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CCTE Instructional Leaders' Experiences in Building School Capacity through a Collaborative Leadership Approach.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	CCTE Instructional Leaders' Experiences in Building School Capacity through a Collaborative Leadership Approach./
Author:	Higgins, Ravonda R.
Description:	1 online resource (146 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798351433288

CCTE Instructional Leaders' Experiences in Building School Capacity through a Collaborative Leadership Approach.
Higgins, Ravonda R.

CCTE Instructional Leaders' Experiences in Building School Capacity through a Collaborative Leadership Approach. - 1 online resource (146 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ed.D.)--Southern Nazarene University, 2022.

Includes bibliographical references

Research suggested that building the school's capacity through a collaborative leadership approach (Clark, 2017; Melville et al., 2012; Pepper & Thomas, 2002; Thiers, 2017; Williams, 2009) is the best way to sustain school improvement. There is some evidence that this approach relieves stress on the leader (Bessier & Peters, 2016) and other evidence that this approach increases the level of stress on the leader (Arnold et al., 2015; Connelly & Arnold, 2011; Lin et al., 2019). This qualitative phenomenology study sought to address this conflict in the existing research through exploring the lived experiences of six CTE instructional leaders' perspectives of how building their staff's capacity through a collaborative approach influenced their well-being. Demerouti's (2001) Job Demands-Resources Theory was the theoretical framework. Participants self-identified as a collaborative leader using the Collaborative Leadership Questionnaires (Turning Point, n.d.). The top six participants who scored in the excellent or strong range were selected and contacted for an interview. Findings suggested that the perceived levels of stress, when collaborating, contributed to the instructional leaders' feeling of well-being. Findings also reported the positive impact that was recognized throughout the organization provided the motivation for the instructional leader to continue to lead with these behaviors. Researchers could use this study to better understand the influence that building the school's capacity has on the leader's perceived level of well-being. Educational leaders could use this study to be informed about the implications to the leader's well-being when choosing to build the capacity of their staff through a collaborative leadership approach.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798351433288Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Building capacityIndex Terms--Genre/Form:

554714
Electronic books.

CCTE Instructional Leaders' Experiences in Building School Capacity through a Collaborative Leadership Approach.
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