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008 230824s2023 ||||||||s|||||||| ||eng d
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100 1 Ghosh, Tithi
245 10 “It’s Lonely at the Top”: Identifying High-Yielding
Strategies Used by K-12 Administrators to Create Authentic
Connections With Stakeholders
260 1 Ann Arbor : |bProQuest Dissertations & Theses, |c2023
300 181 p
500 Source: Dissertations Abstracts International, Volume: 84-
10, Section: A
500 Advisor: Anderson, Andrew
502 Thesis (Ed.D.)--Northeastern University, 2023
506 This item must not be sold to any third party vendors
520 Leaders of K-12 schools have an endless list of job
demands. These tasks range from the quantifiable
administrative responsibilities such as budgets and
finances, disciplinary matters, conducting evaluations and
mitigating government mandates, to the more complex tasks
of student success, development of teachers/staff,
supporting stakeholders with personal and professional
issues, creating community, and sustaining a positive
school culture. As such, school leaders have little time
to connect with their stakeholders beyond the surface-
level interactions, thereby increasing the disconnect
between the administrators and stakeholders at a human
level. This action research explores strategies that can
be used by K-12 administrators to create authentic
connections with their stakeholders. A corollary research
question aimed to understand the benefits of partnering
with an outside consultant to identify best practices to
create authentic connections between school leaders and
stakeholders. This research deployed qualitative research
procedures, collecting interview data for 10 K-12
administrators. Data indicated that organic and intrinsic
interactions, following best practices and maintaining
some leadership ethos, were drivers for authentic
connections while the siloed nature of the job and
leadership distress were deterrents to creating authentic
connections with stakeholders. Participants also found the
collaboration with an outside consultant with no ties to
the school/school district to be a liberating factor in
problem-solving for their unique problem of focus.
Implications of the research suggest that it provides an
opportunity to advance the understanding of leadership
development where the findings can be integrated as a core
part of training for administrators and an overall
professional development for school leaders
590 School code: 0160
650 4 Educational leadership
650 4 Educational administration
650 4 Educational philosophy
653 Authentic connections
653 Intersection between coaching and mentoring
653 K-12 leadership
653 Online professional development
653 Outside consultant
653 School administrators connecting with stakeholders
653 Action research
690 0449
690 0514
690 0998
710 2 Northeastern University.|bSchool of Education
773 0 |tDissertations Abstracts International|g84-10A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=30316604
912 圖書館_PQDT|b1120915
