<p> This mixed model study analyzed the relationship between school climate and teachers&rsquo; intentions to remain in their current position, teacher job satisfaction, and teacher absenteeism. All participants completed the Organizational Climate Description Questionnaire, Job Satisfaction Survey, and a personal questionnaire. Among elementary educators, significant negative relationships existed between restrictive principal behavior and disengaged teacher behavior and job satisfaction. Among middle school educators, a significant negative relation existed between restrictive principal behavior and teacher job satisfaction, and significant positive relationship existed between supportive principal behavior and teacher job satisfaction. This study led to a recommendation to focus on both teacher-principal and teacher-teacher relationships to improve job satisfaction among educators.</p><p>

<p> <b>Purpose.</b> The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps. </p><p> <b>Methodology.</b> A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in a county in Northern California. </p><p> <b>Findings.</b> A theoretical framework called teacher leadership for efficacy and equity is proposed, which outlines direct and indirect pathways for teacher leadership to improve student achievement. Teachers who improve student achievement and close student achievement gaps through teacher and collective efficacy (a) focus on equity and improvements to teaching and learning; (b) take ownership over the learning of all students and speak positively about them; (c) build relationships with students and show they care; (d) take initiative, are positive, and go above and beyond; (e) collaborate, use data to inform practice, and share ideas and strategies; (f) learn, mentor, coach, and watch each other teach; (g) are flexible, adaptable, customize instruction, and try new things; and (h) experience and celebrate success and share success with others. These practices are guided and supported by shared leadership, collaboration, and school culture. </p><p> <b>Conclusions.</b> Existing teacher leadership research supports elements of Facets A, D, E, F, and G of teacher leadership practice. New findings include teacher leaders&rsquo; maintaining an explicit focus on equity (A), taking ownership over the learning of all students and speaking positively about them (B), building relationships with students and showing care (C), and experiencing and sharing success (H). New findings are supported by research in other areas. </p><p> <b>Recommendations.</b> Teacher leaders who impact student achievement should be considered teachers as well as leaders. Stronger attention should be paid to informal teacher leadership, teacher leadership practice, and fostering equity through teacher leadership. Recommendations include operationalizing this framework in quantitative studies, putting it into practice, and replicating the study in other contexts.</p><p>

<p> <b>Problem.</b> The demands of the principalship have become overwhelming for school principals and have contributed to job dissatisfaction. The expectations and pressure for schools to demonstrate positive learning outcomes require principals to be highly skilled and motivated. Since principal performance is directly affected by their job satisfaction, district offices would benefit from understanding how district directors&rsquo; leadership practices influence the job satisfaction of principals and which supports are the most impactful. </p><p> <b>Purpose.</b> The purpose of this qualitative case study was to explore how district directors&rsquo; leadership behaviors, as aligned to Kouzes and Posner&rsquo;s (2012) 5 practices of exemplary leadership, influence principals&rsquo; job satisfaction from the perspective of principals from small to midsized San Diego County school districts in kindergarten through 8th-grade Southern California schools. </p><p> <b>Methodology.</b> This qualitative single case study focused on a semistructured interview and a public district document review to explore from the principal&rsquo;s perspective district office directors&rsquo; leadership behaviors and practices that influence principal job satisfaction and identify impactful supports. </p><p> <b>Findings.</b> The analysis of the findings resulted in 6 themes and 14 subthemes that described, from principals&rsquo; perspectives, leadership behaviors and practices of district office directors that align with Kouzes and Posner&rsquo;s 5 practices of exemplary and what support provided positively influenced principal job satisfaction. </p><p> <b>Conclusions.</b> When district office directors lead in a manner that is responsive, supportive, and encouraging, it fosters positive relationships and higher levels of job satisfaction among site principals. By improving working conditions of site principals, district leaders are minimizing principal turnover and increasing principals&rsquo; effectiveness. </p><p> <b>Recommendations.</b> District directors should be available and responsive to principal needs engaging in collaboration and problem solving. They should create an environment that allows for frequent communication and input, and provide personalized coaching for principals on topics of their choice. Districts should create systems that formalize these supports. </p><p>

<p> Our school systems are in place to create positive citizens who can contribute to the greater good and to also create a foundation for a life of learning. Schools were originally formed to help our country become stronger in its infancy by generating a population that had common knowledge, baseline skills, especially in literacy, and the ability to be citizens who could move the country forward and keep leaders honest. The same holds true today. However, research is showing that one out of five high-school students is dropping out of school and not graduating within the traditional four-years of high-school. Why students drop out of high-school, and how that may be prevented, is a topic much discussed and researched. The future of non-graduates is grim and the negative impact to society is costly. </p><p> What are common characteristics of students who drop out from high-school? How might educators better the odds for at-risk students? What can we point to that leads other students to find success? The ninth-grade year is a vital one for the success of students in high-school. The skills students build in the ninth-grade will, in large part, determine how they succeed in the latter parts of high-school and beyond. Research shows that the brain continues to grow well beyond the high-school years and there is no limit to the learning of new skills and knowledge. Non-cognitive characteristics also play a key role in the level of success one achieves. While intelligence can serve as a predictor of success at some level, it is not as strong of a determiner as some non-cognitive characteristics that have been identified. </p><p> In this study, the characteristic of grit was looked at to determine if there was a correlation between grit and academic success in ninth-grade students. A quantitative approach was applied to gathering data from ninth-grade students from a rural school district in Washington State. The theoretical frameworks used as a lens throughout this process were Bandura&rsquo;s Social Cognitive Theory and Dweck&rsquo;s Mindset Theory. The foundational belief of Social Cognitive Theory is that people learn from other people. According to this theory, our beliefs and actions are determined by what we experience with, and witness in, other people. Our choices are shaped by our understanding of how our behaviors lead to a better life through what we have seen in those around us. Dweck&rsquo;s Mindset Theory works to explain what propels people to be successful. The Mindset Theory also focuses on determination, goal setting, and a desire to better oneself while challenging the high-praise society that students live in today. Dweck differentiates between a fixed mindset and a growth mindset in a person. This theory states that in the fixed mindset, things are set and very little can change in a person. In this way of thinking, things are what they are with little hope of change. The opposite way of thinking is having a growth mindset. A growth mindset is the belief that we are constantly growing and bettering ourselves throughout our lives. It is the belief that we can and should learn more and continue to build our skills. Dweck states that our brain is a muscle that can be developed and improved upon over time. These frameworks were chosen because grit is a characteristic that is deeply influenced by our experiences with other people and also influenced by the mindset in which people choose to live. With a growth mindset, we can improve the characteristic of grit over time. While grit may be partially inherent, it is a characteristic that can be taught, learned, and improved upon. Duckworth believes that grit is important in understanding and supporting student success. This study specifically looks at grit and whether the presence of grit may lead to greater academic success in ninth-grade students.</p><p>

<p> This qualitative study was designed to gain insight on Jewish leaders&rsquo; conceptualizations and access to IDEA funding for their parentally placed private school children when Free Appropriate Public Education (FAPE) is not at issue. &nbsp;Additionally, this study explored the various ways Jewish leaders aid and advocate for these students. &nbsp;The current literature on parentally placed private school children with disabilities and IDEA funding is limited (Taylor, 2005). Therefore, this study sought to bridge this gap and inform policy makers, practitioners, and parents on the complexities of this topic. The methodology consisted of in-depth interviews and document collection and analysis. Participants were selected through a snowball sampling technique and were Jewish leaders from Jewish Day Schools in the Mid-Atlantic region: Maryland, Washington D.C. and Virginia. &nbsp;Their roles included principals, division heads, heads of school, and learning specialists. &nbsp;In-depth interviews were conducted with each participant over a span of two and a half months. Then these interviews were carefully read, transcribed, and coded using both In Vivo and descriptive codes. &nbsp;Six rich themes emerged through coding and document analysis. &nbsp;Documents collected were both private and public documents and were coded in a similar manner. &nbsp;The themes that emerged are as follows; <i>Leader, Parent, and Educator Knowledge, A Jewish Day School&rsquo;s Internal Process, Building Relationships with Stakeholders, Utilizing Internal and External Resources, The Belief of Inequity, </i> and <i>Mission and Advocacy.</i> The themes were tied back to the conceptual framework and answered the research questions that guided the study. Methods of validity included triangulation and member checks. Maxwell&rsquo;s (2013) research design ensured that there was consistent reflection and interaction between the goals, conceptual framework, methods, validity, and research questions of the study. In conclusion, the findings of this research hope to heighten awareness to Jewish educators, schools, and communities. </p><p>

<p> Every year billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning. </p><p> Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the literature by examining 6 schools, 3 in Burkina Faso and 3 in Ghana, West Africa. This investigation explored: (a) if and how learning transfer took place after the leadership training; (b) what promoted and hindered learning transfer in both countries; and (c) if the use of a text message intervention after the training enhanced learning transfer. The sample consisted of 13 West African school leaders (6 in Burkina Faso and 7 in Ghana) who attended a 3-day leadership training workshop. Data collection included in-depth interviews, document analysis, post-training site visits, and text messages to ascertain whether this mobile technology intervention enhanced learning transfer. </p><p> The findings demonstrate that learning transfer occurred in both countries in all six schools. Data indicate that most of the transfer of learning happened in areas not requiring mindset and behavioral changes. Data suggest that the facilities in which the trainings took place, the facilitators&rsquo; dispositions and knowledge as well as the adequacy of the materials and the follow-up of the mobile text messaging intervention assisted the participants in transferring knowledge to their schools following the training. Participants also indicated some inhibitors to the transfer of learning such as financial, cultural, and human behavior constraints. This study helps increase our understanding of what promotes and inhibits learning transfer in educational settings in developing countries and provides suggestions for trainers and teachers who facilitate trainings.</p><p>

<p> The current study contributed to an understanding of the relationship between leader, follower, and organization by exploring the interactions between multi-factor models of servant leadership, destructive leadership, and employee engagement. The sample consisted of 107 self-identified employees of the service industry in the United States. Analysis included the calculation of correlation coefficients and multiple linear regression. The results indicated that servant leadership and destructive leadership are not antithetical. There was no significant relationship between courage and subordinate-directed behaviors and only forgiveness and accountability had negative relationships with organization-directed behaviors. It appeared that transparency limits opportunities for destructive leadership as the absence of empowerment and forgiveness predicted subordinate-directed behaviors, and the absence of accountability and forgiveness predicted organization-directed behaviors. Followers are engaged when provided with latitude and honest feedback regarding performance. Forgiveness was the only exception in a set of positive correlations between the factors of servant leadership and employee engagement. The servant leadership factors of empowerment, courage, authenticity, and forgiveness predicted the factors of employee engagement. The lack of significant relationships between destructive leadership and employee engagement indicate that destructive leadership can be persuasive rather than abusive. To be effective, the servant leader must provide the follower with both support and challenge to achieve positive, long-term developmental goals.</p><p>

<p> The inspiration for this research came from a question asked of teachers, <i> why do we need to learn this?</i> Although John Dewey promoted the use of real world experiences over one hundred years ago, many mathematics classrooms are still void of relevant connections for students. The purpose of this study was to explore the perceptions of nationally certified mathematics teachers on relevance in order to describe their instructional practice, analyze their motivations and barriers in providing relevant connections, and explain the gap between research-based knowledge and current instructional practices. </p><p> Twelve teachers participated in this research study. Six themes emerged from the data: approaches to relevance, accomplished practitioners, professional development, school culture, student apathy, and instructional planning. After conducting standard qualitative analysis, Bronfenbrenner&rsquo;s ecosystem emerged as an explanation for the external forces affecting students. However, a second similar ecosystem was uncovered that affected the classroom teachers. This expansion of Bronfenbrenner&rsquo;s ecosystem from one to two ecosystems explains the cultural forces impacting the interactions between teachers and students in the classroom. The barriers to effective research-based instructional practice reside in two sets of forces, Dual Ecosystems Affecting Learners and Teachers (DEALT). The implications for leaders desiring academic excellence include looking outside of the classroom to impact school improvement.</p><p>

<p> The purpose of this study was to investigate and examine the effectiveness the stakeholders of the Up with People program have in preparing students to become servant leaders. The purpose of this study also was to examine service-learning concepts that educators practice to evaluate conditions that promote values and ethics as an impetus for introducing servant leadership as a viable means of transformation across international educational facilities. The study was qualitative, emphasizing an evaluation of the Up with People organization. A purposeful sampling of eleven leaders were interviewed from the Up with People organization to answer the following research questions: What is the current status of Up with People&rsquo;s leaders&rsquo; knowledge, motivation, and organization influences needed to produce servant leaders? What solutions and recommendations in the areas of knowledge, motivation, and organizational resources may be appropriate for Up with People&rsquo;s leadership and service program? and, What components of the Up with People program are participants receiving in terms of leadership and service that cannot be found in a traditional education program? The outcome of the study resulted in the leaders&rsquo; knowledge, motivation, and organization being effective in producing servant leaders for twenty-three validated needs. One of the validated needs was that the leaders in the program know how to develop servant leaders as evidenced in their curriculum. The reinforcement of the service-learning component contributes to becoming a servant leader. An example of a non-validated need was that the leaders did not know how to develop the next generation of leaders for the organization. A solution to addressing the non-validated need is that a junior member of the Up with People program would become an integral member of the executive management team. The junior membership will result in an expansion of social media to advertise Up with People and how their mission will encourage the development of young people as servant leaders. </p><p>

<p> The compounding experiences of colonial miseducation of youth of color, neoliberal policies and logics in urban communities, colonial logics that render the role of spirituality in social movements as invisible, and adultism in legal and social institutions constrain the transformative possibilities of youth agency in social movements. This study explored (a) how educators working in youth movements can build a decolonizing paradigm and practice for transformative organizing and (b) new paradigmatic interventions and theoretical directions that can help inform a transformative youth organizing approach. The research was conducted through a decolonizing interpretive research methodology (Darder, 2015a) and utilized the interrelated lenses of critical pedagogy and decolonizing pedagogy, in order to gain a historicity of scholarly discussions about the logics of coloniality, social movement theories, and youth-organizing frameworks across various texts. By utilizing the decolonizing interpretive methodology and decolonizing and critical pedagogy theoretical frameworks, this study found that a decolonizing social movement framework for transformative youth organizing calls for (a) creating counterhegemonic havens that create solidarity spaces between youth and adults; (b) building authentic revolution through communion between youth and adults, community-building, and communion with indigenous peoples and the Earth; (c) cultivating a sense of love that sustains community bonds to facilitate healing; (d) promoting healing through engaging in dialectics and dialogue; and (e) creating opportunities for agency and creation to implement the praxis of transformative youth organizing. The findings support the need for adults seeking to authentically be in solidarity with youth to engage in transformative justice practices that help communities collectively heal from colonial violence and engage in a counterhegemonic praxis of creating new transformative and liberatory possibilities in communities. </p><p>