Dissertations

This dissertation investigates the influence of spiritual grounding on the practice of servant leadership among senior executives in publicly traded companies in the United States (U.S.). The research problem centers on the potential marginalization of individuals aspiring to practice servant leadership without spiritual grounding. The study aims to investigate whether spiritual grounding is foundational for servant leadership practice and to examine the relationship between servant leadership, spiritual grounding, and reliance on authoritative sources. Through a comprehensive review and analysis of existing literature, this research identifies a gap in understanding the role of spirituality and authoritative sources in servant leadership practices. The methodology involves a quantitative analysis of the relationship between spiritual grounding, authoritative sources, and servant leadership practices, utilizing data from senior executives in U.S. public companies. The results demonstrate a significant influence of spiritual grounding on servant leadership practices, indicating a strong link between an individual’s spiritual beliefs and their ability to practice servant leadership. The regression, Pearson correlation coefficient, and moderation analyses reveal that spiritual grounding plays a significant role in the practice of servant leadership among senior executives in publicly traded companies. The data indicates that personal spirituality and experiences are more influential in shaping servant leadership behaviors than traditional authoritative sources. These results align with existing literature that highlights the synergistic relationship between servant leadership and spirituality, emphasizing the importance of spiritual values in enhancing leadership practices. The regression analysis for the relationship between authoritative sources and servant leadership practice shows no significant positive influence of authoritative sources on servant leadership practice, with most p-values indicating non-significance, suggesting that while authoritative sources may influence spiritual grounding, they do not directly influence the practice of servant leadership among senior executives. This underscores the intricate relationship between servant leadership practices, spiritual grounding, and authoritative sources, offering additional insights for leadership development programs. This dissertation contributes to the broader discourse on servant leadership. Recommendations for further study include exploring alternative foundations for servant leadership and investigating the implications of these results for leadership advancement programs in diverse organizational settings. This research opens avenues for a more holistic understanding of servant leadership, emphasizing the role of innate service and care characteristics over spiritual or authoritative affiliation.

Students with attention deficit/hyperactivity disorder (ADHD) often face challenges with attention and executive functioning, making it difficult to stay on task during self-selected reading (SSR). These difficulties can hinder academic progress. While research highlights the need for effective strategies to improve on-task behavior, limited studies have focused specifically on self-monitoring and token-economy interventions during SSR. This study investigated the impact of self-monitoring and token-economy strategies on the on-task behavior of students with ADHD during SSR. It aimed to answer the following questions: How do token economy systems and self-monitoring strategies impact on-task behavior for students with ADHD during self-selected reading? The study’s sub-questions were: How does token economy impact on-task behavior for students with ADHD during SSR? How does self-monitoring impact on-task behavior for students with ADHD during SSR? Which strategy is most effective for students with ADHD to stay on-task during SSR? Using a single case design (A-B-A-C-A), four students with ADHD were observed to measure their on-task behavior during SSR under both intervention conditions. Results showed that both strategies effectively improved on-task behavior, though the degree of effectiveness varied by student. The findings show the importance of individualized approaches in supporting students with ADHD. While both interventions were beneficial, neither was universally more effective, reinforcing the need for tailored support based on student-specific needs. This study emphasizes the value of token economy and self-monitoring strategies in promoting on-task behavior during SSR. Future research should examine the long-term impact and external factors influencing the success of these interventions.

This study provides valuable insights into effective interagency collaboration strategies for supporting students experiencing homelessness. Through qualitative analysis, three overarching themes and seven sub-themes emerged, highlighting the importance of partnership building, support system enhancement, and addressing the complex needs of students experiencing homelessness. The findings underscore the crucial role of early relationship establishment, McKinney-Vento education, transparent communication, and shared information in maintaining and expanding partnerships. However, challenges persist, including discrepancies in definitions and misconceptions about homelessness, necessitating a more empathetic approach. Leadership engagement and culturally responsive practices are essential for navigating these challenges and fostering effective collaboration. By adopting a holistic approach and prioritizing the well-being of students and families, school and community organizations can better support the diverse needs of students experiencing homelessness and foster a more supportive and inclusive environment. Overall, this study underscores the significance of collaborative efforts and sustained commitment to assisting students experiencing homelessness in both school and community settings.