Educational Leadership Commons^™

Challenges And Supports Of Principals’ Implementation Of Social-Emotional Learning, Nikomar Mosley

Walden Dissertations and Doctoral Studies

School districts throughout the United States are increasingly implementing social and emotional learning (SEL). The problem addressed in this study is that K-12 principals are struggling with the mandated implementation of SEL at Northeastern School District (NSD), a large, diverse urban school district. Guided by the collaborative for academic, social, and emotional learning competency and implementation frameworks, the purpose of this qualitative study was to explore K-12 principals’ experiences with the mandated implementation of SEL at NSD. For this basic qualitative study, semistructured interviews were conducted with 10 principals. Through thematic analysis, the following themes emerged: (a) SEL is not …

Exploring The Role Of Higher Education Leaders In Quality Culture Development: A Mixed Methods Study, Eshetu Mandefro, Tesfaye Semela, Ashebir Bezabhi

Higher Learning Research Communications

Objectives: In higher education institutions (HEIs), building a strong quality culture (QC) is essential to ensure the quality of education provided. QC integrates organizational, managerial, and psychological elements that shape how quality is understood and improved in HEIs. This study explores how leaders at the departmental and faculty levels navigate and contribute to quality culture development (QCD).

Methods: We employed a sequential explanatory mixed-methods design. A total of 1,029 academics completed questionnaires, and 33 leaders at the departmental and faculty levels were interviewed at three public universities in Ethiopia.

Results: The findings reveal that leadership roles at the departmental and …

2026-02-19 Letter To The Department Chairs From The Academic Issues Committee, Morehead State University. Faculty Senate.

Faculty Senate Records

A letter to the Department Chairs of Morehead State University from the Academic Issues Issues Committee placed before the Faculty Senate on February 19, 2026.

2026-02-19 Faculty Sick Leave Report, Morehead State University. Faculty Senate.

Faculty Senate Records

An update provided by the Chief Finance Officer of Morehead State University on faculty sick leave policy sent to the Faculty Senate on February 16, 2026.

2026-02-19 Fep Checklist Draft, Morehead State University. Faculty Senate.

Faculty Senate Records

FEP checklist draft submitted by the Executive Council to the Faculty Senate on February 19, 2026.

2026-02-19 Faculty Senate Newsletter, Morehead State University. Faculty Senate.

Faculty Senate Records

Faculty Senate newsletter from February 19, 2026.

2026-02-19 Faculty Senate Meeting Minutes, Morehead State University. Faculty Senate.

Faculty Senate Records

Faculty Senate meeting minutes from February 19, 2026.

2026-02-16 Document Provided By The Provost On Faculty Senate Membership, Morehead State University. Office Of The Provost.

Faculty Senate Records

A document provided to the Executive Commission by the Provost related to Faculty Senate membership on February 16, 2026.

Understanding School Board Members' Perspectives On Governance, Policymaking, And Training In Florida: A Phenomenological Study, Jacqueline Rosario

Doctoral Dissertations and Projects

This hermeneutic phenomenology study was conducted to explore Florida school board members’ perspectives on onboarding and ongoing training in governance and policymaking, emphasizing reflective interpretation to analyze participants' life experiences. The guiding theory for this study was Bass's theory of transformational leadership, which was relevant to school board governance and policymaking as it provided insights into democratic principles and leadership in public education. The central research question was: What were the lived experiences of school board members with onboarding and ongoing training in preparation for governance and policymaking in Florida? The data collection methods used triangulation through a questionnaire, an …

The Lived Experiences Of Nontraditional Students And The Innovative Strategies Higher Education Leaders Can Implement To Support Their Success: A Phenomenological Study, Fernando Jose De Oliveira Castro

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to understand the experiences and strategies employed by nontraditional college students to achieve academic success at public universities in Massachusetts. Nontraditional student experiences were generally defined as the ways in which adult learners, part-time students, and those balancing work and family responsibilities navigated challenges, used support systems, and developed strategies to persist in higher education. The central research questions this study was: How do innovative strategies and support systems contribute to the lived experiences of nontraditional students’ success in Massachusetts’s higher education institutions? I employed Ryan and Deci’s (2017) self-determination theory to …

2026-02-13 Faculty Regent's Report, Morehead State University. Faculty Senate.

Faculty Senate Records

A report submitted by the Faculty Senate Regent to the Faculty Senate on February 13, 2026.

2026-02-13 Faculty Senate Newsletter, Morehead State University. Faculty Senate.

Faculty Senate Records

Faculty Senate newsletter from February 13, 2026.

Embedding Lifelong Learning In Hospitality Tvet: The Boma International Hospitality College(Kenya) Model For Sustainable Careers In Africa, Destaings Nyenyi Nyongesa, Samuel Irungu, Jocelyn Omusebe, Enoch Tunoi

ICHRIE Research Reports

The hospitality and tourism sector in Africa drives significant employment and growth, yet many workers enter the industry through informal pathways that limit career mobility. Embedding lifelong learning within Technical and Vocational Education and Training (TVET) is therefore essential for reskilling, upskilling, and formally recognizing experiential learning. This study uses Boma International Hospitality College (BIHC) in Kenya as a case study to examine institutional models that support lifelong learning in hospitality TVET. A review of global, regional, and national literature was combined with an institutional analysis of BIHC’s training ecosystem, including international qualifications, micro-credentials, Recognition of Prior Learning (RPL), and …

Faculty Perceptions About The Challenges Of Declining Enrollment In A Caribbean University, Courtney Palmer

Walden Dissertations and Doctoral Studies

The precipitous decline in enrollment is a concerning aspect of higher education. The problem addressed in this study was that faculty members at a local university on a Caribbean island have faced an approximate 44% reduction in student enrollment over the past six years. Guided by the new learning compact framework (NLC), the purpose of this basic qualitative study was to explore industrial technology lecturers' perceptions from one Caribbean Island university about the challenges they experience from declining enrollment and examine their suggestions to improve enrollment. Twelve lecturers with tertiary-level teaching experience at the institution were interviewed using semi-structured interviews. …

Consequences Of Time Poverty Due To Work Intensification: Lived Experiences Of High School Teachers, John Manning, Lisa Reason

Journal of Organizational & Educational Leadership

This qualitative study sought to explore teachers’ lived experiences with work intensification in a public high school. Apple’s teacher work intensification thesis was used as a framework to evaluate how organizational conditions, time poverty, and job demands contribute to increasing complexity in teachers’ work as well as how they mediate their own responses to it. The research explored the lived experiences of 10 public high school teachers as they managed their perceived feelings of time poverty alongside increasing job demands. Data was collected through interviews, reflective journals, and a qualitative survey. Analysis strategies included in vivo coding, horizontalization, triangulation, and …

Adolescent Drug Use Prevention Programs Published 2013-2023: A Systematic Review Of Literature Reviews And Meta-Analyses, Marilyn A. Rhames, Jon Eckert, William L. Sterrett, Grant Morgan

Journal of Organizational & Educational Leadership

Background: This systematic review of reviews and meta-analyses provides education leaders with ten years of evidence-based strategies for effective adolescent substance use prevention. Methods: Following the PRISMA 2020 protocol for systematic reviews, we searched the PubMed and PsychINFO databases on October 19, 2023, and identified 96 systematic literature reviews and meta-analyses involving adolescent drug use prevention from 2103-2023. Twenty-four papers met the criteria for final inclusion. Results: Educational leaders should know three areas to deliver effective evidence-based adolescent substance prevention: 1) foundational understanding of risk and protective factors, 2) components of effective prevention programs, and 3) drug-specific …

How Principals Who Use Artificial Intelligence For Innovation Create Cognitive Equity While Principals Who Use Ai For Efficiency Create Cognitive Debt, Jethro Jones

Dissertations

This dissertation in practice examined whether a targeted professional learning   intervention could shift school leaders’ use of generative artificial intelligence (AI) from efficiency-oriented tasks toward innovation-oriented strategic problem solving. AI is typically adopted to accelerate existing routines, which can deepen “cognitive debt” by reinforcing ineffective practices rather than improving systems. This study advanced a “cognitive equity” frame, positioning AI as a tool that can expand principals’ cognitive capacity to address complex problems and lead adaptive change. Using a quasi-experimental, single-group design, the study evaluated a free, full-day AI for Innovation workshop, which emphasized foundational understanding of how AI tools work …

Leading Where You Live: A Qualitative Multi-Case Study Of Public High School Principals Who Reside In Their School Communities, Joseph Held

Doctorate in Education

Despite extensive scholarship on relational trust, social capital, place-based leadership, and culturally responsive practice, little is known about how a principal’s residency within the school community shapes leadership demands. This qualitative, multi-case study employed semi-structured interviews, reflexive memoing, and cross-case thematic analysis to examine how nine Minnesota high school principals who lived in the urban, suburban, and rural communities they served experienced leadership practice, equity work, and emotional labor. Findings revealed that residency functions as a consequential leadership condition that reorganizes how principals build trust, exercise judgment, engage families, navigate boundaries, and interpret equity-related tensions. Six themes illuminated residency as: …

A Changed And Changing World: Re/Considering Culturally Responsive Practices And Educational Policy, Linsay Demartino

Mid-Western Educational Researcher

The purpose of this commentary is to re/energize our social justice commitments in education by advancing the conscious consideration of critical educational policy to expand and sustain culturally responsive practices within educational practices and leadership. For purposes of this argument, the author examines the Illinois State Board of Education’s (ISBEs) Culturally Responsive Teaching and Leading (CRTL) Standards. Following the tracing of ISBEs CRTL standards, this article concludes with considerations for the authentic adoption of culturally responsive practices and policies in both districts and colleges of education to break from the past, reject “business as usual,” and re/envision authentic culturally responsive …

Middle School Teachers’ Perceptions Of Integrating Technology Into Facilitating Learning In Georgia, Monia Gibbs Thomas

Walden Dissertations and Doctoral Studies

The problem addressed in this study is that middle school teachers in Georgia Middle School Districts (GMSD, a pseudonym) face challenges integrating technology into their teaching. Guided by Mishra and Koehler’s technological pedagogical content knowledge framework, the purpose of this qualitative study was to explore teachers' perceptions of successes, challenges, and support needed to effectively integrate technology into their teaching at GMSD. For this basic qualitative design, semistructured interviews were conducted with 11 middle school teachers who were purposively selected by emailing all GMSD teachers. Through Braun and Clarke’s thematic analysis, the following themes emerged: GMSD teachers have (1) no …