<p> This analysis considers whether or not second-career/career-changer teachers are possibly more effective than traditional, first career teachers in teaching tasks and building relationships with students in low socioeconomic status (SES) schools. Analysis of the differences between those entering the education profession as traditional college students and those who are <i>career- changers</i> provides insight into an alternative type of diversity the latter may bring to the classroom and how that diversity might positively impact students who are not only trying to develop the knowledge and skills necessary for academic and career success, but also a sense of identity and purpose, as we continually transition to a more global society. Challenges unique to second-career teachers are addressed, as well as ways administrators and teacher educators might support these teachers during the early stages of their new vocation. Indications for additional research that could further explore this unique facet of the teaching profession are discussed. </p><p>

<p> The challenges facing leaders in the federal government are complex, significant, and diverse. These challenges have been exacerbated by a changing global landscape, financial economic meltdowns, budget deficits, terrorism, cybersecurity concerns, war, and an aging workforce (Koonce, 2010). Yet, from a leadership development perspective, until recently, very little had changed in the way leaders were prepared to handle those challenges. As part of a call to action, executive coaching is rapidly becoming a staple of senior leadership development. </p><p> Given the increased emphasis on executive coaching as a leadership development tool, the purpose of this study was to explore the linkage between executive coach education/training, a learning intervention with theoretical underpinnings in learning theory (experiential learning, transformative learning, reflective learning, and action learning) and participant leadership and executive coaching skills. A descriptive, single exploratory case study design was employed using both quantitative and quantitative techniques. The former included Leadership Practices Inventory (LPI), Servant Leadership Questionnaire (SLQ), and International Coach Federation (ICF) Competency Survey. Qualitative techniques included observation, document analysis, and focus group to explore the impact of the Defense Acquisition University Executive Coach training program on participants, specifically the impact on participant leadership and executive coaching skills. </p><p> The key findings build on existing research and show that 1) participation in executive coach training created a shift in participant focus from self to other, a critical component of both transformational and servant leadership; 2) a learning environment, combined with emphasis on ICF competencies, improved executive coaching skills; 3) the ICF competency related to ethical orientation and guidelines with respect to professionalism did not demonstrate evidence of change; 4) executive coach training predicated on ICF competencies enhanced active listening and powerful questioning, two critical components of executive coaching and action learning, and 5) coach training enhanced participants&rsquo; self-awareness and reflective learning, critical attributes for executive coaches. The study concludes with recommendations for research and practice.</p><p>

<p> This mixed-methods study examines the experiences of academically talented students of color (ATSOC) who attend or have recently graduated from predominantly white independent schools. The participants of the study who were enrolled in independent schools at the time of this study were in grades 6 through 12. Participants who recently graduated from independent schools ranged from first-year college students to students one year out of college. This study focuses on three domains of ATSOC independent school experiences: sense of belonging, racial coping self-efficacy, and emotional wellbeing. This study also examines the relationships between these conceptual frames. As a proxy for ATSOC, this study collected data from participants who are students or alumni of a highly selective educational access and leadership development program in New York City (The Program). The Program identifies talented students of color from low to moderate socioeconomic backgrounds in the New York City area and places them in highly regarded independent schools in the Northeast. As of December 2017, The Program had 720 students (in 7th through 12th grade) at nearly 80 different independent day and boarding schools in the Northeast as well as close to 4000 alumni. The study collected data through surveys, individual interviews, and focus groups. The study adds to the current literature on the experiences of students of color at independent schools. In particular, the findings identify and examine the relationships between ATSOC sense of belonging, racial coping self-efficacy, and emotional wellbeing. This study also examines implications of these relationships for independent schools and other predominantly white institutions that serve students of color.</p><p>

<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>