Doctor of Education in Leadership Studies
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Item Experiences of Multiracial Female Leaders in Independent Schools(2018-05) Taufa‘asau, Julie Puanani VitantonioThis qualitative study examined the experiences of 11 multiracial female leaders in independent schools. Three qualitative methods were used to explore their experiences: in depth, semi-structured interviews; participant diaries; and the researcher’s field notebook. Two primary themes emerged from the data. The first: Multiracial females are uniquely positioned as leaders due to their ability to hold and consider multiple perspectives, being perceptive and good listeners, acting as bridges between groups, and building strong connections with diverse groups of people. The second: Independent schools currently are not designed to be supportive of diversity, equity, and inclusion. Participant observations and stories indicated that independent schools were shown to be a microcosm of the greater United States society preventing equity and inclusion from happening due to the cycle of socialization (Harro, 2013). Helms’s (1990) White racial identity development theory provides a possible framework for understanding independent schools. This study contributes to the literature on independent schools by providing a multiracial female leader’s perspective and to the literature on professional women of color in leadership as it adds the unique viewpoint of multiracial females.Item The Effect of Service Learning on Medical Students’ Cultural Competence and Servant Leadership(2017) Rinaudo, Christi M.The healthcare system is facing enormous challenges due to increasing diversity of the patient population and a decline in the traditional physician values of altruism and compassion. As a result, schools of medicine have been challenged to preparing future physicians to attend these realities by integrating cultural competence and leadership training into the curriculum. Service learning represents a viable educational approach to enhance cultural competencies and servant leadership skills. Linking these concepts through an experiential activity offers a pedagogic solution for medical educators while reinforcing the underlying elements of medical professionalism. The current study examined the effect of participation in a service learning experience on medical students’ cultural competence and servant leadership behaviors. The study also sought to determine if gender, ethnicity, and medical specialty influenced students’ cultural competence and servant leadership behaviors. Data from the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV®) and Servant Leadership Questionnaire (SLQ) were collected from 101 fourth-year medical students who took part in a required service learning experience. The findings indicated that participation in service learning had a positive effect on medical students’ cultural competence and servant leadership behaviors. Results also showed that respondent’s ethnicity had a moderating effect on cultural competence scores, while servant leadership scores were influenced by participants’ medical specialty. Furthermore, the results revealed a positive correlation between cultural competence and servant leadership. The findings support service learning as an effective strategy for developing students’ altruism, compassion and commitment to serve the diverse populations they will encounter during clinical practice.Item Leader-Member Exchange and the Effect of Deaf Identity on Relationship Quality(2017-08) Hylan Jr, David W.Even though leaders and followers are both necessary and important to an organization, dominant hearing society weakens the leader-follower relationship by discouraging Deaf identity. The scope of this study was the leader-follower relationship and how Deaf identity can predict the quality of that relationship. The framework for this study was the Leader–Member Exchange theory. A sample comprised of 302 self-identified deaf individuals was administered the Deaf Acculturation Scale (DAS) to determine the level of their Deaf identity and the Leader-Member Exchange-7 (LMX-7) scale to rate their relationship with their leader. The research was guided by three questions. First, to what extent did participants endorse hearing acculturation items as compared to deaf acculturation items? The results of a paired-samples t-test indicated that participants scored significantly higher on the DASd than they did on the DASh; this indicated that they identify more as Deaf than as hearing. Second, to what extent does overall Deaf identity predict the workplace leader–follower relationship? The results of a Pearson r correlation analysis supported a significant positive correlation between the DAS score (Deaf identity) and theLMX-7 score (leader-member relationship). A linear regression analysis indicated Deaf identity was a significant predictor of the leader-member relationship and accounted for of the variance in the leader-member relationship. These findings showed that Deaf identity is a significant predictor of the leader member relationship as hypothesized. Third, to what extent does each of the subscale scores on the DAS predict the workplace leader-follower relationship? The multiple regression was significant. Of the predictors investigated, cultural involvement, cultural preferences, cultural knowledge, and language competence were significant. Cultural identification was not a significant predictor of LMX. LMX theory states that leaders should be respectful and construct trusting relationships with all members, acknowledging that each member is unique and desires a special relationship. For Deaf individuals that exchange is improved by a strong Deaf identity.Item Exploring Personal Agency and Career Success of African American Female Leaders(2018-12) Burrell, TraceyThis constructivist grounded theory study explored the personal agency in African American female leaders of service organizations. Through qualitative methods of in-depth interviews, an open-ended questionnaire, and a summative focus group, the study documented the work and life experiences and career success of 20 African American female executives in K-12 education, higher education, nonprofit administration, medicine, and government. Three superordinate themes of environmental influence, career exposure, and career decision emerged as a model of personal agency for African American female leaders. Community systems of family, churches, and school shaped the personal and professional identity of African American females during their childhood. Individual factors of knowledge, attitude and behavior, and self concept impacted African American female adolescents’ development and career aspirations. Organizational systems extended support to African American females into young adulthood. Environmental influences generated three layers of career exposure for African American females: community, school-based, and personal. The career decision process of African American females involved the assessment of systemic influence, layers of exposure, and outcome expectations. The study yielded three implications that may help to address the underrepresentation of African American females in corporate structures. First, educational institutions must examine the early experience and performance of African American girls in academic settings. Second, community systems must collaborate to develop effective mentor mentee programs for African American young women that generate and maintain healthy career pipelines. Third, organizations must transform workplace environments into collectivist structures that support the development of African American female professionals.Item The Moderating Effect of Perceived Organizational Support on the Relationship Between Transformational Leadership and Affective Commitment to Organizational Change in U.S. Healthcare Organizations(2019-12) Williams II, DavidThis research study examined the moderating effect of perceived organizational support, on the relationship between transformational leadership and the affective commitment to organizational change of frontline U.S. healthcare workers. Due to increased demands from patients and lawmakers, the U.S. healthcare industry is currently in a state of undergoing continuous organizational change in order to compete and survive. Traditionally, healthcare organizations have relied on advances in medicine and technology to facilitate changes in the industry. However, the demand for services from an aging population and increased competition has accelerated the need for change. Therefore, U.S. healthcare organizations have a responsibility in implementing organizational changes from within to assist with reducing overall healthcare costs. However, implementing change initiatives have proven to be difficult for healthcare organizations, as the industry has developed a reputation for being slow to change and change-resistant. Each year, the U.S. healthcare system waste approximately $700 billion per year, of which $360 billion is attributed to administrative cost aimed at facilitating organizational change. As U.S. healthcare organizations faced a time of uncertainty never seen before, organizations often neglect its primary asset during change efforts; its employees. The purpose of this study was to examine whether medical assistants’ affective commitment to organizational change could be enhanced, given the moderating variable of perceived organizational support, and the transformational leadership behaviors of their immediate supervisors. Pearson’s correlation coefficient analysis indicated that transformational leadership had a significant correlation with total affective commitment to organizational change (r = .44). Results also indicate that perceived organizational support had a significant relationship with affective commitment to organizational change (r = .51), while also having a significant relationship to transformational leadership (r = .54). Results from the hierarchical multiple regression analysis indicate perceived organizational support as having an enhancing effect on the relationship between transformational leadership and affective commitment to organizational change, ΔR2 = .606, ΔF(10, 360) = 55.445, β = .092, t = 2.633, p < .001.Item A Comparison of Effects of Transformational and Instructional Leadership on Elementary School Performance Scores in Southern United States(2019-12) Rainey, Marvin DavisThe purpose of this study was to compare the direct effects of elementary principals’ transformational leadership, defined by Avolio and Bass (1995), and instructional leadership defined by Hallinger (2008) and Hallinger and Murphy (1985) on elementary school performance scores (SPS). The goal of this study was to determine which leadership style, transformational or instructional, produced the stronger predictor of elementary SPS. The study surveyed 30 elementary principals and 385 elementary teachers in Southern United States using the Multifactor Leadership Questionnaire (MLQ-5X) to measure principals’ transformational leadership behaviors and the Principal Instructional Management Rating Scale (PIMRS) to measure principals’ instructional leadership behaviors. A correlational approach was used to determine if a linear relationship existed between school demographical variables and SPS, and a multiple linear regression was used to determine if instructional and transformational leadership predicted elementary SPS at the teacher and institutional levels. The study results concluded that transformational leadership was a significant predictor of SPS at the teacher-level, β = .119, t(378) = 2.329, p < .05, and accounted for 1.4% (R2 = .014) of the variance in SPS. When including the school demographical variables in the multiple regression, teacher retention rateand the percentage of white teachers yielded the strongest positive association with elementary SPS. Further research is needed in the area of specific leadership behaviors within transformational and instructional leadership and their effects on annual school growth and teacher retention. According to the findings, other school variables beyond principals’ leadership styles should be considered in order to increase opportunities for equitable teaching and learning at academically struggling schools.Item The Influence of Appraisals and Authentic Leadership on the Relationship Between Job Demands and Burnout Among K-8 Public Education Teachers(2019-12) Michiels, Katherine S.In education, teacher burnout is a complex problem that may result in adverse personal and professional outcomes (Yin, Huang, & Lv, 2018). An urgent need to address the teacher burnout problem exists due to the larger problem of teacher turnover and attrition (Ryan et al., 2017). The job demands-resources (JD-R) model conceptualizes that increased job demands are positively correlated with job burnout (Bakker, Demerouti, & Verbeke, 2004). One approach to job demands focuses on two categories: challenge and hindrance demands (Cavanaugh, Boswell, Roehling, & Boudreau, 2000). Challenge demands are related to more positive outcomes, while hindrance demands tend to yield more negative feelings (Bakker & Sanz-Vergel, 2013). Also, the way in which individuals appraise job demands are as challenges or hindrances can impact employee outcomes (M. A. Lepine, Yiwen, Crawford, & Rich, 2016; Stiglbauer & Zuber, 2018). In addition to job demands, leadership style is also related to burnout both directly and indirectly (M. A. Lepine et al., 2016; Schaufeli, 2015). However, the problem of burnout has not been researched through the lens of authentic leadership within JD-R theory in the public education sector. This study attempted to fill that gap by investigating relationships between authentic leadership, job demands, job demands appraisals, and job burnout. The purpose of the v study was to identify the ways in which job demand appraisals and authentic leadership impacted the direct relationship between the two types of job demands and the dimensions of job burnout. Job demand appraisals were measured as a mediating variable, while authentic leadership was measured as a moderating variable. This quantitative, cross-sectional study utilized a random sample of K-8 public school teachers from a school district in the southern United States who responded to an online survey. The Authentic Leadership Questionnaire (ALQ), the Maslach Burnout Inventory- Educator Survey (MBI-ES), a hindrance-stressor questionnaire, and a demographic questionnaire were used to collect information from study participants. Descriptive statistics, correlations, and multiple regression analyses were used to answer the research questions. Bivariate correlation analysis found significant relationships between hindrance stressors and hindrance appraisals (r =.455, p <.01), and hindrance appraisals mediated the relationship between hindrance stressors and each dimension of burnout. Authentic leadership was significantly correlated with hindrance stressors (r = -.495, p < .01) and hindrance appraisals; however, it was not significantly correlated with any of the dimensions of burnout and did not moderate any of the proposed relationships. Findings from this study indicate that school and district leaders should work to influence the ways in which teachers appraise job demands, with a specific focus on how to frame job demands as challenges rather than hindrances. Although this study did not find authentic leadership to be a moderator, the direct relationship between authentic leadership and other factors suggest that future research continue to explore how using authentic leadership strategies to influence demand appraisals and mitigate teacher burnout.Item Comparison of Classroom Management Self-Efficacy of Teachers Based Upon Their Certification Type, Principal's Gender, and Leadership Style: A Quasi-Experimental Vignette Study(2019-12) Ford, LaShonda D.The purpose of this quasi-experimental vignette study was to determine if principals' leadership styles and genders, and teachers' certification types effect teachers' classroom management self-efficacy while controlling for teacher's gender, age, ethnicity, teaching assignment, tenure, and years of experience. Participants included 281 (152 traditionally and 129 alternatively certified) teachers from 9 public schools (K-12) and one alternative program from a district in Northwestern, Louisiana. An ANOVA was conducted to determine if teachers’ classroom management self-efficacy differs based on certification pathway, principal's gender, and leadership styles after holding the teacher's gender, age, ethnicity, assignment type, tenure, and total years of experience constant. The analysis revealed no statistically significant difference (p > .05) based on a certification type or principal's gender. However, the ANOVA revealed a statistically significant difference (p < .05) based on leadership style. Further observation of the adjusted mean showed that teachers had a higher classroom management self efficacy when leadership style was perceived as supportive (M = 7.545, SE = .093) rather than directive (M = 7.267, SE = .094). The main effect analysis also revealed that the covariate teacher's gender, significantly adjusted (p = .004) classroom management self-efficacy. With the largest effect size (η2 = 0.03) of all measured variables, further examination of the descriptiveshow that male teachers had higher total TSES scores (M = 7.39, SE = .105) and classroom management scores (M = 7.72, SE = .117) than the female teacher's total TSES (M = 7.34, SE = .062) and classroom management self-efficacy scores (M = 7.34, SE = .078). A 3-way ANCOVA was used and revealed no statistically significant difference (p > .05) and, therefore, no significant 2-way interaction effect between the principal's gender and leadership style based on teacher's classroom management self-efficacy. The ANCOVA also determined that there was no statistically significant difference (p > .05) and therefore no significant 2-way interaction effect between the principal's gender and teacher's certification type based on teacher's classroom management self-efficacy. The ANCOVA further revealed that no significant 2-way interaction effect (p > .05) between leadership style and teacher's certification type based on the teacher's classroom self-efficacy was found. Lastly, the 3-way ANCOVA indicated that the combined adjusted group means were not statistically significantly different (p > .05). Thus, there was no statistically significant 3-way interaction effect between the principal's gender, leadership style, and teacher's certification type based on the teacher's classroom management self-efficacy. Findings from this study suggest that principals who exhibit the behaviors of a supportive leader rather than a directive leader are more likely to increase teachers' overall self-efficacy and classroom management self-efficacy—taking into account the significant effect of the covariate, teachers' genders. Consequently, improving teaching and learning.Item Servant Leadership Education and the Bias of Physician Assistant Students Toward Low Socioeconomic Individuals(2019-12) Ferrington, Lindsay S.Physician assistants (PAs) are an increasingly important part of the United States healthcare system as more trained providers are necessary to support effective healthcare delivery. In an effort to address barriers to effective healthcare, such as implicit and explicit biases against the underserved, servant leadership training was incorporated into the first year of the Louisiana State University Health Sciences Center in Shreveport PA program. The purpose of this study was to determine if servant leadership education utilizing a service-learning approach that includes didactic education (lectures/discussion), service projects, and self reflection, was an effective combination to (a) reduce the implicit and explicit biases harbored by PA students at one institution toward underserved patients; and (b) to increase the student’s servant leadership characteristics, including altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship. Participants (n = 73) enrolled in two cohorts of a 27-month PA program were given three assessments (Servant Leadership Questionnaire, Physician Assistant Students’ Attitudes Toward the Underserved, and Implicit Association Test). These assessments were administered at two different intervals (two to three months apart) during the first year of the PA curriculum along with a demographic survey. In addition to the traditional first year PA curriculum, each student completed at least 8 hours of service-learning projects in the local region, while also engaging in lectures, discussions, and reflection exercises regarding bias, service activities, and servant leadership. Paired-samples t tests were utilized to determine if the servant leadership training was successful at increasing servant leadership characteristics and at decreasing PA students’ implicit and explicit bias toward low-socioeconomic individuals. Results showed that the servant leadership education significantly improved the student’s servant leadership characteristics and it significantly improved the student’s explicit attitudes toward the underserved, particularly regarding their professional responsibility toward the underserved. However, implicit attitudes were not changed and explicit attitudes toward providing expensive services for indigent people actually worsened.Item Servant Leadership and Employee Job Satisfaction Within the Nursing Profession: The Mediating Roles of Employee Empowerment and Trust in the Leader(2019-12) Curukovic, AdnaThis study investigated the relationship between the perception of servant leadership and job satisfaction among nurses in the United States. The results indicate that there is a strong, positive correlation between the perception of servant leadership and nurse job satisfaction. Furthermore, both nurse empowerment and trust in their leader mediate the relationship between the perceptions of servant leadership and job satisfaction, but the indirect effect of servant leadership on job satisfaction is stronger through empowerment than through trust in the leader (a x b = .33 vs. a x b = .21, p < .05). Also, servant leadership predicts job satisfaction after controlling for transformational leadership, but servant leadership accounts only for an additional 2.3% of the variance in job satisfaction. Further studies are warranted to explore the value of servant leadership above transformational leadership when predicting job satisfactionItem A Comparison of Political Leaders’ Operational Codes Based on Culture and Gender(2020-05) Vigil, Jennifer J.This study aimed to compare the operational codes (i.e., philosophical and instrumental beliefs) of men and women political leaders from individualist and collectivist cultures. Specifically, this study investigated the main effects and interactions of gender and culture on the operational codes of presidents and prime ministers. Overall, the multivariate test indicated a significant main effect for two variables in the study. The main effect of culture was significant, Wilks’ lambda F(4,186) = 2.806, p = .027, partial η2 = .057, as was the GDP (a covariate), Wilks’ lambda F(4,186) = 2.793, p = .028, partial η2 = .057. The results indicate that the operational codes of political leaders from collectivist cultures are more cooperative in their approach to and pursuit of political goals than individualist leaders. No significant results were found for gender or a gender x culture interaction. However, the results revealed that a gender x culture trend may exist. That is, collectivist women appeared to be more cooperative in their approach to and pursuit of goals than collectivist men and individualist men and women. Additionally, collectivist women seemed to view the political universe as friendlier than the other groups and be more optimistic about their realization of political values.Item Predictors of School Performance in Northwest Louisiana: Servant, Transformational and Instructional Leadership Characteristics of School Principals(2020-05) Cannon-Hoey, Shelita MariaThe purpose of this study was to examine the leadership styles of elementary school principals as predictors of school performance scores. Subjects in this study included 343 teachers from a school district in northwest Louisiana with more than 30,000 students. The Servant Leadership-7 Scale (Liden et al, 2015); Global Transformational Leadership questionnaire (Carless, Wearing, & Mann, 2000); and Principal Instructional Management Rating Scale (Hallinger & Murphy, 2015) were completed from the perspective of the teacher. Additional questions asked participants to indicate various descriptive statistics. Data was gathered using Qualtrics Research Core and analyzed using Statistical Package for the Social Sciences (SPSS) version 24. A linear regression was conducted to test each of the leadership styles. Servant leadership was found statistically non-significant and does not predict school performance scores (β1 = 1.1, p > .05) and the model explained 5% of the variance. Instructional leadership was found statistically non-significant and does not predict school performance scores (β1 = 1.409, p > .05) and the model explained 3% of the variance. Transformational leadership was found statistically significant and does predict school performance scores (β1 = .783, p < .05) and the model explained 1% of the variance. The principal’s gender (female) and teacher’s race (Caucasian) revealed a positive association with achievement. A combined model of leadership styles, principal’s gender and teacher’s race (analyzed using a multiple regression) accounted for 14% of the variance on school performance scores. Future research is necessary to grow the body of research in the field of elementary school leadership. Federal and state mandates necessitate the identification of school leadership styles associated with student achievement. A focus on demographic variables and leadership might explain or uncover other underline variables related to the principal’s gender and teacher’s race finding. In addition, other factors such as professional learning of leaders and its impact on school performance scores should be considered.Item Leadership Education for Mid-level Law Enforcement Managers: The Role of Effective Training on Transformational and Authentic Leadership Traits(2020-05) Baxter, George Kevin; Grove, Ronald Lee; Pitney, James RoyceThe purpose of this study was to determine if leadership training conducted by Northwestern University’s School of Police Staff and Command (SPSC) is effective in developing transformational and authentic leadership traits in mid-level law enforcement managers. The evaluation involved controlling for rank, gender, military experience, age, and highest education completed as covariates. Participants were lieutenants or captains currently active in law enforcement agencies at varying levels of jurisdiction and from across the United States. A one-way MANCOVA was conducted to assess whether a difference existed between graduates of SPSC and non-attendees of SPSC. Graduates were divided into two groups (Training-Upper and Training-Lower) based on their responses to the Kirkpatrick Hybrid Evaluation Survey, which measures the participant’s perception of the leadership program’s effectiveness. The quantitative study revealed that there was no statistically significant difference between the groups on the combined dependent variables after controlling for the covariates, F(8,280) = 1.488, p = .161, Wilks' Λ = .920, partial η2 = .041. The combined adjusted group means were not statistically significantly different (p > .05), and the researchers failed to reject the 12 null hypotheses in this study at the .05 level of significance. Keywords: Training effectiveness, Transformational, Transactional, Passive/Avoidant, Authentic, Law enforcement mid-level managerItem Predictors of Higher Education Academic Administrators’ Transformational Leadership: Emotional Intelligence and Self-Efficacy(2020-08) Yang, JiananTransformational leadership is a practical style that benefits leaders within higher education settings. However, there are unanswered questions regarding the development and inner dimensions of transformational leadership. Therefore, this study investigated the predictors of transformational leadership of academic administrators in higher education environments by focusing on emotional intelligence and self-efficacy. A total of 14 two-year public higher education institutions in the state of Louisiana participated in this study. The study revealed that higher education academic administrators’ emotional intelligence and self-efficacy could be used separately to predict their transformational leadership. Furthermore, although both leaders’ self- efficacy and emotional intelligence could be used to predict transformational leadership, emotional intelligence explained a greater variance than self-efficacy. These findings provided substantial support for the current literature on transformational leadership. Last but not least, limitations and implications were discussed at the end of this dissertation study that paved the way for exploring future directions in researching the predictors of transformational leadership. Keywords: transformational leadership, emotional intelligence, self-efficacy, higher educationItem Does Cultural Orientation (Horizontal Individualism, Horizontal Collectivism, Vertical Individualism, and Vertical Collectivism) Predict Implicit and Explicit Biases Toward Women as Leaders in the Health Services Industry?(2020-08) Harris, Cynthia; Minor, CamilleThe purpose of this quantitative correlational study was to determine whether cultural orientation predicts one’s implicit and explicit biases toward women in executive leadership positions in the health services industry. The data supported that all four of the null hypotheses were not rejected in research question one. There was no significant relationship found between cultural orientation (horizontal individualism, horizontal collectivism, vertical individualism, or vertical collectivism) and an implicit bias toward women as leaders in the health services industry. In research question two, the data findings supported two out of the four null hypotheses and rejected the other two null hypotheses. Participants with a cultural orientation of horizontal individualism and vertical collectivism did not have a significant relationship with explicit bias. There was however a significant, positive relationship between horizontal collectivism and explicit bias, and a significant, negative relationship between vertical individualism and explicit bias. The findings from this study suggest that horizontal collectivists have an explicit bias toward women in executive leadership positions in the health services industry. The negative relationship suggest vertical individualists do not have an explicit bias toward women in executive leadership positions in the health services industry. Results from the research suggest that organizations should implement strategic plans that include program agendas that aim to reduce gender bias based on explicit prejudices, mentoring programs and leadership development programs that encourage diversity and inclusivity of women seeking to get beyond the glass ceiling. Keywords: women, leadership, cultural orientation, implicit bias, explicit biasItem Ethical Leadership as a Predictor of Principals’ Inclusion and Social Justice Attitudes: A Test of Planned Behavior Theory(2020-08) Bell, Jeremy C.; Minor, Carmen T.The purpose of this exploratory quantitative study is to investigate how ethical leadership in principals predicts their inclusion attitudes and social justice attitudes. This study also seeks to investigate how a principal’s social justice attitude, social justice subjective norms, and social justice perceived behaviors predict their intentions. Multiple instruments were used to survey 225 principals in the United States. Results indicated that Ethical Leadership is a positive predictor of principals with a positive attitude toward inclusion of students with disabilities. Ethical Leadership is also a positive predictor of principals’ social justice attitudes. Results also indicated (ranked high-lowest) that social justice attitudes, then social justice subjective norms, and lastly social justice perceived behavior contribute to predicting social justice intentions. Control variables used in the study had little to no effect on inclusion attitudes, social justice attitudes, or social justice intentions. Results were compared and discussed in relation to the Theory of Planned Behavior (Ajzen, 1991). This research concludes with discussion for implications for this study’s use in principal preparation programs, as well as recommendations for future research.Item Leadership and Creativity: A Quantitative Quasi-Experimental Vignette Study on Follower Perceptions of the Effects of Empowering Leadership and Gender on Teacher Creativity(2020-12) Turek, Joan WilsonThe purpose of this quantitative quasi-experimental vignette study was to examine the effects of principals’ empowering (versus non-empowering) leadership styles and gender on teachers’ creativity. Measurement was based on teachers’ perceptions of how they would behave creatively if working for a principal described in a randomly assigned vignette as measured on the Zhou and George’s (2001) scale. The study addressed the void in the research literature identified by Ӧzaralli (2015) by investigating the relationship between empowering leadership and creativity in the sector of education. Participants included 128 randomly selected teachers from a public-school district in Louisiana. A Two-way ANCOVA was initially planned, but a significant interaction effect was identified between a covariate and one of the independent variables while investigating the homogeneity of slopes assumption. Therefore, a Two-way ANOVA was preferred to investigate the relationships between principals’ empowering leadership style, gender, and creativity. The interaction effect between principals’ empowering leadership and gender on teacher creativity was also examined. Results of the ANOVA identified a significant relationship (p = .006) between principals’ empowering leadership and teacher creativity, a non-significant relationship (p = .380) between principals’ gender and teacher creativity, and there was no two-way interaction effect (p = .886) identified between empowering leadership and principals’ gender on teacher creativity. Results suggest that principals who exhibit empowering (versus non-empowering) leadership behaviors are likely to have a positive effect on the creativity of the teachers who work under their leadership. These findings contribute to the literature and suggest areas of future study.Item The Relationship of After-School Professionals’ Organizational Commitment: Transformational Leadership and Leader-Member Exchange(2020-12) Smith, PaigeThe purpose of the quantitative method survey design was to evaluate the Transformational Leadership (TL) profile of after-school program managers and examine the strength of the relationship between after-school professionals’ TL and Leader-member exchange (LMX) perceptions and organizational commitment. Moreover, to assess group comparisons based on the demographic variables of age, race, gender, and tenure. The sample included 25 after-school program managers from organizations in Louisiana and Mississippi and 24 after-school professionals. A comparison of the mean scores of the MLQ form 5x short found program managers self-rated as more transformational than the norm population for four of the five TL attributes: intellectual stimulation, inspirational motivation, individualized consideration, and idealized influence attributed. A Mann-Whitney U test determined if there were any significant group differences based on the demographic variables for program managers. The results found a statistical difference between new managers and inspirational motivation. There was also a significant relationship between the gender variable of women and the TL attribute of individualized consideration. A Spearman Rho correlation assessed the relationship between TL and LMX leadership perceptions of after-school professionals and the three components of organizational commitment. The findings indicate there was no significant relationship between the overall T behavior and either of the three components of commitment. However, there was a significant relationship between the TL attribute individualized consideration and the after-school professionals’ normative commitment. There was a significant relationship for the overall LMX behavior perceptions and the after-school professionals’ normative commitment. However, there were no significant relationships with affective or continuance commitment. Individually, each of the three behaviors of LMX affect, respect, and loyalty had a significant relationship with the after-school professionals’ normative commitment. A Mann-Whitney U test also found, based on demographic comparisons of the after school professionals, there was a significant difference between the demographic variable age and the older after-school professional’s perceptions of leadership behaviors and their affective commitment. The comparison of the demographic variables and the components of organizational commitment indicated a significant relationship between tenure and organizational commitment—specifically, the experienced after-school professionals and their affective commitment to the organization. There is also a significant difference with normative commitment. The evaluation of TL and LMX variables found no significant relationship between age, tenure, and gender. The importance of these findings is in understanding the relationship between the research variables. That may aid practitioners and researchers in creating pieces of training that promote the leadership behaviors that could influence organizational commitment.Item The Influence of Servant Leadership Principles on Employee Job Satisfaction in a Nonprofit Organization(2020-12) Lester, Sonja L.The purpose of this qualitative phenomenological study was to explore the interrelationship between the influence of servant leadership and employee job satisfaction in a nonprofit organization. Servant leadership theory focuses on the leader’s ability to motivate, inspire and influence followers by serving first, then leading. The participants in this study were seven employees who worked for the organization and engaged with the clients and the leaders daily. Each participant discussed their experiences during two rounds of semi-structured interviews. Their experiences were pivotal in this study, and the data collection process yielded emergent themes that supported the positive influence servant leadership has on employee job satisfaction. The themes included leader support, empowering community, and job satisfaction. The implications of this study indicate the positive impact servant leadership has on employees in a nonprofit organization. Based on the theoretical framework of this study, the data analysis revealed servant leadership principles enhance work experiences for employees and influences job satisfaction.Item The Ethical Leadership Decision-Making Process Among Elected and Appointed Officials in State Government(2020-12) Johnson, Jacob C.The primary goal of this current study is to encourage ethical leadership perceptions among elected and appointed officials in State government. In particular, this study seeks to identify how the State of Louisiana employees feel about their leaders of public organizations and provide for further research in the field of ethical leadership. Grounded theory yields four main benefits, in which the first yields a highly defined structure that aims to ensure connection to data, very detailed and specific to the context (Hays & Singh, 2012; Merriam-Webster, 1999). Grounded theory serves as the research tradition in this study, in which data will be collected, tested, and a new theory could be derived based on the results (Hays & Singh, 2012). Ethical leadership from the perspective of elected and appointed leaders who led state governance give rise to grounded theory as the appropriate research tradition because perspectives of elected and appointed ethical leader will be explored in the study (Hays & Singh, 2012). The research paradigm in this study is critical theory, which offers a subjective approach while bringing clarity to a phenomenon. (Hays & Singh, 2012). This particular theory allows for perspective in the realm of ethical leadership in state governance, in which action through the political process could yield a change in the quality of a participant’s life (Hays & Singh, 2012). Two interviews will be used to gather information from the State of Louisiana workers and leaders of public organizations. The results of the data collection will assist in the public organization’s strategic planning process and determine the feasibility of policies and procedures for organizational ethical leadership interim, short-term, and long-term goals.