NARRATIVES OF LONGEVITY AMONG SEVENTH-DAY ADVENTIST SCHOOL ADMINISTRATORS IN NORTH AMERICA: A MULTIP...
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NAD Teacher’s Convention Janet Ledesma, Ph.D. Wednesday , August 8, 2012 (9:45 – 11:00 am) PowerPoint PPT Presentation


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NARRATIVES OF LONGEVITY AMONG SEVENTH-DAY ADVENTIST SCHOOL ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE CASE STUDY . NAD Teacher’s Convention Janet Ledesma, Ph.D. Wednesday , August 8, 2012 (9:45 – 11:00 am) Session ID: 697 Location : Delta Island C. Problem.

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NAD Teacher’s Convention Janet Ledesma, Ph.D. Wednesday , August 8, 2012 (9:45 – 11:00 am)

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Nad teacher s convention janet ledesma ph d wednesday august 8 2012 9 45 11 00 am

NARRATIVES OF LONGEVITY AMONG SEVENTH-DAY ADVENTIST SCHOOL ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE CASE STUDY

NAD Teacher’s Convention

Janet Ledesma, Ph.D.

Wednesday, August 8, 2012

(9:45 – 11:00 am)

Session ID: 697

Location: Delta Island C


Problem

Problem

Adventist principals in North America stay an average of 2.5 at the elementary level, 3.6 years at day secondary schools and 4.0 years at secondary boarding schools yet there are some who have stayed for many years beyond the average.


Purpose

Purpose

The purpose of this study was to describe the experiences of school principals who have remained in leadership at the same school building for 10 consecutive years in the Adventist system of education in North America and to discover why they stay.


Research question

Research Question

How do principals in the Adventist system of education in North America describe their role and the experiences that helped them stay in one location for 10 or more consecutive years?


Research design

Research Design

A qualitative multiple case study design using narrative inquiry was utilized to describe the experiences of Adventist principals in North America who stayed a minimum of 10 years in one location.


Demographics of participants

Demographics of Participants

Nine Unions in NAD2 – Did not meet criteria7 – Qualified

School Types3 – Small Elementary5 – Elementary

2 – Junior Academies

4 – Secondary

Ethnicity1 – Hispanic

5 – Black

8 – Caucasian

Gender7 – Female

7 – Male


Conceptual framework

Conceptual Framework

Resiliency Theory

There is a direct relationship between the stress of the principal’s job and their capability to maintain resilience in the face of prolonged contact with adversity (Ackerman & Maslin-Ostrowski, 2002; Cash, 2001; Copland, 2001, Greene, 2003; Heifetz & Linsky 2004; Patterson, Patterson & Collins, 2002).


Spiritual leadership theory

Spiritual Leadership Theory

The values, attitudes, and behaviors necessary to intrinsically motivate one’s self and others so that they have a sense of spiritual survival through calling and membership (Fry, 2003; Reave, 2005).


Findings

Findings

Five Themes Emerged:

  • The role and expectation of the principal

  • The complexities associated with the principalship

  • The support the principals receive

  • The balance between the principal’s personal and professional life

  • Why principals stay


The role and expectation of the principal

The Role and Expectation of the Principal

  • Not clearly defined

  • “Self Taught”

  • Spiritual Intuition


The complexities associated with the principalship

The Complexities Associated with the Principalship

  • Political pressures and demands from constituency churches

  • School finance

  • Staffing

  • Lack of support

  • Lack of time to accomplish goals

  • Worshipping with parents and others within school community


Principal support

Principal Support

  • Families

  • Relationships with:

    • Faculty and Staff

    • Parents

    • Students

    • Boards

    • Mentors

    • Networking with other colleagues

    • Union and Conference Leadership

    • Pastors and Church Members


Professional growth

Professional Growth

  • Advanced Education

  • Membership in National Organizations


The balance between principal s personal and professional life

The Balance between Principal's Personal and Professional Life

  • Struggle to maintain balance

  • Rationalizing the Lack of Balance

  • Strategies for Maintaining Balance

    • Seek God’s guidance

    • Depend on their relationships

    • Hobbies

    • Travel

    • Vacations

    • Seek Professional Help/Life Coaches


Why principals stay

Why Principals Stay

  • Passion for Students

  • Commitment to God’s calling

  • Their passion for ministry

  • Their passion to serve others.


Recommendations

Recommendations

  • Facilitate the process of engaging Adventist universities in a dialog focused on developing and implementing collaboration for internship, preparation and mentoring programs for school administrators built on the foundations and principles of supporting the educational leader.

  • Develop and implement a mentoring program for school administrators in order to nurture and train aspiring, current and future school principals.

  • Encourage principals to develop attributes of spirituality and resiliency through deliberate practice.


Activity

Activity

Why Do YOU Stay

Share & Debrief


Meaning and final thoughts

Meaning and Final Thoughts

  • Adventist Principals are Spiritual resilient leaders

  • They recognize someone bigger than themselves sustains them.

  • They rely on their relationships for support

  • The lived experiences of the fourteen principals impacted my life deeply.

  • Appreciation for the journey


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