Purpose. The purpose of this phenomenological study was to explore the learned experiences of administrators within a California community college to understand leadership factors and strategies that promoted and encouraged classified staff to move into management positions.
Theoretical Framework. Transformational leadership theory (Bass, 1985) served as the theoretical framework for the research. Leadership styles and the strategies used by administrators to strengthen the upward mobility of classified staff members into management positions were studied through the lens of need in the community college system. Kouzes and Posner’s Five Practices and Ten Commitments of Exemplary Leadership (Kouzes & Posner, 2012) were used as a framework to explore what strategies and techniques current administrators were using.
Methodology. A qualitative approach was used in gathering data as this phenomenological study enabled community college administrators to share their personal experiences and insights on leadership strategies that support the development of the classified staff. The study was conducted in a large metropolitan community college. Purposeful convenient criterion sampling was utilized to gather participants for this study. Eight participants were selected to participate in this study.
Findings. Results from this study showed the dramatic impact that administrators have on the development of the classified staff. All administrators in the study emphasized the importance of the identification of staff with leadership potential. The study also highlighted the need for administrator encouragement, guidance, and support to foster the growth of the classified staff. Additional findings included the need for administrators to help change the campus culture and provide additional opportunities and training for the classified staff.
Conclusions and Recommendations. Nine themes were developed from this study. The research showed that there is a clear need for administrators to be transformational leaders in an effort to strengthen the classified staff. The results of this study supported the use and effectiveness of transformational leadership and Kouzes and Posner’s model. Based on the findings of this study, six recommendations were made for future research.
|Commitee:||Gratz, Erin, Liu, Sunny|
|School:||University of La Verne|
|Department:||LaFetra College of Education|
|School Location:||United States -- California|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Community college education|
|Keywords:||Leadership Development, California, Community College|
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