dc.contributor.author	Tench, Paula J.
dc.coverage.spatial	United States, Georgia.	en_US
dc.coverage.temporal	1989-2019	en_US
dc.date.accessioned	2019-06-04T15:36:35Z
dc.date.available	2019-06-04T15:36:35Z
dc.date.issued	2019-06-02
dc.identifier.citation	Tench, Paula J. "FranklinCovey Leader in Me Program: The Impact on Quality of Work Life and Perceived Relationship Changes between Administrators and Teachers." Ed.D. diss., Valdosta State University, 2019. https://hdl.handle.net/10428/3641.
dc.identifier.other	69A7B090-8626-6696-41C0-BE9B41F106BF	UUID
dc.identifier.uri	https://hdl.handle.net/10428/3641
dc.description.abstract	Over the past 30 years, federal and state initiatives designed to improve schools have created several unintended, negative consequences. Educational experts have produced studies that link these initiatives to declines in teacher job satisfaction or quality of work life, decreased teacher retention rates, and the potential development of adversarial relationships between teachers and administrators (Darling-Hammond, 2010; Loeb, Darling-Hammond, & Luczak, 2005; Newman, 2006). The purpose of this study was to determine the impact of the FranklinCovey Leader in Me Program’s effect at an identified, Title I school in Georgia that implemented the program as a means of school reform and improvement to determine its impact on: (1) teachers’ lives and career experiences, (2) quality of work life, and (3) relationships between teachers and administrators. Data were obtained through observations, document analysis, and interviews with five carefully selected faculty members who received the training provided by FranklinCovey Leader in Me Program. A constructivist epistemology was used to synthesize collected data to create meaning. Findings indicated faculty and administrators established strong interpersonal relationships with each other and created a school family. Participants expressed they shared a common language and students and faculty were empowered to develop leadership roles and pursue opportunities for growth. Additionally, over a five-year period teacher attrition was less than one percent. Since this study primarily focused on data collected from teachers, recommendations for further research include conducting a longitudinal study to monitor the progress of the program over time and to conduct research with administrators, students, and other stakeholders.	en_US
dc.description.tableofcontents	I. INTRODUCTION 1 -- Background 1 -- Problem Statement 2 -- Purpose of the Study 2 -- Research Questions 3 -- Significance of the Study 3 -- Conceptual Framework 4 -- Research Methods 8 -- Limitations 8 -- Definition of Terms 9 -- Chapter Summary 13 -- II. LITERATURE REVIEW 14 -- Introduction 14 -- Modern Education Reform Movements 17 -- Reform and School Improvement 21 -- Motivation Theories 23 -- Bolman and Deal’s Organizational Theory 29 -- Quality of Work Life (QWL) 31 -- Teacher Attrition 36 -- Life Long Learning 40 -- Relationships in Schools 41 -- School Climate 47 -- Transformational Leadership 49 -- Teacher Centered Education 53 -- Student Centered Education 54 -- Empowerment of Students and Teachers 57 -- Stephen Covey’s Seven Habits of Highly Effective People 57 -- Stephen Covey’s Eight Habit 62 -- Seven Habits of Happy Kids: The FranklinCovey Leader in Me Program 65 -- Conclusion 69 -- III. METHODOLOGY 70 -- Introduction 70 -- Research Design and Rationale 71 -- Setting 73 -- Participant Selection 74 -- Instrumentation and Data Collection 75 -- Data Analysis 79 -- Issues of Validity 82 -- Internal Validity 82 -- Ethical Issues 84 -- Chapter Summary 86 -- IV. DATA ANALYSIS 88 -- Participant Profiles 91 -- Observations 103 -- Chapter Summary 109 -- V. DISCUSSION OF THEMES 110 -- Data Analysis 110 -- Themes 114 -- Developing the School Community as Family 114 -- Roles Developed for Leaders and Teachers 122 -- Life Long Learning or Continuous Education Opportunities for Faculty 127 -- Life Long Learning or Continuous Education for Students 136 -- Teaching Students Responsibility 139 -- Power to the People 149 -- Teacher Empowerment 150 -- Student Empowerment 155 -- Chapter Summary 159 -- VI. DISCUSSION AND CONCLUSION 161 -- Research Questions: Final Discussions Summary 163 -- Limitations of the Study 177 -- Recommendations for Future Research 179 -- Final Conclusions 181 -- Final Note 183 -- REFERENCES 185 -- APPENDIX A: Institutional Review Board Exemption 205 -- APPENDIX B: Interview Outline and Questions 206.	en_US
dc.format.extent	218 pages.
dc.format.mimetype	application/pdf
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Educational change	en_US
dc.subject	Educational leadership	en_US
dc.subject	School improvement programs	en_US
dc.subject	Teacher participation in administration	en_US
dc.title	FranklinCovey Leader in Me Program: The Impact on Quality of Work Life and Perceived Relationship Changes between Administrators and Teachers	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Green, Robert B.
dc.description.committee	Tsemunhu, Rudo E.
dc.description.committee	Truby, William F.
dc.description.committee	Nobles, Kathy
dc.description.committee	Cruz, Becky K. da
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US