Rubric for Chapter One
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No Present |
Emerging |
Approaches Expectations |
Meets Expectations |
Exceeds Expectations |
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Overview: |
0 points |
10 points This section provides a brief overview of the research focus or problem, does not clearly explain why this study is worth conducting, and briefly discusses how this study will be completed. |
1 5 points This section provides a brief overview of the research focus or problem, somewhat explains why this study is worth conducting, and briefly discusses how this study will be completed. |
18 points This section provides a brief overview of the research focus or problem, explains why this study is worth conducting, and discusses how this study will be completed. |
20 points This section provides a brief overview of the research focus or problem, persuasively explains why this study is worth conducting, and clearly discusses how this study will be completed. |
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Background and Problem Statement: |
10 points
The background section does not clearly explain both the history of and the present state of the problem and research focus. It somewhat identifies the “gap” or “need” based on a summary of the current literature and discusses how the study will address that “gap” or “need.” |
15 points The background section somewhat explains both the history of and the present state of the problem and research focus. It identifies the “gap” or “need” based on a summary of the current literature and discusses how the study will address that “gap” or “need.” |
18 points
The background section explains both the history of and the present state of the problem and research focus. It identifies the “gap” or “need” based on a summary of the current literature and discusses how the study will address that “gap” or “need.” |
20 points
The background section strongly explains both the history of and the present state of the problem and research focus. It identifies the “gap” or “need” based on a summary of the current literature and persuasively discusses how the study will address that “gap” or “need.” |
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Purpose of the Study: |
10 points
The purpose statement section does not clearly expand on the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. This section is summarized in Chapter 3. |
15 points
The purpose statement section somewhat expands on the problem statement and identifies how the study will be accomplished. It somewhat explains how the proposed study will contribute to the field. This section is summarized in Chapter 3. |
18 points
The purpose statement section expands on the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. This section is summarized in Chapter 3. |
20 points
The purpose statement section strongly expands on the problem statement and identifies how the study will be accomplished. It clearly explains how the proposed study will contribute to the field. This section is summarized in Chapter 3. |
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Significance of the Study: |
10 points
This section does not clearly identify and describe the significance of the study and the implications of the potential results based on the research questions, the problem statement, and the hypotheses or the investigated phenomena. It somewhat describes how the research fits within and will contribute to the current literature or body of research. It describes potential practical applications from the research. |
15 points
This section somewhat identifies and describes the significance of the study and the implications of the potential results based on the research questions, the problem statement, and the hypotheses or the investigated phenomena. It somewhat describes how the research fits within and will contribute to the current literature or body of research. It describes potential practical applications from the research. |
18 points
This section identifies and describes the significance of the study and the implications of the potential results based on the research questions, the problem statement, and the hypotheses or the investigated phenomena. It describes how the research fits within and will contribute to the current literature or body of research. It describes potential practical applications from the research. |
20 points
This section strongly identifies and describes the significance of the study and the implications of the potential results based on the research questions, the problem statement, and the hypotheses or the investigated phenomena. It clearly describes how the research fits within and will contribute to the current literature or body of research. It describes potential practical applications from the research. |
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Research Questions: |
10 points
This section does not clearly narrow the focus of the study by specifying the research questions to address the problem statement. Based on the research questions, it describes the variables and/or groups and their hypothesized relationship (quantitative study) or the phenomena under investigation (qualitative study). It somewhat describes how the research questions are related to the problem statement and how the research questions will facilitate collection of the data needed to answer the research questions. |
15 points
This section somewhat narrows the focus of the study by specifying the research questions to address the problem statement. Based on the research questions, it describes the variables and/or groups and their hypothesized relationship (quantitative study) or the phenomena under investigation (qualitative study). It somewhat describes how the research questions are related to the problem statement and how the research questions will facilitate collection of the data needed to answer the research questions. |
18 points
This section narrows the focus of the study by specifying the research questions to address the problem statement. Based on the research questions, it describes the variables and/or groups and their hypothesized relationship (quantitative study) or the phenomena under investigation (qualitative study). It describes how the research questions are related to the problem statement and how the research questions will facilitate collection of the data needed to answer the research questions. |
20 points
This section narrows the focus of the study by specifying the research questions to address the problem statement. Based on the research questions, it strongly describes the variables and/or groups and their hypothesized relationship (quantitative study) or the phenomena under investigation (qualitative study). It strongly describes how the research questions are related to the problem statement and how the research questions will facilitate collection of the data needed to answer the research questions. |
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Limitations of the Study: |
2 points Does not clearly specify the limitations of the study. |
3 points Somewhat specifies the limitations of the study. |
4 points Specifies the limitations of the study. |
5 points Specifies the limitations of the study. |
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Assumptions: |
2 points
This section does not clearly the assumptions of the study. |
3 points
This section somewhat identifies the assumptions of the study. |
4 points
This section identifies the assumptions of the study. |
5 points This section identifies the assumptions of the study. |
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Definitions: |
10 points
This section does not clearly define the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and sundry terminology used within the scope of the study. Terms are not defined in lay language and in the context in which they are used within the study. |
15 points
This section somewhat defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and sundry terminology used within the scope of the study. Terms are defined in lay language and in the context in which they are used within the study. |
18 points
This section defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and sundry terminology used within the scope of the study. Terms are defined in lay language and in the context in which they are used within the study. |
20 points
This section strongly defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and sundry terminology used within the scope of the study. Terms are clearly defined in lay language and in the context in which they are used within the study. |
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Summary: |
10 points
This section does not adequately summarize the key points of Chapter 1 and provides supporting citations for those key points. It then does not provide a clear transition discussion to Chapter 2 followed by a description of the remaining chapters. |
15 points
This section somewhat summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a slight transition discussion to Chapter 2 followed by a description of the remaining chapters. |
18 points
This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. |
20 points
This section strongly summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides strong a transition discussion to Chapter 2 followed by a description of the remaining chapters. |
Chapte 1
Overview
Since the publication of the Reagan e a education epo t, A Nation at Risk, the United
States has focused attention on education efo m (United States, 1983). This epo t used
compelling language to desc ibe Ame ica’s schools as la gely inadequate and unable to meet
global demands on education, the eby leaving Ame ica’s futu e in jeopa dy. Since that time
school leade s have emb aced va ious education efo m movements such as No Child Left Behind
and Eve y Student Succeeds Act (No Child Left Behind [NCLB], 2002, Eve y Student Succeeds
Act [ESSA], 2008). Each with thei own measu es of standa dized testing, academic achievement,
and school pe fo mance. Pe haps ove looked is the impo tance of school climate in the ove all
school imp ovement p ocess. Cleveland and Sink (2018) p omote the notion that student
pe spectives on school climate should be included in school imp ovement plans. Othe esea ches
such as Zahid (2014), suggest school climate to be the numbe one conside ation fo student
academic achievement.
Dutta & Sahney (2016) esea ched the elationship between school climate and student
achievement and suggested a positive co elation. School p incipals a e the leade s of thei
building, shaping a compelling vision fo the futu e while p omoting safety, academic
achievement, and a positive climate. Depending on the schools’ size, the p incipal’s job desc iption
may include cu iculum, discipline, community elations, and fiscal esponsibilities. P incipals a e
equi ed to balance the expectations of state, community, and dist ict leade s to p oduce the highest
possible standa dized testing, pe sonnel, and school climate esults. These esponsibilities make
them one of the most influential school imp ovement figu es.
Background and problem statement
Approaches Expectations
Leade ship p actices utilized by p incipals a e vital to the quality of thei job pe fo mance.
The influence of a p incipal extends to the pe ception of all inte nal and exte nal stakeholde s.
With inc easing esea ch to suggest positive school climates could be an influential component of
school imp ovement, p incipals should conside the extent to which inte nal stakeholde s such as
the teaching faculty pe ceive thei influence ove school climate. The extent to which p incipals
can influence school climate in A kansas’ schools is unknown.
Purpose of the study
The pu pose of this quantitative co elational esea ch was to investigate if and to what
extent p incipal leade ship p actices co elate with school climate as pe ceived by teache s in the in
u al and subu ban schools in A kansas. This study investigated the biva iate co elation between
the teache s’ pe ception of the school p incipal’s leade ship p actices and the co esponding
school’s climate sco es. Twenty-fou schools a e included in the sample size f om six geog aphic
egions of A kansas. In all, 626 teache s pa ticipated, answe ing su veys ega ding thei
pe spective of 24 school p incipals and the co esponding school climates in A kansas. The
leade ship p actices of the p incipal and the school climate we e the va iables fo this study.
Significance of the study
The extant esea ch on school climate in cultu e is limited. P incipals seeking to imp ove
thei schools need guidance on how to p omote the best possible envi onment fo positive student
outcomes. P omoting a positive school climate may p ove beneficial to inc easing student
academic achievement. Unde standing the leade ship p actices as pe ceived that p omote a
positive school climate will benefit p incipals seeking to imp ove thei schools. This study will
ecommend leade ship p actices that may p omote a positive school climate fo ove all school
imp ovement in u al and subu ban schools in A kansas.
Research Questions
RQ1: To what extent does the ove all index of p incipal’s leade ship p actices co elate with
school climate as pe ceived by high school teache s in 24 u al and subu ban schools in A kansas?
Limitations of the Study
The scope of this study measu es the climates and leade ship behavio s of 24 schools and
p incipals. Given that school climates can change elatively quickly and a e subject to facto s
beyond the p incipals’ cont ol, the esults of this c oss-sectional study may only be app op iate fo
implementation fo a sho t time afte wa ds.
Assumptions
This study assumes that the inst uments used will accu ately po t ay leade ship behavio s
of school p incipals and p ope ly assess school climates. Responses eceived f om teache s a e
believed to accu ately eflect thei supe vising p incipal and accu ately measu e the co esponding
school climate.
Definitions
Principal. The head leade ship position in a school. P incipals manage the day-to-day school
ope ations as well as manage discipline, cu iculum, and community engagement.
School culture. The collective beliefs and no ms of a school.
Summary
School climate may be the missing link of past education efo ms. P incipals have the
ability to influence the climate of thei espective schools. Resea ches have suggested a positive
co elation between school climate and student achievement (Dutta & Sahney, 2016). P oviding
school p incipals with best p actices to p omote a positive school climate may aide in ove all
school imp ovement measu es.
References
Cleveland, R. E., & Sink, C. A. (2018). Student happiness, school climate, and school
imp ovement plans. P ofessional School Counseling, 21(1)
doi:http://dx.doi.o g/10.1177/2156759X18761898
Dutta, V. & Sahney, S. (2016), School leade ship and its impact on student achievement: The
mediating ole of school climate and teache job satisfaction, Inte national Jou nal of
Educational Management, 30(6), 941-958. https://doi.o g/10.1108/IJEM-12-2014-0170
Eve y Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016).
No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 101, Stat. 1425 (2002).
United States. National Commission on Excellence in Education. (1983). A nation at isk : The
impe ative fo educational efo m. Washington, D.C.: The National Commission on
Excellence in Education.
Zahid, G. (2014). Di ect and indi ect impact of pe ceived school climate upon student outcomes.
Asian Social Science, 10(8), 90-102. http://dx.doi.o g/10.5539/ass.v10n8p90
Chapte 1
Int oduction
Ove view
With littl warning in March 2020, T nn ss Gov rnor Bill L ncourag d schools in th
stat to clos for th r maind r of th 2019-2020 school y ar. Although T nn ss r op n d public
schools for th 2020-2021 acad mic y ar, conc rns r main as COVID-19 inf ctions incr as . Th
COVID-19 pand mic has dramatically chang d th way schools can saf ly op rat , and incr as d
th d mands on schools and t ach rs. Th lack of a coh siv f d ral and stat r spons has l ft
individual school districts att mpting to m t th n ds of t ach rs without ad quat r sourc s or
funding.
Each y ar T nn ss ducators compl t a T nn ss Educator Surv y (TES) which
id ntifi s priority ar as for r s arch rs, l gislators, and school r form advocat s. On th 2020 TES,
t ach rs indicat d pr -pand mic workloads almost id ntical to pr vious y ars (42% sp nding mor
than 6 hours p r w k), but thos who r spond d aft r th pand mic r port d incr as d workloads
(53% sp nding mor than 6 hours p r w k) (TDOE, 2020). Th 2020 TES clos d at th b ginning
of May 2020 b for th full impact of managing in-p rson, distanc , hybrid, synchronous, and
asynchronous l arning w r r aliz d by T nn ss ducators.
In this p riod of xpand d xp ctations, th Prof ssional L arning Community (PLC) has
b com int gral to th succ ss of classroom ducators b caus this structur mpow rs p opl to
accomplish mor tog th r than what can b don as individuals (DuFour & Eak r, 1998). Th
focus of this r s arch will b to id ntify if t ach r p rsp ctiv s r garding collaboration within th
PLC has chang d b caus of th COVID-19 pand mic.
Statement of the P oblem
Meets Expectations – HIGH
As of Nov mb r 2020, th T nn ss Stat L gislatur has not waiv d t ach r and school
accountability m asur s, t ach r valuations, or stud nt standardiz d t sting for th 2020-2021
school y ar. School administrators and t ach rs continu to fac xpanding pr ssur to produc
acad mic r sults r gardl ss of th instabiliti s cr at d by th COVID-19 pand mic. Educators ar
stuck in a p rp tual cycl of accountability and growing d mands which disr gard th chall ng s
facing schools right now. Sinc th T nn ss Stat L gislatur will not r conv n until January of
2021, any l gislativ action r sponding to th pand mic will fall short of b ing d fin d as
“proactiv ” in mitigating t ach r workload or str ss ov r m asur s of accountability. School
l ad rs must tak action to h lp th ir t ach rs r spond to incr as d workload by ncouraging
collaboration within th PLC structur .
Pu pose of the Study
Th purpos of this study was to xamin th impact of th COVID-19 pand mic on
t ach r p rsp ctiv s conc rning collaboration within th PLC. Sinc th f d ral and stat r spons
has b n pitifully lacking in support of t ach rs, it is critical to giv districts and schools actionabl
ways to support th ir staff without adding additional burd n or str ss. Sinc th PLC is common
throughout schools, districts, and stat s, it provid s an xisting structur to m asur and xamin
th rol of collaboration for t ach rs r sponding to th COVID-19 pand mic.
Significance of the Study
In mod rn ducation history, th PLC has a long-standing history of addr ssing chall ng s
facing ducators to improv stud nt outcom s from th No Child L ft B hind (NCLB) and Rac to
th Top ducation r forms. School l ad rs must utiliz th xisting PLC collaborativ structur to
addr ss incr as d t ach r workloads r sulting from th COVID-19 pand mic. T ach r shortag s
and burnout conc rn d r s arch rs b for , and incr as d d mands r lat d to pand mic t aching
will xac rbat th s conc rns.
Resea ch Questions
For th purpos of this r s arch study, th focus will conc rn th following r s arch
qu stions:
1. Has th COVID-19 pand mic chang d t ach r p rsp ctiv s on Prof ssional L arning
Communiti s and collaboration?
2. If so, how can school administrators xpand upon this chang d p rsp ctiv as a
transformational mom nt for incr as d collaboration?
Limitations of the Study
Th COVID-19 pand mic may influ nc participation l v ls in surv ys and int rvi ws.
School cal ndars and mod s of instructional d liv ry continu to b fluid as school districts
att mpt to r spond to th spr ad of COVID-19 within th ir communiti s. Unc rtainty about th
r maind r of th 2020-2021 school y ar cr at s possibl futur limitations d p nding on th
progr ssion of th pand mic in closing schools or transitioning stud nts to a hybrid or onlin
structur . T ach rs who ar ov rwork d or str ss d may not prioritiz surv y or int rvi w
participation in r lation to oth r work duti s.
Assumptions
Within th r s arch, participants will tak a surv y asking t ach rs to answ r th sam s t
of qu stions bas d on pr -COVID-19 r coll ction (2019-2020 school y ar b for March 2020
school closur ) and during COVID-19 xp ri nc s (post-March 2020 school closur and 2020-
2021 school y ar). Th r s arch r assum s t ach rs will b abl to r m mb r accurat ly to b for
COVID-19 and will not allow hindsight bias to cloud thos r coll ctions.
Th r s arch r also assum s t ach rs will b hon st and forthcoming conc rning th ir
p rc ptions without allowing ducational “group-think” and “toxic positivity” cultur to influ nc
or sil nc th ir voic . By cr ating a surv y outsid district r sourc s and conducting individual
int rvi ws, th r s arch r has att mpt d to limit l gitimat t ach r f ars conc rning district or
school r taliation.
Definitions
Th following d finitions ar provid d to xplain words and phras s commonly us d
throughout th study:
● COVID-19 pand mic: an ongoing global h alth m rg ncy, as d fin d by th World
H alth Organization, caus d by s v r acut r spiratory syndrom coronavirus 2 (SARS-
CoV-2) (Yu n,Y , Fung, Chan, & Jin, 2020)
● Prof ssional L arning Community (PLC): ducators working collaborativ ly in ongoing
proc ss s of coll ctiv inquiry to improv stud nt achi v m nt (DuFour, DuFour, & Eak r,
2008)
● Collaboration: proc ss in which p opl work tog th r, int rd p nd ntly, to improv r sults
(Dufour, 2004)
Summa y
This chapt r provid d an introduction to th r s arch study, common d finitions, and th
pr ssing natur of xamining th impact of th COVID-19 pand mic on t ach r p rc ption of
PLCs and collaboration. Inst ad of focusing on th n gativ impacts of th pand mic, th
r s arch r hop s th COVID-19 pand mic will facilitat transformational chang in t ach rs’
approach to collaboration. Chapt r 2’s will pr s nt a r vi w of th lit ratur stablishing th
importanc of th PLC as an ducational r form ffort and th rol of collaboration within that
proc ss.
Refe ences
DuFour, R., & Eak r, R. (1998). Prof ssional l arning communiti s at work: B st practic s for
nhancing stud nt achi v m nt. Association for Sup rvision and Curriculum D v lopm nt.
DuFour, R. (2004). What is a “prof ssional l arning community?” Educational L ad rship,
61(8), 6-11
DuFour, R., DuFour, R. B., & Eak r, R. E. (2008). R visiting prof ssional l arning communiti s at
work: N w insights for improving schools. Bloomington, IN: Solution Tr .
T nn ss D partm nt of Education (TDOE). (2020). T nn ss ducator surv y 2020 ov rvi w:
A r port from th T nn ss D partm nt of Education.
https://www.tn.gov/cont nt/dam/tn/ ducation/data/2020-surv y/Combin d_Bri fs
Yu n, K.S., Y , Z.W., Fung, S.Y., Chan, C.P., & Jin, D.Y. (2020). SARS-CoV-2 and
COVID-19: Th most important r s arch qu stions. Cell Bi sci. 10:40. R tri v d
S pt mb r 19, 2020. doi:10.1186/s13578-020-00404-4
Overview
Ameri an s hools began during the early olonial period. Tea hers at that time required no
training to tea h. By the mid-1800s, s hools began to evolve, and formal training for tea hers
started. Formal training soon be ame a ollege edu ation and then morphed into a ertifi ation
pro ess. Today, thousands of individuals earn their ertifi ation to tea h in publi s hools. Though
this ertifi ation varies from state to state, all of them require a preparation program. Although
these programs must meet high standards and expe tations, individuals who omplete the
programs still begin their areers as novi e tea hers (Carr, 2013).
To assist these novi e tea hers in developing their skills, s hools implement a multitude of
professional learning models. Those models in lude professional learning seminars and mentoring.
In re ent years, s hools and s hool systems have moved to ombine these two methods by
employing instru tional oa hes to support all tea hers’ growth and development. It is not yet
known whether instru tional oa hes have a signifi ant impa t on new tea hers.
ackground and Problem Statement
In the early 2000s, s hools and s hool systems began employing instru tional oa hes
(Fierle, 2020). The oa hes work losely with tea hers to monitor their instru tional pra ti es,
re ord tea her pra ti es, and provide onstru tive feedba k (Reeves, 2010). This support model
fo uses on job-embedded professional learning while walking edu ators down the path of
development and growth. As this role be omes more prominent in s hools, exploring its impa t on
first-year tea hers is needed.
Meets Expectations – LOW
Purpose of Study
The study aims to determine the impa t of instru tional oa hes/tea her leaders on the
growth and development of
first-year tea hers.
The study also sought to determine the differen e in
the growth of tea hers who re eived instru tional oa hing ompared to a group of tea hers who
do not re eive instru tional oa hing. The study also sought to identify tea her per eptions of the
impa t of their work with an instru tional oa h.
Significance of Study
High levels of student a hievement are the ore work for all s hools. To improve student
a hievement, s hools must in rease the apa ity of its tea hers. Continual professional growth is
imperative for all s hools and tea hers. Professional development for first-year tea hers is
espe ially important. S hools and s hool systems must employ a highly effe tive method for
supporting these new to the profession tea hers’ growth. This study sought to determine if
instru tional oa hes/tea her leaders impa t first-year tea her growth ompared to other methods.
Be ause s hools have limited resour es, it is imperative to determine the most impa tful and
effe tive system for growth and development to help tea hers learn and grow.
Research Questions
1. How do Instru tional Coa hes/Tea her Leaders impa t the performan e of first-year
tea hers?
2. How do tea hers who re eive instru tional oa h support per eive
Limitations of the Study
Parti ipants in this study were volunteers. The resear her relied on the tea hers’ and
prin ipals’ honesty and willingness to parti ipate through interviews, pre-assessments, and post-
assessments. As prin ipals and tea hers provided assessment data, it was important that s oring be
honest and genuinely refle t their beliefs on performan e.
Additionally, the resear her did not observe or assess the quality of the instru tional oa h
support provided to the first-year tea her. A varian e in the amount and quality of the help
supplied to the first-year tea hers may be evident. Additionally, there may be a varian e in the
amount and type of support provided to the tea hers who did not re eive instru tional oa h
support.
Assumptions
In this study, it was assumed that prin ipal and tea her responses in the assessments and
interviews were honest and refle ted the per eived performan e on the given indi ators.
Additionally, it was assumed that first-year tea her supports were typi al for both groups (those
who did not re eive instru tional oa h/tea her leader support and those who did re eive support).
The study attempted to determine the impa t on first-year tea hers ompared to typi al supports
for first-year tea hers.
Definitions
● First-Year Tea her: Tea her who is entering into their first year as a tea her
● Instru tional Coa h: Someone whose hief responsibility is to support the growth and
development of tea hers.
Summary
Tea hers are the most signifi ant indi ator of student a hievement (Hanushek &
Woessmann, 2010). Developing tea hers, therefore, is a atalyst for improving student
a hievement. As tea hers enter the profession, the need for support and professional growth is
riti al. Many s hools have moved to employ instru tional oa hes as a method of support for
tea hers. This study sought to find whether that support (instru tional oa hes) has an impa t on
first-year tea hers.
References
Carr, D. (2013). The Effe ts of Tea her Preparation Programs on Novi e Tea hers
Regarding Classroom Management, A ademi Preparation, Time Management, and
Self-Effi a y (November 2013) [Do toral Dissertation]. Liberty University.
Fierle, D. E. (2020). Instru tional Coa hing for Tea her Growth: A Phenomenologi al Study
of Instru tional Coa hing as a Capa ity-building Lever for Strengthening Tea her
Pra ti e in Publi Middle S hools (28025640) [Do toral dissertation, Point Park
University]. Proquest.
Reeves, D. B. (2010). Transforming professional development into student results (1st ed.).
ASCD.
1 Coaching-Based Approach to Leadership
Overview
The emergence, global adoption, and ever-accelerating development of internet-based
technologies have facilitated a level of interconnectedness in global markets that many people
would have never imagined as little as thirty years ago. The internet has provided an easeof
access to information that is merging businesses markets, and cultures as well. With the ever-
accelerating rate of development in technology, combined with increasingly dynamic markets
responding to social and cultural influences, business leaders are facing unprecedented challenges
to create organizational cultures that are nimble and responsive to thesemarket forces. To this
end, organizations are reconsidering traditional forms of training and have made considerable
investments in executive coaching initiatives.
“Concerns arise when organizational forms of training, such as
traditional methods of training become obsolete and less effective at
equipping executives to respond rapidly to change. This concern is
especially important because executives have less time than before
in history to prove themselves in a fast-paced, global, and
environmentally challenging world” (Lord, 2010, p. 4).
As a result, organizations havebeen exploring new approaches to leadership including, a coaching-
based approach to leadership. A review of the literature on the influence and effectiveness of a
coaching-based reflects a rich discussion of important considerations. These research
considerations include: Exploring thedelayed effects of learning associated with a coaching-based
approach to leadership (Spence, et al., 2019), How coaching-based leadership is implemented in
effective project management practices (Berg, M., Karlsen, J. 2019), The perceived benefits of
implementing a coaching-based style of leadership (Elidas, A., 2016), comparative research that
evaluates the effectiveness of executive coaching as assessed to traditional forms of training, as
well as research into the efficacy of coaching itself (Grant, 2013). Yet there exists is a gap in the
research literature concerning the effectiveness of a coaching-based approach to leadership in the
Exceeds Expectations
2 Coaching-Based Approach to Leadership
professional development of senior managers regarding their job satisfaction in addition to
succession planning and organizational performance during periods of
transitions in leadership.
Background and problem statement
It is important to note that traditional forms of training are more generic, standardized, and
less specific whereas, executive coaching is personally tailored to the particular needs of the
executive. However, although there is a great deal of discussion, analysis, and investment into
coaching initiatives to improve skills and decision-making capabilities of executives, since the
beginning of the 21st Century alone there havebeen several widely reported scandals that brought
down executives for criminal ethical violations. The collapse of Enron, Arthur Andersen, and
WorldCom highlight this point. The trend of CEO departures, some controversial and others not,
has continued. “Chief executives are leaving in record numbers this year, with more than 1,332
stepping aside in theperiod fromJanuary through the end of October” (Atkinson, 2019, p.1). This
point is reiterated by MikeDavies, Director of Global Corporate Affairs for
PricewaterhouseCoopers (PwC), as hewrites “CEO turnover is at a record high and the successors
of following long-serving CEO’s are struggling” (2018, p. 1). Several factors are influencing this
wave of resignations that include age, early retirement, and controversy to name but a few.
This situation represents a problemfor leaders and organizations: Establishing an
organizational culture that is focused on achieving goals as well as the professional development of
senior managers in the context of a carefully considered succession plan. This failure has resulted
in a lack of stability and organizational performance for many companies when they need they
need it most, during leadership transitions. This problem is exemplified by the poor leadership
performance of Jeffery Immelt and the loss of valuation at General Electric (GE) after the
legendary organizational growth and success of GE under the leadership of Jack Welch.
Purpose of the study
3 Coaching-Based Approach to Leadership
For this study, a coaching-based leader is an individual who is engaging, authentic, and
collaborative. Acoaching-based leader is an individual who empowers team members with
assignments while ensuring they feel supported acting on their responsibilities. In this regard, and
as a response to this failure of current approaches to leadership, this strategy of inquiry plans to
evaluate the effectiveness and efficacy of a coaching-based approach to leadership in terms of
better preparing the professional development of employees. The intent is to a longitudinal study to
explore the current organizational culture of the participating organization through observations
performed in conjunction with the use of open-ended interviews of leadership, senior managers,
and employees. These interviews and observations will be conducted pre-and post-exposure to a
coaching-based leadership training programdelivered by an external provider. The observations
will provide context to understand theperspectives of participants during interviews, the provider
will provide objective feedback from training exercises, and nine (9) months of follow-up
interviews and observations will allow for the analysis of the participant’s perspectives and
experience, as well as the overall performance of the organization. As a result, the purposeof this
study is to establish an effective and reliable model for effective leadership in dynamic market
conditions and preparing organizations for the succession of leadership.
Significance of the study
The significance of the study is both qualitative and quantitative. The cost to an
organization to recruit, screen, train, and integrate new hires is expensive and getting more so
every day. The expenses associated with employee turnover put a draw on theoperational
performance of an organization and distract it fromfocusing on its core mission and goals.
Additionally, there is no shortage of conversations in research journals and corporate board rooms
discussing employee engagement. This researcher believes that employee engagement is best
measured as a function of organizational citizenship behavior (OCB) which is, “The discretionary
4 Coaching-Based Approach to Leadership
behavior that is not part of an employee’s formal job requirements and contributes to the
psychological and social environment of the workplace” (Robbins, Judge, 2018, p. 14). The
research on coaching-based leadership can assist in the development of a model of best practices to
improve employee job satisfaction, enhance employee retention by reducing the loss of talent and
experience, and improve operational efficiencies for organizations facing dynamic markets and/or
transitions in leadership.
Research Questions
1) Can a coaching-based approach to leadership enhance employee engagement as a
measurement of organizational citizenship?
2) Can a coaching-based approach to leadership reduce the loss of talent and experience as a
measurement of employee retention?
3) Can a coaching-based approach to leadership increase organizational performance?
4) Can a coaching-based approach to leadership assist with the development of succession
planning and improve a new leader’s opportunity for success.
Limitations of the Study
There are several limitations to this study that need to be addressed openly from the outset.
This study is limited in time and resources and will only involve a single publicly traded, U.S.-
based multinational corporation with 1,000 employees, or more. Given theunique and individual
nature of organizational cultures across groups of organizations in similar industries, this will limit
the scope and application of research assumptions and/or findings. A longitudinal study of several
organizations within similar industries would provide for a richer, morediverse data set, and a
wider application of findings and/or assumptions.
5 Coaching-Based Approach to Leadership
Assumptions
The researcher assumes that this strategy of inquiry will establish that a coaching-based
approach to leadership is not currently present in the organizational culture of the participating
organization. The researcher assumes the participating organization is experiencing amoderate-to-
high rate of employee turnover driven by low job satisfaction and characterized by a lack of
employee engagement. The researcher further assumes that exposure, and commitment, to the
implementation of a coaching-based approach to leadership will lead to improved job satisfaction
among employees leading to higher levels of organizational citizenship and improved
organizational performance.
Definitions
Employee Engagement: An individual that believes in the values, and personally identifies with,
the mission of
the organization.
Traditional Training: Group-oriented and pedagogical structure. Delivered in a classroom
environment or online and content is generalized.
Executive Coaching: One-on-On collaboration and andragogical structure. Collaboration is
specifically focused on meeting the individual needs of the executive.
Coaching-based Leadership: Group-oriented, butwith an andragogical individual focus. This
leadership approach is characterized by a leader who is committed to
the on-going professional development team members and their
involvement in the stability and success of the organization through
proper succession planning.
Summary
6 Coaching-Based Approach to Leadership
Coaching-based leadership is an emerging approach with agrowing and diverse research
baseof knowledge. However given the recent emergence of this approach to leadership, the
research has yet to develop an established set of interrelated associations and correlations as found
in studies in other approaches that have been more fully researched. However, it is the position of
this researcher that a coaching-based approach to leadership not only improves organizational
performance and citizenship behavior, but it is also the sign of a confident and responsible leader
working to leave a legacy of on-going development, success, and stability long after they have left
the organization.
References
7 Coaching-Based Approach to Leadership
Atkinson, C. (2019). Why have more than 1,300 CEOs left their post in the past year? NBC News.
https://www.nbcnews.com/business/business-news/why-have-more-1-000-ceos-left-their-
post-past-n1076201
Berg, M., Karlsen, J., (2016). A Study of Coaching Leadership StylePractice in Projects.
Management Research Review, vol. 39, no. 9, pp. 1122-1142.
https://www.researchgate.net/profile/Jan_Karlsen2/publication/308271302_A_study_of_co
aching_leadership_style_practice_in_projects/links/58b3f0de92851cf7ae91e3fc/A-study-
of-coaching-leadership-style-practice-in-projects
Daviers, M. (2019). CEO Turnover atRecord High. PricewaterhouseCoopers.
https://www.pwc.com/gx/en/news-room/press-releases/2019/ceo-turnover-record-high.html
Eliadis, A. (2016). Coaching as aLeadership Style: The Perceived Benefits of aLeader Adopting a
Coach-Approach Leadership Style. University of Texas atDallas.
https://www.researchgate.net/publication/311950055_Coaching_as_a_Leadership_Style_T
he_perceived_Benefits_of_a_Leader_Adopting_a_Coach_Approach_Leadership_Style
Grant, A. (2013). The Efficacy of Coaching. TheUniversity of Sydney.
https://www.researchgate.net/publication/300845383_The_Efficacy_of_Coaching
Lord, E. (2010). A Quantitative Study on Executive Coaching from aLearning Transfer
Perspective. University ofPhoenix.
https://researchportal.coachfederation.org/MediaStream/PartialView?documentId=539
Robbins, S., Judge, T. (2018). Essentials of Organizational Leadership. Pearson.
Rothschild, M. (2020). A Conspiracy about Mass CEO Resignations is Ignoring the Obvious.
DailyDot. https://www.dailydot.com/debug/ceos-resigning-conspiracy-theory/
8 Coaching-Based Approach to Leadership
Spence, G., Stout-Rostron, S., Gloshoff, B., & Van Reenen, M. (2019). Exploring the Delayed
Effects of Leadership Coaching: A Pilot Study. COACHING: An International Journal of
Theory, Research, and Practice. https://doi.org/10.1080/17521882.2019.1574308
Running Head: METHODOLOGY 2
ASSIGNMENT 2
Methodology
Introduction
Artificial Intelligence (AI) and associated technologies have become more commonplace in business and society. They are now being used in the healthcare industry. There is a lot of guarantee for these technologies to revolutionize healthcare companies’ patient treatment and administrative operations. Numerous studies have already shown that AI can do as well as or better than humans at critical healthcare activities such as illness diagnosis. As early as today, AI can detect dangerous tumors better than radiologists, helping scientists build cohorts for expensive clinical studies. There are a few motivations behind why we feel it will be many years before AI replaces humans in broad medical processes.
It is no wonder that healthcare executives are concerned about cybersecurity, given that hackers are increasingly focusing on this valuable data. Hospitals throughout the globe are already benefiting from artificial intelligence and machine learning to reduce administrative costs and enhance patient care. When it comes to cybersecurity, the usage of artificial intelligence (AI) is becoming more commonplace. Despite these challenges, hostile AI applications, which operate against security systems, and are an increasing danger, are still a problem for AI deployment in healthcare security. To protect data security and patient safety, it is indeed imperative that we stay on top of these challenges (Lee, 2021). With the introduction of AI diagnostics, medications, prospective smart devices, and intelligent delivery methods, this article aims to demonstrate how AI breakthroughs might help alter health care systems. Coverage will also include how AI might help secure critical health care data from cyberattacks.
Research Paradigm
An interview protocol with a list of questions to be asked to various healthcare experts, such as nurses, physicians, and even other healthcare workers, is the method of choice for the qualitative research. With an interview, the interviewee can provide enough information about AI innovation to help transform health care systems. For example, how it can be used in the diagnosis and how it can be used in medicines, smart devices, intelligent delivery methods, and cyber security and protection of sensitive healthcare information. Using open-ended questions in an interview will allow you to get as much information as possible from your subject since they do not restrict their responses. This includes the interviewee’s physical traits, emotions, and verbal and nonverbal indicators. More precise and comprehensive data may be obtained using the chosen device.
Research or Project Design
A qualitative technique was used to gather the data for this study. The data collected was qualitative. The researcher prepared an open-ended questionnaire about AI innovation, and interviews were used to administer it. These recordings were transliterated for further analysis. Most participants’ responses were captured when they were trying to describe their knowledge of AI innovation and how they have witnessed AI being utilized to secure sensitive health care information from cyber threats. Depending on how quickly the participants could complete the questions, each session lasted between 30 and 50 minutes.
Sampling Procedures and Data Collection Sources
Every participant has worked or is now working at a medical facility. All participants were required to sign a consent form outlining the study’s goal and providing them with the option of skipping any questions that they found too difficult to answer honestly. Participants were gathered through social media advertisements and referrals from relevant educational and professional backgrounds. There were 35 volunteers in total, with ages ranging from 24 to 57 for the males and 12 for the girls. AI advancements and how to protect critical health care information from cyber dangers were questioned about employee awareness, and 20 replied yes, and 15 said no. While 18 replied yes and 17 said no when asked if they have taken or participated in any data security training offered by their universities.
The participants’ responses were dealt with in a single segment, which was qualitative in nature. It was necessary to do qualitative data analysis of open-ended questions to better understand the participants’ responses. To assist with the analysis of AI development, the research concentrated on detecting a pattern, trend, or any other similar concepts (Arora, 2021). Utilizing this strategy, the specialist had the option to find commonalities and patterns. As a result, we began to compile a preliminary summary or picture of the participants’ perspectives on how AI innovation has affected their workplace, particularly concerning healthcare information security and rhetoric. While also searching for the alternative viewpoints or insights they held on AI.
To answer our research questions, the top-level approaches were mostly focused on (1) How has AI innovation aided the healthcare industry? While utilizing AI, what are some of the essential safeguards to secure critical healthcare data from cyber threats? (3) How do you deal with data breaches at your healthcare facility? Is there any downside to employing AI innovations instead of its advantages? According to the participants’ responses, several subcategories were formed, although it was noted that the above are all high-level categories that are all clustered.
Data Organization Plan
The responses acquired from the interviews conducted previously are to be arranged as per the specific professions of the participants or interviewees for the researcher to properly understand the general perspectives of different health professionals about Ai innovation, especially those that work in health institutions.
References
Arora, A. (2020). Conceptualising artificial intelligence as a digital healthcare innovation: an introductory review. Medical Devices (Auckland, NZ), 13, 223.
Lee, D., & Yoon, S. N. (2021). Application of artificial intelligence-based technologies in the healthcare industry: Opportunities and challenges. International Journal of Environmental Research and Public Health, 18(1), 271.
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