Dissertation/Thesis Abstract

Storytelling, Blogging, and Empathy in School Administrators
by Semel, Ellen, Ph.D., Hofstra University, 2016, 136; 10256300
Abstract (Summary)

This study examines whether or not empathy can be increased in school administrators through blogging. Five school administrators blogged for three months, shared posts with each other, and used narrative writing techniques. A mixed methods analysis was completed. The Davis Interpersonal Reactivity Index was administered as a pre and posttest. Results were calculated using a dependent t test. No statistical significance was found. The quantitative analysis was completed using a computer assisted qualitative data analysis program called MAXQDA. The analysis revealed that the majority of posts included reflection, an essential element of empathy. Currently, school administrators have been tasked with the dual roles of leadership and management. Their interpersonal skills, especially empathy, must be honed to ensure their efficacy. The study was modeled on research completed in the medical field using physicians in training. Results from the medical field showed that blogging did increase the physicians’ capacity to change perspectives and to reflect. The difference between blogging for physicians and school administrators, though, is that blogging also served as an easy way for administrators to establish a communication and professional network. Perhaps, through blogging, it is possible to increase the administrator’s capacity for reflection, perspective taking, and ultimately, for empathy for all of their stakeholders.

Indexing (document details)
Advisor: Henry, Jeanne M.
Commitee: McGinnis, Theresa, Phillips, Sharon, Thompson, Eustace, Tirotta-Esposito, Rose
School: Hofstra University
Department: Literacy Studies
School Location: United States -- New York
Source: DAI-A 78/07(E), Dissertation Abstracts International
Subjects: Educational leadership, Technical Communication, Web Studies
Keywords: Blogging, Empathy
Publication Number: 10256300
ISBN: 978-1-369-55302-4
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