The Nature Of The Elements of Leading As Described By Effective Educational Supervisors

The Nature Of The Elements of Leading As Described By Effective Educational Supervisors: A Qualitative Study

By Elena Viglianco-EspinosaBlended EDD Leadership: Cohort 1St. Marys University of MinnesotaEDD Symposium March 2016

Overview of PresentationChapter 1 Discussion: a) introduction to Dissertation topic, b) background of the research, c) purpose of the study, d) research question, e) significance of the study, f) key terms, g) research assumptions & limitations, h) overview of the study, i) researchers interest & background, and j) chapter summary

Chapter 2 Discussion: A Review of the Literature (Topics)

Chapter 3 Discussion: a) introduction to the methodology, b) research question, c) rationale for qualitative research design & phenomenology study, d) research population, e) research sample & nomination process, f) criteria for selection, g) information needed to conduct the study, h) overview of research design, i) ongoing literature review & RRB approval, j) data collection methods, k) data analysis methods, l) trustworthiness, credibility, & transferability, and m) chapter summary

CHAPTER 1: Leadership TodayBackground of the Research:Employing leadership practices & effective leadershipTools & real life experiencesHandling changeEffective communicationLeaders & followersA focus on early childhood education

Purpose of the Study: To learn about the nature of the elements of leading as described by effective educational supervisors.Research Question

As described by effective educational supervisors working for private early childhood special education programs within NYC: What are the essential elements of leading and how are they used?

Significance of the Study

Identifying effective leadership & communication practices using a descriptive phenomenological approach to researchMovement towards best practicesNeed for research pertaining to effective leadership within preschool educational settings

KEY TERMSCommunication/Communication CompetenceEducational SupervisorLeadership/Effective LeadershipTransformational LeadershipMotivationJob SatisfactionEmotional IntelligenceEarly Childhood Education/Organization

Research Assumptions & Limitations

Assumptions pertaining & not limited to:The results & information gathered Truthful responsesFull understanding regarding the nature of the studyThe interpretation of the data collected

Limitations pertaining & not limited to:Variances in the demographic data of the participantsRichness & honestly of the participants accountsSample size

Overview of the Study Researchers Interest/BackgroundUse of personal interviews with educational supervisors working in private preschool special education programsGather data pertaining to effective leadership and communication practices 1-3 participants from at least 10 programs will be nominated based on leadership criteriaUse of transcription & audio recordingsProfessional career in administration Learning leaderCuriosityInterested in transformational leadership

Chapter 1 SummaryGoals for the study being proposed: Investigate a phenomenonGather valuable insight pertaining to the elements of leading as described by effective educational supervisorsFill in the research gap regarding best leadership & communication practices for educational leaders

Study will include:Personal interviews in order to gather meaningful data

Chapter 2: A Review of the LiteratureLeadership: A Position of AuthorityDynamics of AuthorityProfessional ChallengesAuthoritative v. CollaborativeCommunication used to learn, convince, direct and/or inform Approaching diverse generations of followers/learnersAchieving objectives & sustaining lasting improvementDeveloping shared meaningResistance to changeLeadership styles

Leadership: Communication Competence (CC) & Emotional Intelligence (EQ)CC: Communication StylesSupervisor/Subordinate CommunicationCommunication strategiesLinks to productivity & follower commitmentCommunication qualityEffective communicationTransformational speakingEffects on outcomes, motivation, & learningEQ:Transformational leadershipMaximize performanceEnhance motivationEmotions in the workplaceOptimism & frustrationLogical decision making & feelingWorkplace relationship quality

Effective Leadership: Job Satisfaction (JS) & Motivation (M)JS:Role of leaderKnowledge sharingCommunication competenceLeadership stylesWorkplace dimensions & stressTransformational leadership & proactivityM:Transformational leadership & group effectivenessFostering participationPrinciples of influenceExtrinsic v. Intrinsic Leadership skills & abilitiesSelf-directed learning

Leadership: Early Childhood Education (ECE) & Outcomes (O)ECE:

IntegrationPreparationGuidance & DirectionBest practicesLeadership roles and reflection

O:

Leadership behaviors & organizational outcomesTransformational leadership & reaching desirable outcomesInspirational motivation & intellectual stimulation

Chapter 3: MethodologyIntro: Exploration of the essential elements of leading and how they are used as experienced by Educational Supervisors (ES).Providing insight for ES on how to lead/communicate more effectively

Research Question: What are the essential elements of leading and how are they used as described by effective educational supervisors working for private early childhood special education preschool programs within NYC?

Rationales for Qualitative Research Design & Phenomenology Study

Based on inquiryResearcher is principal instrumentData collection driven by the process of discoveryAllows a situation to unfold naturallyFinding can be described with rich detailThe study will use the human science research approach described by Van Manen (1990) so that: Results from topic of interest can perpetrate education leadership researchExperiences of participants can be examined just as they lived them so that concepts can be formed in relation to their experiencesKey ideas can be identified and reflected upon which help distinguish the phenomenonThe phenomenon can be described clearlyPedagogy is aligned and maintainedThe framework of the research is balanced

Research Population, Sample, & Nomination ProcessPopulation: Accessible and nominated ES working in private preschool Special Education programs in NYC that provide services for students with special needs ages, 2-5.Sample:Purposive sampling procedureHomogeneous in natureParticipants will have been nominated by their Directors as being exemplary leaders & will be asked to participateSelection Criteria:10-15 Directors will be sent a letter of introduction explaining the studyDirectors will be selected from of pool of programs with strong reputations for school excellenceDirectors will be asked to select 1-3 ES that have worked in their program for over 1 yearNominees will have to have demonstrated to Director particular leadership behaviors that will be based on a behavior taxonomy (which will be an appendix) presented by Yukl (2012)Once nominated, ES will be asked to participate in the study and study will be explained in depth.

Info Needed To Conduct StudyThe following information is needed to answer the research question as suggested by Bloomberg and Volpe (2012):Reports of how, when, and who each participant leadsParticipants demographic information, number of years working as an ES, licenses, age, gender and/or ethnicityInformation provided by a continuous review of the literature throughout the study

Overview of Research DesignThe following steps will be taken to complete the research:

A comprehensive literature review will be completed (will be ongoing throughout)After study is completed, the proposal will be defended and RRB approval will be attainedDirectors demonstrating interest in the study will be contacted in writing receiving an explanation of the study and will be asked to nominate 1-3 ES

4. Once ESs are nominated, the study will be explained and they will be asked to participate (names will be kept confidential)

5. Responses from interview will be recorded & analyzed

6. Participants will be able to review data collected for a cross check

Data Collection & Analysis MethodsConsent will be secured from each participantStandard open-ended/face to face interview process will be usedReflexive journal throughout interview process will be keptTriangulation will be employed, responses will be tape recorded and participants will review data collected for accuracyTranscripts will be reviewed by a qualified coderData will be chunked and coded in order to identify important statements, this information will also be reviewed by another qualified coderStatements will be clustered by themeA software program such as HyperRESEARCH will likely be used for coding/tracking process

Ethical ConsiderationsSt. Marys University Research Methods Approval Form will be submitted prior to completing study to ensure participants are protectedParticipants will be asked to sign a Human Subject Consent Form that will be approved by RRB prior to their participation in the study.Participants will receive explanation of study and confidentiality (pseudo names will be given) will be honored and questions can be asked prior to participating in the studyParticipants information will be concealed and participants will not be deceivedThere should be no fear of job retributionParticipants personal information will only be made available to the researcher & will be kept safe up to 5 years and then destroyedNo 3rd parties will have access to the software program files

Trustworthiness: Validity/Reliability issues will be addressed to establish a high level of trustworthiness. Potential biases will be controlledFocusing on what Guba and Lincoln (1998) suggest (as cited in Bloomberg & Volpe, 2012):CredibilityDependabilityConfirmabilityTransferability

Limitations:

Chapter 3 SummaryDescription of the qualitative phenomenological study being proposedUse to explain the phenomenon of the nature of effective leadership practicesSample will likely include up to 10 nominated ESUse of interviews, keeping journals/notesSource and method triangulation will be used to account for validity/reliability as indicated by Patton (2012)Basis of design stems from a review of the literatureCoding for analysis and theme identificationMember checksInternal threats to validityPersonal bias, frustration, controlling emotionsBody languageSubjectivityInterview toolEmployment termination

The End.

Thank you for taking the time to watch & listen to my presentation.Your feedback is greatly appreciated!--- Elena Viglianco-Espinosa