This mixed-method study analyzed and identified the impact heightened turbulence has on the profession of the superintendency and superintendent job satisfaction. More specifically, this study examined an assessment of the sources of turbulence and factors that superintendents claim impact their job satisfaction, while experiencing heightened degrees of turbulence. Today’s superintendent has significant expectations placed upon him or her and numerous constituencies to serve. Further, the position has evolved into one that requires detailed skill and mastery of varying degrees encompassing an assortment of subject material. Research has indicated the profession continues to experience high levels of stress and continued added job responsibilities with shrinking financial resources. However, most superintendents claim a high level of job satisfaction while navigating in the obvious turbulent environments they live in every day. It is this combination of job satisfaction and turbulence that this study discussed to further enhance the superintendent’s ability to remain successful and satisfied while performing as the public-school superintendent. To provide more information on the heightened turbulence superintendents experience, this mixed-method study analyzed the 500 Pennsylvania public school superintendents to help both current and future superintendents more deeply comprehend the impact such turbulence has on their profession. Keywords: superintendent, turbulence, turbulence theory, Pennsylvania, mixed-method, job satisfaction / Educational Administration

To educate a child at any institution, three key stakeholders are required: the principal, the teacher and the parent. Even though this phenomenon is de facto (real), there appears to be a perennial controversy among principals, teachers and parents in rural and urban schools at the primary level in Jamaica. This controversy normally occurs when students perform poorly on the Grade Six Achievement Test (GSAT) which is now the Primary Exist Profile (PEP) national exam. Thus, through the lens of the principals, teachers and parents of two Jamaican primary schools (one rural and one urban), this qualitative (narrative) multi-site study investigated the principals, teachers and parents perceptions about their respective roles in children’s education at these two un-named schools in the parish of Clarendon, Jamaica (a rural and an urban school). Fifty respondents (combined sample size) from both rural and urban schools participated in the study - 13 from the rural school and 37 from the urban school. The primary instruments that were used to collect the data for this study were observation and semi-structured interviews in addition to a tape recorder. The findings of the study revealed that whilst there are major disagreements among the principals, teachers and parents, regarding their respective roles in relation to who is responsible to ensure that the child gets quality education at both schools; there are also agreements among stakeholders concerning their respective roles. Thus, the findings of the study which are paramount to both institutions could serve as benchmarks to improve the principal-teacher-parent-communication, parental involvement, and stakeholder partnership, in that, the results of the study also revealed major stakeholder-weaknesses at both institutions in these quintessential areas. Hence, all stakeholders need to work together collaboratively to provide quality education for the children who attend these schools. This study should be impactful, not only to the stakeholders at both primary schools, but also to other stakeholders and policymakers at the primary level. The implications that the study has examined based on the findings are: implications for further research and practice; implications for the Ministry of Education (MOE) and school administrators/educational leaders; implications for teacher education in teachers’ colleges and universities (Jamaican context); and implications for in-service teachers and parents at both schools. / Educational Leadership

If we want our students to be competitive internationally and to be better prepared for our evolving workforce, our leaders must support the identification, development, and implementation of innovative instructional models. This qualitative study used two sets of interviews to learn from school district principals, independent charter school principals, and charter management organization principals. At its most basic level, this study was designed to answer two questions that have been at the foundation of many school reform efforts. The first question was whether there are differences in principals’ perceptions of autonomy and self-efficacy between principals leading school district schools, independent charter schools, and charter schools within a charter management organization. The second question was whether principals with more autonomy used that autonomy to support school-based innovations. There were four themes that were identified from the two rounds of interviews: (1) principals within the school district and principals within charter management organizations described similar perceptions of autonomy; (2) principals, while lacking instructional autonomies, frequently seek more operational autonomies; (3) principals are typically not focused on innovation; and (4) principals who were focused on innovation described not having the autonomy to be innovative. / Educational Leadership

With so many students attending summer programs, it is remarkable that there is little research available aiming to investigate achievement differences in participants versus non-participants. This study examined the place of a summer program within a school district budget and curriculum. The study was designed to better understand the achievement gains, or lack thereof, of students who were invited to a summer program in one Northeast school district. The research design attempted to provide a better understanding of how the summer program impacted reading achievement of students who attended the program. The study compared the reading achievement of students who attended the summer program to the reading achievement of students who were invited to the summer program, but did not attend. The results of the study revealed there was a statistical difference in the test scores of the students who attended the summer reading program compared to those that did not attend. That statistical difference showed that students who attended the program scored higher on the formative reading assessments than did students who did not attend the program during the October assessment. Also, it was discovered that students who attended the summer reading program maintained their difference in reading achievement level over the course of the school year, in between October and May. It was concluded that attending the summer reading program set forth a difference in reading achievement that was maintained throughout the school. / Educational Leadership

This dissertation project is a qualitative study focusing on the practices and perceptions of Black Lesbian, Gay, Bisexual, Transgendered, or Queer (LGBTQ+) Middle School (Grades 6-8) educators. Through the lens of Positive Identity Development (PID), the possible impact of their practices on Middle School students that either are or are perceived to be Lesbian, Gay, Bisexual, Transgendered, or Queer (LGBTQ+) is explored. Using semi-structured interviews and survey data, the exploration of perspectives of if and/or how Black LGBTQ+ staff and faculty in Middle Grades (6-8) academic settings are engaged in lessening the instances of mistreatment towards these actual or perceived LGBTQ students is yielded. This study explores the structural and societal implications that either hinder or facilitate practices of these educators, including the exploration of the particular needs of students that identify with two disenfranchised identities (Black and LGBTQ+) concurrently. This study does not aim to evaluate teacher techniques or experiences. Rather, the aim is to explore if and/or how individual, school, and district-based practices help or deter the facilitation of bullying prevention based upon sexuality and/or gender identity, improving LGBTQ+ student learning on campus and their livelihoods and identify formation in general. Key themes including implications for school safety, academic achievement supports, and student biopsychosocial health supports, characterized by school districts’ purposeful hiring of Black and LGBTQ+ faculty and administrative leaders, schools’ utilization of Gay-Straight Alliances (GSAs), schools’ inclusion of LGBTQ+ curriculum, as well as the effects of policy geared towards supporting LGBTQ+ individuals are highlighted. / Educational Leadership

Leadership is deemed imperative for the sustainable health of any individual, community, or population and is identified as a priority in vision statements by the World Federation of Occupational Therapists and the American Occupational Therapy Association (AOTA, 2021; WFOT, 2021). The context in which current and future leaders will need to thrive is increasingly complex and highlights the relevance of both formal and informal roles (Heard et al., 2018). However, entry-level doctorate of occupational therapy (EL-OTD) students may feel unprepared for these challenges (Braveman, 2016). R-Evolution of Leadership: A Curriculum to Prepare Future Occupational Therapists is an online curriculum that answers the call for help regarding leadership development from occupational therapy professional organizations while providing opportunities to amplify EL-OTD students’ recognition of their own potential within a variety of community or population contexts. Evidence suggests that leadership development programs are effective at fostering leadership. Conceptual grounding to support this program’s design was provided by the Adult Learning Theory and Diffusion of Innovation Theory. Elements from these theories influenced the development of the screening process for potential participants and the structure of the program to foster novel conceptualizations. The pilot of the proposed 14-week initiative consists of two phases. The first half will be comprised of weekly self-instruction modules, 60-minute live classrooms, and asynchronous written group discussions. The second half will offer a self-directed, experiential, and process-oriented practicum. Specifically, the program aims to remove barriers that impede the leader self-identification that EL-OTD students already possess, plus provide opportunities to enhance knowledge and skills for effective leadership in any practice setting. Short-term outcomes include increased self-awareness of strengths, weaknesses, opportunities, and threats; improved insight into new possibilities for leadership, and increased efficacy in communicating concepts of leadership. Examples from the project have the potential to guide future occupational therapists functioning in formal and informal leadership roles which may therefore impact the numbers and types of clients served by practitioners comprising the profession. / 2029-05-31T00:00:00Z

Community schools have shown promising gains for students in the areas of student attendance, academic achievement, student behavior, and school climate. However, little scholarship has addressed the experiences of these schools and their stakeholders during the COVID-19 pandemic. To determine how community school programs were impacted by the pandemic, as well as how community school programs supported families during this time, this study utilized a phenomenological approach. Interviews were conducted with community school coordinators across a single network of community schools spanning several school districts. Based on coordinators’ experiences, the pandemic represented a clear disruption to community schools for numerous reasons. School closures eliminated many in-person opportunities to connect and increased communication challenges between coordinators and other stakeholders within their programs. Certain organizational factors and changes related to the structure of the community school coordinator role during this time further detracted from the relationships that had previously been built within these programs. This made it difficult for coordinators to monitor families’ needs and to leverage their community-based relationships to acquire resources to address those needs. Additionally, numerous community school services and programs that supported families were terminated during this time. All of these factors represented a threat to the social capital that had previously been developed in these schools. Yet, at the same time, certain structures within community school programs enabled coordinators to continue leveraging the social capital that existed within their school communities. Coordinators discussed leaning heavily on their existing networks of community school coordinators and community partners to acquire resources to address families’ changing needs. They also discussed working to develop new community partnerships to address families’ needs. Therefore, while the pandemic increased challenges within community school programs, these programs continued to serve as a critical support to families during this time. This research contributes to the growing literature highlighting the value community school programs bring to their school communities and demonstrates the value of such programs during times of crisis. / Policy, Organizational and Leadership Studies

Community-school partnerships provide an avenue to ensure all students and families have the information, skills, and resources that they need to be successful, especially those in low-income and marginalized communities (Blank et al., 2012; Maier et al., 2017). While they are a tenant in all school districts, the availability and accessibility of community school partnerships vary. This study gave parents a voice by exploring the successes and challenges of accessing and using information and resources embedded in community school partnerships. A sample of parents with a child or children in a New Jersey public school completed a 65-item survey about parents’ perceptions of community school partnerships including information sharing, school climate, confidence and knowledge in obtaining resources, and parents’ social networks. There were statistically significant differences in parents’ perceptions of community school partnerships based on race and social capital. Results from regression analysis showed parent social capital, school climate, and school communication have the largest effect on parents’ beliefs about effective community school partnerships. Perceptual mapping was used to identify key messages educational leaders should integrate into future communication or school initiatives to increase access and use. This study provided insight into parents’ perceptions of community school partnerships. Educational leaders can utilize the findings of this study to expand and strengthen community school partnerships that are responsive to the needs of all families. / Policy, Organizational and Leadership Studies

This research aims to examine teacher’s perceptions of cultural diversity training in a suburban school district. While there is an impressive amount of research on how large urban school districts deal with culture and equity in their schools, there is room for more research on how the smaller suburban school districts handle it. This study will add to the research on how these smaller suburban school districts, many of which share characteristics with large urban school districts, handle diverse student populations in terms of training their staff. The purpose of this study was to determine the factors that teachers attributed to the success of diverse student learners. The analysis of the teacher responses, and the reaction of the principals provided a definition for success for diverse learners as well as uncovered factors that positively influenced their achievement through professional development. The recurring themes that were uncovered serve to inform educators and organizations that support diverse learners. This study found that teachers seemed to feel that the internal factors with the greatest impact on their ability to teach diverse students are the inclination of a teacher, and the upbringing of that teacher. The external factors that teachers felt had the greatest impact seemed to be school leadership, the quality of the professional development offered, and the climate of the school. / Educational Leadership

This research examined correctional and community college administrators' perceptions of collaboration and the public value impact of a PSCE partnership through a systems thinking conceptual framework. Through interviews, observations, and document reviews, I determined how these perceptions aligned with the public value of a PSCE partnership. This was a basic qualitative study involving six participants from two public agencies. Findings from this study indicate that administrators recognized: Public Safety Realignment legislation contributed to the viability of a PSCE partnership in a county jail system. Public safety improvements in the county jail system promoted a jail environment to facilitate the success of a PSCE partnership. Service coordination with jail in-reach services promoted a continuum of services to enhance the PSCE partnership. An improved jail culture has contributed to the collaboration by administrators of the PSCE partnership. Improved interagency communication has contributed to a better understanding of the missions of both partners. Promoting correctional best practices has contributed to improving the collection of program data of the PSCE partnership. Recommendations for practice and for future research are provided.