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

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 ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

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 ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

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 ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

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 ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

Nine Unions in NAD 2 – Did not meet criteria 7 – Qualified

School Types 3 – Small Elementary 5 – Elementary

2 – Junior Academies

4 – Secondary

Ethnicity 1 – Hispanic

5 – Black

8 – Caucasian

Gender 7 – Female

7 – Male


Conceptual framework
Conceptual Framework ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

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 ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

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 ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

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 ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

  • Not clearly defined

  • “Self Taught”

  • Spiritual Intuition


The complexities associated with the principalship
The Complexities Associated with the Principalship ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

  • 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 ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

  • 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 ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE

  • 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 Life

  • Passion for Students

  • Commitment to God’s calling

  • Their passion for ministry

  • Their passion to serve others.


Recommendations
Recommendations Life

  • 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 Life

Why Do YOU Stay

Share & Debrief


Meaning and final thoughts
Meaning and Final Thoughts Life

  • 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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