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The Influence of Authentic Leadership in Creating Conditions For Optimal Learning

Study Particulars

Criteria, Expectations, Terms, References

Interviewee Criteria

In navigating this research question the following criteria will be applied: 

  • Elementary Teacher

  • Minimum three years experience in public school.

  • Innovative Disposition:

    • Guided by the definition of innovation offered by Redding et al. (2013), this study will seek out the perspectives of elementary educators who strive to improve outcomes by deviating from the status quo.

  • Willingess to engage in the open, reflective, and collaborative nature of this study.

Expectations

To ensure narrative details of lived experiences can be generated interviewees can expect to engage in the following data collection methods: 

  • One participant survey: (15 min)

    • includes one anecdotal writting prompt: Length and breadth determined by candidate. 

  • One hour interview:

    • date, time, & location to be determined by candidate.

  • One hour focus group:

    • date, time & location agreed upon by interviewees and researcher.

Rock in Sand

Guiding Terms

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  • Authentic Leadership:

    • ​a multifaceted framework of identity that is grounded by the interrelated systems of self-identity, leader-identity, and spiritual identity (Klenke, 2007).

  • Cognitive Neuroscience:

    • a branch of science dedicated to understanding and explaining how individuals, think, make representations, and transfer knowledge (Sloman et al., 2021).

  • Functional Learning:

    • a base level of learning in which minimal engagement is adequate to perform academic tasks (Fisher, 1980).

  • Hierarchical System:

    • a vertical distribution of power and responsibilities (Ostrom, 2005).

  • Optimal Learning:

    • a high level of engagement brought forth by the learner to meet potential (Schneider et al., 2016).

  • Schooling:

    • a systematic structure designed to offer learning opportunities through the functions of attainment, custody, and control (Elmore, 2019).

References

Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.

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Crowther, S., Ironside, P., Spence, D., & Smythe, L. (2017). Crafting stories in hermeneutic phenomenology research: A methodological device. Qualitative Health Research, 27(6), 826–835. https:/doi. org/10.1177/1049732316656161

Elías, M. (2020). Phenomenology in public administration: Bridging the theory–practice gap. Administration & Society, 52(10), 1516-1537.

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Elmore, R. (2019). The future of learning and the future of assessment. ECNU Review of Education, 2(3), 328-341. https:/doi.org/10.1177/2096531119878962

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Fischer, K.W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477- 531.

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Guillen, D. E. (2019). Qualitative research: Hermeneutical phenomenological method. Journal of Educational Psychology- Propositosy Representaciones, 7(1), 217-229. https:/orcid.org/ 0000- 0002-7889-2243

Klenke, K. (2007). Authentic leadership: A self, leader, and spiritual identity perspective. International Journal of Leadership Studies, 13(1), 68‒97.

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Ostrom, E. (2005). Understanding institutional diversity. Princeton University Press.

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Redding, S., Twyman, J., & Murphy, M. (2013). What is innovation in learning? Center on Innovations in Learning. https:/www.compcenternetwork.org/sites/default/files/archive/What_is_ an_Innovation_SA.pdf

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Schneider, B., Krajcik, J., Lavonen, J., Salmela-Aro, K., Broda, M., Spicer, J., Bruner, J., Moeller, J., Linnansaari, J., Juuti, K., & Viljaranta, J. (2016). Investigating optimal learning moments in U.S. and Finnish science classes. Journal of Research in Science Teaching, 53(3), 400- 421. https:/doi.org/ 10.1002/tea.21306

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Sloman, S., Patterson, R., & Barbey, A. (2021). Cognitive neuroscience meets the community of knowledge. Frontiers in Systems Neuroscience, 15, 675127.

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