Personal Spirituality and Public Leadership: A Phenomenology of U.S. Public School Principals

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Autor/in	Bryan, Lynette Mott
Titel	Personal Spirituality and Public Leadership: A Phenomenology of U.S. Public School Principals
Quelle	(2022), (232 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Eastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6321-5
Schlagwörter	Hochschulschrift; Dissertation; Principals; Spiritual Development; Educational Policy; Educational Change; Poverty; Racial Attitudes; Cultural Differences; Barriers; Administrator Attitudes; Phenomenology; Instructional Leadership; Professional Identity; Public Schools; Leadership Styles; Integrity; Altruism; Administrator Role; Decision Making; Values; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Politics of education; Bildungspolitik; Bildungsreform; Armut; Rassenfrage; Kultureller Unterschied; Phenomenological psychology; Phänomenologie; Psychologie; Instruction; Leadership; Bildung; Erziehung; Führung; Public school; Öffentliche Schule; Führungsstil; Integrität; Altruistic behavior; Altruismus; Decision-making; Entscheidungsfindung; Wertbegriff
Abstract	Public school principals are challenged with educating students effectively in the midst of frequent educational policy changes and increasing institutional demands. Principals also face mounting pressures within their communities such as poverty, racial divides, cultural barriers, and educational disparities. Building cultures of respect, collaboration, and civic engagement requires the principals to bring their whole selves to work, including their spirituality. Research has shown that spirituality provides beliefs and values that influence and reinforce an individual's purpose and meaning in life and professional calling. This study explored the backgrounds and understandings of twelve public school principals who connected their individual spirituality to their educational leadership within the context of New York State. Using an interpretive phenomenological research design, this study sought to uncover the meaning behind the experiences of these principals, specifically their motivations, practices, and response to the complexities involved when integrating their spirituality into their leadership. Each participant engaged in two semi-structured interviews that were transcribed and analyzed inductively to generate distinctive yet holistic meanings from the participants' experiences. The findings from the study highlighted how the personal spirituality of public school principals shaped their leadership practices within the participants' public school leadership contexts. The public school principals' spiritual identity, influenced by their religious upbringing and characterized as a personal connection to a higher power, affected their core values and provided purpose within their leadership. In addition, the public school principals' personal spirituality significantly influenced their actions, compelling them to lead with integrity and compassion. Their view of the value and worth of the students and parents encouraged them to create cultures of respect and compassion for all, including the marginalized, within their schools. Ultimately, the principals' personal spirituality guided and sustained them as they responded to the complex challenges within the public school setting. The principals avoided conversations of spirituality while in their professional role because they did not want to alienate students, parents, or staff. Instead, they focused on showing their spirituality through the purpose and meaning that they brought to the workplace and through consistent decision-making that reflected their core values. Spirituality provided the wisdom and strength needed to lead with courage and integrity in a public school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01