<p> The role of a Catholic school principal is complex and includes promoting Catholic faith and spirituality throughout the school community. The additional job requirements of spiritual leadership are intentional formation for prospective and novice principals and efforts to sustain spirituality for experienced principals. This qualitative study explored the perceptions held by experienced lay elementary principals of their role as spiritual leader as well as how prepared they felt to serve in this role. Additionally, the study explored suggestions for sustaining principals in their role as spiritual leader. Participants were six lay Catholic elementary principals working in the Archdiocese of Los Angeles. Data were collected in the form of written reflections, interviews, and a focus group. There were three rounds of written reflections and interviews. A focus group was conducted after the three rounds of data collection. Initial analysis was conducted by identifying emerging themes for each research question. The Four Pillars of Jesuit Leadership Framework was used to discuss the findings. Findings indicated the need for formation and training programs for lay Catholic elementary school principals specifically focused on their role as spiritual leader. Additionally, principals need more supports and opportunities to renew themselves to continue serving as spiritual leaders. These findings support the need for the archdiocese to take responsibility for training and forming lay principals as this responsibility is beyond the scope of the Department of Catholic Schools.</p>

<p> This qualitative research study explored student affairs administrators&rsquo; spirituality and leadership. In light of recent research into the spiritual lives of students and faculty in higher education, this study sought to explore if student affairs administrators could articulate any connection between spirituality and their leadership, as well as how they view and support the spiritual concerns of their students. By interviewing 8 participants, 4 themes emerged, (a) I know who I am, (b) different paths to leadership, (c) working with others, and (d) supporting student spiritual concerns. These 4 themes demonstrate how student affairs administrators articulate their spirituality, how that spirituality influences their leadership, and how they support the spiritual concerns of their students. This study adds to the research on spirituality in higher education, and offers recommendations for further exploration into the spirituality of student affairs administrators.</p>

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 89-96) and index.

<p> College is often considered a time when students grapple with life questions and identity development. Astin, Astin, and Lindholm (2011) define the process of identity development and the search for meaning and purpose as college student spirituality. Research reveals that 80% of college students are seeking purpose and meaning in their lives (Astin et al., 2011; Clydesdale, 2015). One opportunity for students to explore their purpose and define their values is through co-curricular activities, such as leadership development programs (Astin et al., 2011). </p><p> The purpose of this mixed methods study was to investigate and explore the relationship between spirituality and leadership development in undergraduate college students who participated in a regional leadership development program. The following research questions guided this study: </p><p> 1. Is there a relationship between spiritual quest and equanimity and dimensions of social change leadership for students participating in a leadership development program? (QN) </p><p> 2. To what extent is variation in both spirituality measures and social change leadership measures related to gender, class year, institution type, and institutional religious affiliation? (QN) </p><p> 3. How do students participating in a leadership development program describe spirituality and leadership? (QL) Phase I data collection surveyed (<i>N</i>=54) undergraduate students in a leadership development program. Multiple concurrent qualitative phases included Phase I students in dyadic and individual interviews (<i>N</i>=5), key informant interviews with staff members who advise leadership programs (<i>N</i>=2), and reflective student questionnaires (<i>N</i>=4). </p><p> Quantitative analysis yielded a significant positive relationship between various measures of leadership and spirituality. Neither gender, class year, institution type, nor institutional religious affiliation had a significant impact on students&rsquo; leadership or spirituality. Three primary concepts emerged from the qualitative findings: 1) leadership, 2) spirituality, and 3) relationship between leadership and spirituality, supported by detailed sub-concepts. Results of the connected findings between data sources suggested that students participating in a leadership development program identify a positive relationship between leadership and spirituality and seek opportunities to develop both. </p><p> The benefit of this study may be to assist student affairs practitioners in developing an understanding of the role of spirituality in leadership development and in implementing leadership programs that incorporate spirituality.</p><p>