Browsing School of Education (SOE) by Subject "Educational leadership"
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Alaskan Superintendent Turnover: Is There A Correlation Between Anticipated Turnover And The Organizational Culture Of School Boards In The State Of AlaskaThe purpose of this study is to determine if a particular type of school board culture is predictive of Alaskan public school superintendents' intention to leave their positions. Cameron and Quinn's four types of organizational culture---hierarchy, market, clan, and adhocracy---serve as the model for the study, which surveyed Alaska's public school superintendents during the 2010-2011 school year. The 47 participants completed the Anticipated Turnover Scale and the Organizational Culture Assessment Instrument. A correlational analysis was utilized to assess what relationship might exist between anticipated turnover and superintendents' perceptions of their school board culture. No statistically significant correlations were found for any of the specific organizational types and superintendents' intention to quit their job. The findings do not discount the potential for school board culture to impact superintendents' intention to leave their positions; rather they suggest directions future research might take in reframing and exploring this question.
Barriers To Ahtna Athabascans Becoming Public School EducatorsUsing a mixed-method phenomenological approach, this cross-cultural study utilizes a non-formalized survey and interviews. Data was gathered and presented in a manner consistent with Ahtna cultural norms and values. Survey data set was analyzed by statistical description. Interview transcripts were analyzed thematically through axial coding. The review of literature and data gathered from Ahtna Athabascan participants identified barriers common to other minorities groups evidenced in Ahtna-specific ways. Through a thematic analysis, the data showed barriers, consequences, benefits, and solutions to Ahtna Athabascans becoming public school educators. Through this study, Ahtna Athabascans expressed an overwhelming desire to see more Ahtna Athabascans teachers in public schools. Among the policy and practical implications identified in the study are the need to improve the quality of K-12 educational experiences for Ahtna youth and improved guidance counseling services. The analysis of the data set provides pathways for future Ahtna-specific research and Ahtna-specific solutions for increasing the number of Ahtna Athabascan teachers in local public schools.