RES-831-RS-T2-ProblemSpaceIDReflection-Patrice Pilgrim - GRADED

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Patrice Pilgrim College of Doctoral Studies, Grand Canyon University RES-831 Problem Space Identification & Reflection Dr. Jennifer Waldschmidt Wednesday, March 20th, 2024
College of Doctoral Studies RES-831 Problem Space Identification & Reflection This assignment will help you develop key points for the prospectus presentation slides and Chapter 2 Identification of the Problem Space Section in the Dissertation Template. Part 1 - Key Points Table In the following table, enter information for your proposed study in the Potential Topic Key Point Description column using the instructions for each key point in the Key Point column. Bullets may be used in the table. Complete sentences are required with properly formatted APA-style in-text citations. Sources of in-text citations must be included on the references page. Key Point Potential Topic Key Point Description Background to the Problem 1. Describe what is already understood about the problem. The established leadership styles play a significant role in teacher retention and student outcomes. Transactional leadership is one leadership style that focuses on a system of rewards and punishments and can have various reactions, one of which is the potential for undermining self-motivation. Transformational leadership helps support collaboration and motivation, which can positively impact teacher satisfaction and student achievement. Supportive leadership emphasizes the support given to teachers, which leads to higher degrees of satisfaction, a decline in turnover rates and an improvement in the school's overall climate. Distributed leadership involves the active involvement and participation of
College of Doctoral Studies 2. Present findings from prior research related to the history of the problem space. various stakeholder groups and is connected to the improvement of teacher retention percentages as well as student outcomes. This happens within a space of collaboration as well as shared decision-making. Opposite to these is autocratic leadership where demonstrations of strict control can be observed, characterized by often negative results which can lower morale and academic performance. In 2008 a study was conducted (Leithwood & Jantzi, 2008), to examine the correlation between student achievement and principal leadership effectiveness, and teacher retention. The study looked deeper into several ways leadership behaviors can impact teacher job satisfaction and overall school effectiveness. This was continued in 2009 (Bryk et al., 2009), (Printy et al., 2009) when transformational and leadership practices were assessed for their impact on teacher retention, overall student outcomes, and school improvement efforts. 2010 saw a comprehensive approach taken to investigate the effects across a wider cross-section of sample schools. An exploration was done to discern the impact of different leadership styles on teacher retention and student achievement (Leithwood et al., 2010). 2011 saw a study seeking deeper insight into collaborative leadership's impacts on school
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College of Doctoral Studies 3. 4. Focus on: a) When the problem started b) What has been discovered about the problem capacity and overall student outcomes. Leadership and how this leadership style contributed to teacher retention and student outcomes (Hallinger & Heck, 2011). Discovery and recognition of the problem started in the early 20 th century. The commonly held perspective on educational leadership was that it was administrative in nature, and that it focused on tasks such as policy enforcement and resource management. There was a gradual ‘turning’ to the idea that leadership played a vital role in the creation and maintenance of positive school environments which in turn impacted teacher development and had a positive impact on student academic performance. Connections were discovered between leadership styles, student achievement and overall teacher satisfaction which laid the foundation for future investigation of this topic (Middleton et al., 2018). Research that has been done has shown an increase in the roles of distributed, instructional, and transformational in the molding of the school’s overall effectiveness. Specific leadership styles have been linked to higher rates of teacher retention and job satisfaction which has meant that student achievement was also positively impacted. The negative side
College of Doctoral Studies c) The current state of the problem 5. Support information with empirical citations of leadership – specific to autocratic leadership – was identified as negatively impacting student outcomes and teacher morale (Maqbool et al., 2023). The focus began shifting to the role of leadership in addressing both achievement gaps and equity within various student subgroups. The current state of leadership impact on student outcomes and teacher retention continues to be a topic of significant global concern with research studies ongoing into the various leadership aspects and how they impact overall teacher satisfaction, overall student academic performance and teacher turnover rates. A ‘push’ for the creation and support of leadership programs to better equip educational leaders in addressing complex school challenges more effectively is being made and is receiving support. Particular attention is being focused on promoting collaborative efforts based on distributed leadership models. It is the ‘hope’ that teachers as well as other educational staff will be supported in the process of making professional growth (Alsubaie & Jones, 2017). Challenges will persist when it comes to the need for a greater ‘show’ of diversity and equity in the leadership roles that
College of Doctoral Studies are being assigned as well as a continued need for leadership that is effective and that demonstrated the desired practices in a constantly shifting educational landscape. Problem Space 1. In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research. 2. Use empirical literature dated primarily within the past 5 years. Context-Based Factors - An investigation of socioeconomic factors, cultural diversity, and school size and how they intersect with various leadership styles could be undertaken. Gaining a deeper understanding of the several ways in which their interactions can provide insight into customizing a particular leadership approach to a particular educational setting (Worum et al., 2020). Teacher Perspective: A qualitative approach to understanding teacher perspective and its impact on student academic outcomes and retention should be considered. Qualitative methods can aid in gathering teacher experiences as well as their nuanced perceptions various leadership approaches (Da’as, 2020). Mediating Mechanisms – The identification of intermediate elements such as teacher job satisfaction, instructional practices, and school climate that can serve as
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College of Doctoral Studies 3. Identify and support what still needs to be understood regarding the problem space through a transmitters of the effect of a specific leadership style, needs to be explored (Visser & Scheepers, 2022). Comparative Analysis: A comparative analysis over a nuanced range of educational systems and cultural contexts is needed. Ties as well as differences in the impact that various leadership styles can have on student academic outcomes and teacher retention. Cross-cultural leadership stratagems can be developed to be effective across multiple settings and situations (Levi-Sudai & Neagu, 2022). Long-Term Effects – Additional research needs to be done relative to the long- term impact of different leadership styles on both teacher retention and overall student outcomes. Included in this would be an analysis of leadership activities put in place over the years and their impact on the turnover rates and influence of student academic trajectories (Suharyati & Harijanto, 2019). Within the teaching arena, high turnover rates are a challenge. High turnover rates can lead to disrupted student educational experiences and increased financial costs
College of Doctoral Studies combination of arguments that justify the problem space: a) Professional and/or broader societal need identified in the literature b) Directions for future research based on limitations, recommendations, and/or conflicting findings for recruiting and training teachers. Effective leadership strategies are a crucial factor in addressing the challenges raised by teacher retention. It is critical in creating a supportive school climate experience for students (Ingersoll & Tran, 2023). Additionally, high teacher turnover rates most often impact underserved communities which makes existing educational inequalities that much more impactful. Therefore, it is vital that an understanding of how leadership impacts teacher retention is important for the promotion of educational equity as well as improving overall academic outcomes – within disadvantaged communities. Current research has identified various research styles and associated practices with the goal of teacher retention. There is still, however, a need for more in-depth studies that focus on the differential impact that leadership can have across a variety of school contexts and demographic groups.
College of Doctoral Studies c) Synthesis of broader topics to study in combination Also, upcoming research could go in the direction of dissecting the mechanisms within leadership that influences teacher retention, inclusive of such factors as teacher job satisfaction, climate as well as necessary professional development opportunities (Scallon et al., 2021). Consideration also needs to be given to the methodical limitations such as cross- sectional designs and a heavy reliance on self-report. This degree of consideration can positively impact the validity of findings within this area. Additionally, some of the research focus should be placed on the consideration of the interrelatedness of leadership and other organizational factors relative to school climate, procedural structures, and stakeholder engagement, when the outcome sought is the shaping of teacher retention outcomes. A combination of studies has been done on leadership related to its impact on teacher well-being and burnout. A comprehensive understanding of the listed factors and those that may be discovered must be done relative to learning about the
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College of Doctoral Studies specific impact these factors have on teacher retention. By focusing on examining how leadership practices can impact teacher job satisfaction and mental health, strategies can be developed to aid in improving retention rates. The intersectionality of leadership, equity, diversity, and inclusion needs to be investigated as a potential avenue of research. Gaining an understanding of the impact that inclusive leadership practices can have not only on the retention of marginalized teachers, but also on the level of contribution that can be made to creating school climates that are more equitable, should be the aim of this avenue of research (Wang et al., 2024). The integration of leadership strategies with the formulation of professional development activities to support teacher growth and career pathway movement can offer additional insights into how leadership can support teachers’ ongoing growth, thus aiding in the promotion of an improved rate of job satisfaction and retention. Review of Literature Topics/Themes
College of Doctoral Studies 1. Identify 3-5 major topics in the literature related to the proposed problem space 2. Each bullet should include: a) 1-2 sentences defining/describing each topic b) At least 3 empirical sources supporting each topic Emotional Exhaustion and Teacher Motivation: This topic focuses on understanding the several factors that can contribute to the emotional exhaustion of teachers, with specific emphasis placed on teacher motivation. It also explores how intrinsic and extrinsic factors influence the motivation and well-being of teachers and their job satisfaction (Li, 2023), (Panadero et al., 2022), (Slemp et al., 2020). Teacher Turnover and Principal Leadership Practices: This topic dives into the perception of teachers relative to the principal leadership practices being observed and the impact of these practices on teacher turnover rates. It further seeks to investigate the leadership behaviors as well as strategies being employed by principals in the execution of their duties that can contribute to, or alleviate instances of teacher turnover (Ortan et al., 2021), (DeMatthews, 2020), (Sanchez et al., 2020). Turnover in Rural Schools and Teacher Shortages: This topic took the approach of analyzing the various organizational factors that can contribute to the ongoing teacher shortages in U.S. schools. It involved examining the specific challenges
College of Doctoral Studies faced by rural schools, such as geographical isolation and limited resources and how these factors impacted the recruitment, retention, and turnover of teachers within these areas (Mills, 2024), (Mckinney, 2020), (Larkin, 2022) Problem Statement 1. State the specific problem for research with a single clear declarative statement starting with “It is not known…” 2. Alignment: The problem statement must align with the established problem space as described above. It is not known how school size, socioeconomic factors and cultural diversity connect with various leadership styles as well as their impact on teacher retention and student outcomes and necessitates an investigation to gain a more complete understanding into the customization of leadership approaches for specific educational environments (Worum et al., 2020).
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College of Doctoral Studies Part 2 - Written Reflection (250-500 words) Over the past courses that I have completed thus far, the topic of interest that I have focused on is the impact of leadership styles on teacher retention and student outcomes. This topic has undergone some evolution. At the start of this journey, my ‘dive’ into this topic was focused on gaining a deeper understanding of the impact that leadership had on teacher turnover as well as student academic outcomes. I have learned – through my engagement with various research studies and literature that is constantly evolving, that a nuanced approach to identifying specific areas for potential exploration and study is needed in this space. Recent research studies have demonstrated that the guidelines for establishing the problem statement and a potential area of study have become clearer. It is apparent that cultural diversity, school size and socioeconomic status interconnect with a variety of leadership styles which in turn can have significant impact on teacher retention as well as student outcomes. Therefore, a study could aid in the establishment of a definition of these guidelines by analyzing how these specific contextual factors impact leadership approached which can then lead to the customization of leadership strategies that are more effective within specific educational settings. Such a potential study could make a significant contribution to the current body of knowledge by providing key insights into the mediating mechanisms that aid in the transmission and impact of specific leadership styles. In identifying the intermediate aspects of teacher job satisfaction, school culture and instructional practices, the study could offer key insights into how leadership can
College of Doctoral Studies influence teacher retention and student outcomes. From a practical standpoint, the potential research findings could have impactful applications for not only the teaching profession but also in the wider practitioner community. In gaining a deeper level of understanding of how cultural diversity, school size and socioeconomic factors interact with various leadership styles, both educators and educational leaders can customize their respective leadership approaches to create school environments that are more supportive and that can further enhance the retention of qualified teachers and the overall academic achievement of students. Additionally, a narrative qualitative approach geared towards gaining a deeper understanding of teacher perspectives on leadership as well as the impact of that leadership on student academic outcomes could provide a wealth of insight and understanding into the experiences and perceptions of teachers. This narrative qualitative approach is in alignment with the practical application of the potential research findings as it creates the space for educators to become empowered to voice their perspectives as well as to contribute to the development of more effective leadership practices.
College of Doctoral Studies References Alsubaie, A., & Jones, K. (2017). An overview of the current state of women’s leadership in higher education in Saudi Arabia and a proposal for future research directions. Administrative Sciences , 7 (4), 36. https://doi.org/10.3390/admsci7040036 Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2009b). Organizing Schools for Improvement . https://doi.org/10.7208/chicago/9780226078014.001.0001 Da’as, R. (2020). Between principals’ and a teacher’s perspective taking: The role of transformational and transactional leadership styles. International Journal of Leadership in Education , 26 (4), 722–744. https://doi.org/10.1080/13603124.2020.1850871 DeMatthews, D. (2020a). The principal-teacher churn: Understanding the relationship between leadership turnover and teacher attrition. Proceedings of the 2020 AERA Annual Meeting . https://doi.org/10.3102/1575695 Hallinger, P., & Heck, R. H. (2011). Collaborative leadership and School Improvement: Understanding the impact on school capacity and student learning. International Handbook of Leadership for Learning , 469–485. https://doi.org/10.1007/978-94-007-1350-5_27
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College of Doctoral Studies Ingersoll, R. M., & Tran, H. (2023). Teacher shortages and turnover in rural schools in the US: An organizational analysis. Educational Administration Quarterly , 59 (2), 396–431. https://doi.org/10.1177/0013161x231159922 Larkin, D. (2022). Making sense of science teacher retention: Teacher embeddedness and its implications for new teacher support. Proceedings of the 2022 AERA Annual Meeting . https://doi.org/10.3102/1894821 Leithwood, K., & Jantzi, D. (2008). Linking leadership to student learning: The contributions of leader efficacy. Educational Administration Quarterly , 44 (4), 496–528. https://doi.org/10.1177/0013161x08321501 Leithwood, K., Louis, K. S., Wahlstrom, K., Anderson, S., Mascall, B., & Gordon, M. (2010). How successful leadership influences student learning: The second installment of a longer story. Second International Handbook of Educational Change , 611–629. https://doi.org/10.1007/978-90-481-2660-6_35 Levi-Sudai, P., & Neagu, G. (2022). The attitudes of teachers towards disadvantaged young students: Israel–Romania comparative analysis. Sustainability , 14 (19), 12468. https://doi.org/10.3390/su141912468 Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher Burnout: A mediation model. Frontiers in Psychology , 14 . https://doi.org/10.3389/fpsyg.2023.1185079
College of Doctoral Studies Maqbool, S., Zafeer, H. M., Zeng, P., Mohammad, T., Khassawneh, O., & Wu, L. (2023). The role of diverse leadership styles in teaching to sustain academic excellence at secondary level. Frontiers in Psychology , 13 . https://doi.org/10.3389/fpsyg.2022.1096151 Mckinney, S. (2020). The staying power of stars: Addressing teacher retention in urban, high-poverty schools. Proceedings of the 2020 AERA Annual Meeting . https://doi.org/10.3102/1581582 Middleton, R., Mackay, M., Riley, K., & Stephens, M. (2018). A creation story of Leadership Development. International Practice Development Journal , 8 (1), 1–8. https://doi.org/10.19043/ipdj81.009 Mills, M. (2024). A ‘trained’ or ‘educated’ teacher workforce in a polycrisis? A view from Australia. Teacher Education in Crisis , 205–212. https://doi.org/10.5040/9781350399693.ch-13 Ortan, F., Simut, C., & Simut, R. (2021a). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health , 18 (23), 12763. https://doi.org/10.3390/ijerph182312763 Panadero, E., Fraile, J., Pinedo, L., Rodríguez-Hernández, C., Balerdi, E., & Díez, F. (2022). Teachers’ well-being, emotions, and motivation during emergency remote teaching due to covid-19. Frontiers in Psychology , 13 . https://doi.org/10.3389/fpsyg.2022.826828 Printy, S. M., Marks, H. M., & Bowers, A. J. (2009). Integrated leadership: How principals and teachers share transformational and instructional influence. Journal of School Leadership , 19 (5), 504–532. https://doi.org/10.1177/105268460901900501
College of Doctoral Studies Scallon, A. M., Bristol, T. J., & Esboldt, J. (2021). Teachers’ perceptions of principal leadership practices that influence teacher turnover. Journal of Research on Leadership Education , 18 (1), 80–102. https://doi.org/10.1177/19427751211034214 Sanchez, J. E., Paul, J. M., & Thornton, B. W. (2020). Relationships among teachers’ perceptions of principal leadership and teachers’ perceptions of school climate in the high school setting. International Journal of Leadership in Education , 25 (6), 855–875. https://doi.org/10.1080/13603124.2019.1708471 Slemp, G. R., Field, J. G., & Cho, A. S. H. (2020). A meta-analysis of autonomous and controlled forms of teacher motivation. Journal of Vocational Behavior , 121 , 103459. https://doi.org/10.1016/j.jvb.2020.103459 Suharyati, H., & Harijanto, S. (2019). Leadership style of principal and organizational culture improve teacher job satisfaction. Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018) . https://doi.org/10.2991/isseh-18.2019.56 Visser, S. W., & Scheepers, C. B. (2022). Organisational Justice Mechanisms’ mediating leadership style, cognition- and affect-based trust during COVID-19 in South Africa. European Business Review , 34 (6), 776–797. https://doi.org/10.1108/ebr-11-2021-0243 Worum, H., Lillekroken, D., Ahlsen, B., Roaldsen, K. S., & Bergland, A. (2020). Otago Exercise Programme—from evidence to practice: A qualitative study of physiotherapists’ perceptions of the importance of organisational factors of leadership, context, and culture for knowledge translation in Norway. BMC Health Services Research , 20 (1). https://doi.org/10.1186/s12913-020-05853-8
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College of Doctoral Studies Wang, X., Yang, L., Chen, K., & Zheng, Y. (2024). Understanding teacher emotional exhaustion: Exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships. Frontiers in Psychology , 14 . https://doi.org/10.3389/fpsyg.2023.1342598

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