RES-831-RS-T2-ProblemSpaceIDReflection-Patrice Pilgrim - GRADED.docx

Patrice Pilgrim College of Doctoral Studies, Grand Canyon University RES-831 Problem Space Identification & Reflection Dr. Jennifer Waldschmidt Wednesday, March 20th, 2024

College of Doctoral Studies RES-831 Problem Space Identification & Reflection This assignment will help you develop key points for the prospectus presentation slides and Chapter 2 Identification of the Problem Space Section in the Dissertation Template. Part 1 - Key Points Table In the following table, enter information for your proposed study in the Potential Topic Key Point Description column using the instructions for each key point in the Key Point column. Bullets may be used in the table. Complete sentences are required with properly formatted APA-style in-text citations. Sources of in-text citations must be included on the references page. Key Point Potential Topic Key Point Description Background to the Problem 1. Describe what is already understood about the problem. The established leadership styles play a significant role in teacher retention and student outcomes. Transactional leadership is one leadership style that focuses on a system of rewards and punishments and can have various reactions, one of which is the potential for undermining self-motivation. Transformational leadership helps support collaboration and motivation, which can positively impact teacher satisfaction and student achievement. Supportive leadership emphasizes the support given to teachers, which leads to higher degrees of satisfaction, a decline in turnover rates and an improvement in the school's overall climate. Distributed leadership involves the active involvement and participation of

College of Doctoral Studies 2. Present findings from prior research related to the history of the problem space. various stakeholder groups and is connected to the improvement of teacher retention percentages as well as student outcomes. This happens within a space of collaboration as well as shared decision-making. Opposite to these is autocratic leadership where demonstrations of strict control can be observed, characterized by often negative results which can lower morale and academic performance. In 2008 a study was conducted (Leithwood & Jantzi, 2008), to examine the correlation between student achievement and principal leadership effectiveness, and teacher retention. The study looked deeper into several ways leadership behaviors can impact teacher job satisfaction and overall school effectiveness. This was continued in 2009 (Bryk et al., 2009), (Printy et al., 2009) when transformational and leadership practices were assessed for their impact on teacher retention, overall student outcomes, and school improvement efforts. 2010 saw a comprehensive approach taken to investigate the effects across a wider cross-section of sample schools. An exploration was done to discern the impact of different leadership styles on teacher retention and student achievement (Leithwood et al., 2010). 2011 saw a study seeking deeper insight into collaborative leadership's impacts on school

College of Doctoral Studies 3. 4. Focus on: a) When the problem started b) What has been discovered about the problem capacity and overall student outcomes. Leadership and how this leadership style contributed to teacher retention and student outcomes (Hallinger & Heck, 2011). Discovery and recognition of the problem started in the early 20 th century. The commonly held perspective on educational leadership was that it was administrative in nature, and that it focused on tasks such as policy enforcement and resource management. There was a gradual ‘turning’ to the idea that leadership played a vital role in the creation and maintenance of positive school environments which in turn impacted teacher development and had a positive impact on student academic performance. Connections were discovered between leadership styles, student achievement and overall teacher satisfaction which laid the foundation for future investigation of this topic (Middleton et al., 2018). Research that has been done has shown an increase in the roles of distributed, instructional, and transformational in the molding of the school’s overall effectiveness. Specific leadership styles have been linked to higher rates of teacher retention and job satisfaction which has meant that student achievement was also positively impacted. The negative side

College of Doctoral Studies c) The current state of the problem 5. Support information with empirical citations of leadership – specific to autocratic leadership – was identified as negatively impacting student outcomes and teacher morale (Maqbool et al., 2023). The focus began shifting to the role of leadership in addressing both achievement gaps and equity within various student subgroups. The current state of leadership impact on student outcomes and teacher retention continues to be a topic of significant global concern with research studies ongoing into the various leadership aspects and how they impact overall teacher satisfaction, overall student academic performance and teacher turnover rates. A ‘push’ for the creation and support of leadership programs to better equip educational leaders in addressing complex school challenges more effectively is being made and is receiving support. Particular attention is being focused on promoting collaborative efforts based on distributed leadership models. It is the ‘hope’ that teachers as well as other educational staff will be supported in the process of making professional growth (Alsubaie & Jones, 2017). Challenges will persist when it comes to the need for a greater ‘show’ of diversity and equity in the leadership roles that

College of Doctoral Studies are being assigned as well as a continued need for leadership that is effective and that demonstrated the desired practices in a constantly shifting educational landscape. Problem Space 1. In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research. 2. Use empirical literature dated primarily within the past 5 years.  Context-Based Factors - An investigation of socioeconomic factors, cultural diversity, and school size and how they intersect with various leadership styles could be undertaken. Gaining a deeper understanding of the several ways in which their interactions can provide insight into customizing a particular leadership approach to a particular educational setting (Worum et al., 2020).  Teacher Perspective: A qualitative approach to understanding teacher perspective and its impact on student academic outcomes and retention should be considered. Qualitative methods can aid in gathering teacher experiences as well as their nuanced perceptions various leadership approaches (Da’as, 2020).  Mediating Mechanisms – The identification of intermediate elements such as teacher job satisfaction, instructional practices, and school climate that can serve as

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