An Exploratory Multiple-Case Study of the Experiences of Participants in Self-Initiated Peer Support Groups among School Leaders

Autor/in	House, Collette R.
Titel	An Exploratory Multiple-Case Study of the Experiences of Participants in Self-Initiated Peer Support Groups among School Leaders
Quelle	(2016), (147 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-2237-5
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Educational Administration; Peer Influence; Social Support Groups; Qualitative Research; Administrator Attitudes; Psychological Patterns; Professional Isolation; Burnout; Depression (Psychology); Private Schools; Christianity; Program Effectiveness; Interviews; Focus Groups; Participation; Decision Making; Job Skills; Peer Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Bildungsverwaltung; Schuladministration; Schulverwaltung; Social support; Soziale Unterstützung; Qualitative Forschung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Private school; Privatschule; Christentum; Interviewing; Interviewtechnik; Teilnahme; Decision-making; Entscheidungsfindung; Produktive Fertigkeit; Peer-Beziehungen
Abstract	School leaders commonly face issues of loneliness, isolation, burnout, and depression. The purpose of this qualitative multiple-case study was to explore self-initiated peer support group participation for professional impact and personal impact on school leaders facing issues of loneliness, isolation, stress, and burnout. This study provides an exploration of themes resulting from feedback from school leaders in the Association of Christian Schools International (ACSI). An exploratory study was conducted of six participants recruited from four existing or former self-initiated peer support groups of school leaders within the ACSI Mid-America region. Research questions targeted purpose of the groups and the professional and personal impact of participation. Participants provided written summaries of their experiences as well as participated in individual interviews and a focus group interview to explore the professional and personal impact of involvement in the self-initiated peer support groups. Seventeen common themes resulting from three research questions were identified in the data, an external reviewer performed a blind coding cross-check of the data, and participants acted as co-researchers to provide insight and confirmation of results. Implications of the results led to several conclusions: (a) school leaders choose to participate in self-initiated peer groups for both personal and professional reasons; (b) professional benefits include new ideas, advice, problem solving, and improved job performance; and (c) personal benefits include fellowship, encouragement, prayer, friendship, and support. Findings confirmed the expected outcome that self-initiated peer support group participation can professionally and personally impact school leaders facing issues of loneliness, isolation, stress, and burnout. A widespread quantitative study of the details of successful self-initiated peer support groups and further qualitative research regarding self-initiated peer support groups among international school leaders and among female school leaders is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01