels, which could be attributed to the limited time range of 12 weeks for the implementation of intervention, multiple regression analysis predicted mindfulness practice as a strong indicator of reduction in stress among the seventh-grade students. The qualitative analysis indicated a theme of situational awareness among the students who practiced mindfulness that led to regulation of their stress.</p>