Priscilla Johnson PPT Dissertation Proposal (Final)

7/28/2019 Priscilla Johnson PPT Dissertation Proposal (Final)

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A Dissertation Proposal

By Priscilla D. Johnson

Dissertation Chair: Lisa D. Hobson, PhD

Prairie View A&M University

PhD Program in Educational Leadership



Committee Members

0 Lisa D. Hobson, PhD

Dissertation Chair

0 William A. Kritsonis, PhD0 Laxley Rodney, PhD

0 Sonja B. Langley, PhD

Thank you!



Biography

0

PhD Candidate, PhD Program inEducational Leadership, Prairie View

A&M University

0 Master’s in Business Administration:

Prairie View A&M University, May 2009

0Bachelor’s in Business Administrationwith concentration in Human Resource

Management: Sam Houston State

University, May 2006

0 Member of Society for Human Resource

Management 0 Six years of Human Resource

Experience

Priscilla D. Johnson



Dissertation Proposal

Defense Format 0 Abstract 0 Introduction

0 Review of Literature

0 Methodology



Abstract

0 The purpose of this study is to survey factors effecting HR

leadership. In addition, my goal is to investigate how we can

train women HR leaders to rise to tangible levels of success

above these factors.

0 Four central questions:

(1) Are there differences in HR leader’s perceptions of what it

means to be successful as a director in a public school based

on leadership behaviors, required training, personal

characteristics, leadership attributes, and organizational

structures,

(2) Are there specific attitudes, beliefs, and values from

women HR leaders regarding how training of women HR

leaders should manifest,

(3) Does organizational structure influence the operations of

HR in schools,(4) Which HR leadership functions directly impact student

achievement?

0 For this study, I plan to use descriptive statistics with an

ethnographic approach.





Statement of the Problem

The process of education is extremely important. Accordingto the National Academy of Education, if elementarystudents have the opportunity to be taught by high qualityteachers, for at least three consecutive years, they perform

higher. Gaining high quality teachers in our classroomscontinues to be a challenge nationally. Improvements in HRfunctions such as recruitment, preparations, retention, andprofessional development has the ability to enhance thequality of educators (2009).

This phenomenon calls for women HR leaders who canidentify and train effective educators for our schools. Thesewomen HR leaders must be trained appropriatelythemelves.



Purpose of the Study

The purpose of this ethnographic research study is to examine how womenHR leaders prepare for, experience, navigate, and lead HR functions in publicschools.

The key focus areas of this study include leadership behaviors, trainingrequirements, personal characteristics, leadership attributes, andorganizational structure. This study involves HR leaders in the 20 HarrisCounty school districts, located in Texas’ Region 4 Education Service Center.

0Considering women leaders, it is important to understand what it takes to

succeed from a woman’ s perspective, life, and history.

0In addition, this research aims to discover what training is needed from

perspectives of HR leaders.



Importance of Study

Results could increase the skills and knowledge of womencurrently in HR positions or those seeking to serve as HRschool leaders.

There is a lack of literature about the educational leadershipexperiences of women school HR directors.

Findings could be used to create professional development programs and literature on the skill set of constructs needed

for effective HR leadership.

Women HR leaders could find their strengths andopportunities while enhancing HR skills.



Assumptions

I have an innate mission to develop andimprove the quality of our nation’s workforce.

Throughout history women have strived toprove their value while maintaining family

responsibilities.

I find worth in this study because women areleading many HR departments. Where there is

a lack of training or preparation for HRfunctions, women often create a way to

develop themselves.

I hold the following beliefs about women HR leaders:

• (a) women are necessary assets to reforming schools

• (b) because of engineered resilience, women have thecapacity to overcome obstacles; and

• (c) women lead with compassion and often perceivetheir work as a confirmation for a greater cause. Inaddition, a woman’s warm and nurturing nature allowsher to use policies that benefit people in anorganization.



Delimitations

0 In the qualitative methodology of this research, I have chosen to

study women exclusively.

0 I designed this study in a mixed methods manner. This will allowme to go in-depth into the HR careers of women.

0 This study is designed around women HR directors in a public

school setting and not for the population of women HR directors

in other business settings. This boundary was created as a way to

channel specific information to the public school HR profession.



Operational Terms

Human Resources:(Odden, 2011)

HR Leader: (SchoolDistrict of Putnam

County JobDescription, n.d. and

Norton, 2008)

LeadershipBehaviors:

(Schlosberg, Irby,Brown, Yang, 2010)

OrganizationalStructure:

(Mintzberg, 1989)

Leadership Attributes: (Padma,

2011)

PersonalCharacteristics:

(Hassan and Zilong,2008)

Competencies: (Nzomo, O’Neil,

Nyagero, and Elqura,2009)

Educators: The termeducators and

teachers are used assynonyms





Background of Relevant Literature

The Roots:Educating

Women Leaders

Evolution of women’sroles (Hartman, n.d.)

Policies that support women are effective(Brandl, Mayrhofer,and Reichel, 2008)

Top 100 businessschool study (Ibeh,

Carter, Poff, & Hamill,2008)

Human ResourceFunctions in

Education

Casteller, 1963

Mintzberg, 1989

Norton, 2008

Odden, 2011

Women and Menleaders

Differences existsamong women and

men leaders (Hassan

and Zilong, 2008)

(Padma, 2011)

Training forHuman ResourceManagement

HR leaders don’t feelprepared to lead(Nzomo, O’Neil,

Nyagero, and Elqura,2009)

Belief that HR gradsare not prepared for

disability issues(Henderson, 2009)

¼ of HR leaders not

prepared (Norton,2008)

National, State,and Local

Implications

Texas has 68%graduation rate from

high school (Texas

Comptroller, 2006)

Out of 25 cities,Houston is 5th highest in ozone pollution forchildren (Growing up

in Houston, 2010)



Conceptual Framework

Synergistic Leadership Theory (SLT)

The framework of this study is the Synergistic Leadership Theory(SLT). The SLT references equity for female educational leaders.The Synergistic Leadership Theory acknowledge differences in

accessibility to educational programs across gender. SLT addressessocial justice, daily life experiences and work challenges in relation

to gender. The four constructs that comprise SLT are:

Attitudes,beliefs, values

Leadershipbehavior;

Organizationalstructure; and

Externalforces (Irby,

Brown, Duffy,and Trautman,

2002).



Synergistic

Leadership

Theory

Model

Used with express permission.

Beverly Irby et al. (2002)





Summary of Research Design

Mixed Methodology

Concurrent embedded strategy (CES)

Descriptive and qualitative in nature

Participants chosen through purposeful sampling

I use descriptive statistics as means to compare data collected from the 20 school HR directors.

I will utilize SLT in a qualitative fashion to add to these findings and concentrate on women experiences asHR directors.

This study will be conducted in early fall of 2012.

Descriptive data collected using Survey Monkey

To gather qualitative findings, I will interview eight women HR directors.

I will survey twenty HR leaders from 20 Harris County school districts, which includes a mixture of womenand men. Gender, specifically women, are the forefront of this research. Men will be involved as a way tocompare data based on gender.



Four Guiding Research Questions

1. Are there differences in HR leaders’ perceptions of what ismeans to be successful as an HR director in public schools

based on …

• leadership behaviors (derived from construct of SLT);

• required training (derived from literature);

• personal characteristics (derived from literature);

• leadership attributes (derived from literature); and

• organizational structure (derived from construct of SLT).

2. Are there specific attitudes, beliefs, and values as a woman

HR leader regarding how training of women HR leaders

should manifest?



Research Questions…continued

3. Does organizational structure influence the operation of

HR in schools?

4. Which HR leadership functions directly impact student

achievement?

Note: I am not attempting to manipulate any variables. I see there is no

need to identify any independent or dependent variables.



Guiding Research Question Research Method Data Source Participant Type Are there differences in HR

leaders’ perceptions of what

is means to be successful as

an HR director in public

schools based on:

a.leadership behaviorsb.required training

c.personal characteristics

d.leadership attributes

e.organizational structure

Descriptive Online questionnaire,

analyzed through descriptive

statistics: measures of central

tendency

20 HR Leaders from Region

4: Harris County

Are there specific attitudes,

beliefs, and values as a

woman HR leader regarding

how training of women HR

leaders should manifest?

Qualitative Semi-structured interview &

observation

8 women HR leaders from

descriptive study

Does organizational structure

influence the operation of HR

in schools?


observation


descriptive study

Which HR leadership

functions directly impact

student achievement?


observation


descriptive study



Sampling Procedures

• Participants for this study will be selected on thebasis of purposeful sampling. According toFraenkel and Wallen (2009), “…based on previousknowledge of the population and the specificpurpose of the research, investigators use personal

judgment to select a sample” (p. 99). • Sample: 20 HR leaders from the 20 Harris county

school districts.

Quantitative



Sampling Procedures

• A sample of eight women HR directors will be chosen fromthe group of 20 HR directors who participated in the surveyby using criterion-purposeful sampling. Criteria to select these eight HR directors are:

• (a) two HR leaders with HR experience outside of a schoolsetting,

• (b) two HR leaders with less than 10 years of school HRexperience,

• (c) two HR leaders with more than ten years of school HR

experiences, and• (d) two holding an HR certification. According to Creswell

(2007), ethnographers select participants based on theirability to provide and in-depth answer to the researchquestions.

Qualitative



Instrumentation

• The mode of data collection is via participants’ personalcomputer using Survey Monkey to collect descriptive datathrough a researcher designed instrument. The survey is dividedin six sections; I will collect demographic data and the HRdirectors’ feelings, attitudes, perceptions, and beliefs about training requirements and leadership philosophies.

Quantitative

• I will use interviews and observations as instruments to

collect data. During the semi-structured interview phase I willcollect data using an interview and observation protocoldocument, as a non-participant observer. I will spend eight hours with each participant. According to Creswell (2007),“observing and interviewing appear to be the most popular formof ethnographic data collection” (p. 131).

Qualitative



Instrumentation

Researcher Designed Quantitative Survey

I will utilize one research instrument throughout the descriptive portion of this study. Idesigned this instrument based on review of related literature and the SLT guiding this

study. I divided the questionnaire into six sections:

Section 1:Participant

demographics

Section 2: I ask participants tochoose which

leadershipbehaviors theyfind themselves

altering indifferent

situations.

Section 3: I ask participants to

specify the levelof training

required for the

15 identified HRresponsibilities.


identify anypersonal

characteristicsthey believe are

compatible withtheir role as an

HR director.


choose the levelof the 12

leadershipattributes they

find important for serving as an

HR director.

Section 6:Participants are

asked if theybelieve their

school structureis conducive of

effectiveleadership.

The frequency scale utilized in section 2-6 is 5 = very frequently; 4 = frequently; 3 =

occasionally; 2 = rarely; 1 = very rarely. This is an interval measurement.



Data Analysis

• I will utilize descriptive statistics to make sense

of raw data, using a researcher-designedquestionnaire. I will present answer choicesusing a Likert-type scale. I will use measures of central tendency (mean, median, and mode) tounderstand responses. I will not conduct

statistical testing or manipulate any variables.

Quantitative



Data Analysis

• I will begin by defining women HR directors, the culture- sharing group for thisstudy. The data analysis process will be conducted in four phases as described inCreswell, 2007.

Qualitative

PHASE 1

I will organize thedata using index

cards and filefolders.

PHASE 2

Reread notes takenduring the

interviews andobservations for

deep clarification. Iwill use the fourconstructs of the

SLT as initial codesand assign codesthat emerge from

participant’swords.

PHASE 3Describe, classify,

and interpret information. In

this phase I

develop themesunder each codethat describe what I have experiencedas the researcher;

themes will beused as a basis for

my endingnarrative.

PHASE 4

I end the dataanalysis process by

exhibiting what Ifound throughout

the study usingnarratives,

supported bytables, and figures.



Validity & Reliability

0 Content-related validity has been verified through

peer review of the questionnaire’s format by two

professionals familiar with human resources and with

experience in validating research instruments.



Credibility

0 I will validate the credibility of data from the

qualitative portion of this study through member

checking and rich, thick description of findings.

0 According to Creswell (2007), to review accuracy of

information, member checking (from participants) is

a critical review of data analysis.



Resolving Field Issues

0 Access to the organization0 Be effective in seeking permission from individuals to participant in this

study.

0 Develop trust and credibility. The ability to pull pertinent data is vital.

0 Observations0 While observing the worksite, switch from participant to non-participant

without disrupting the study.

0 Interviews0 According to Creswell, the researcher will be faced with asking the right

questions and relying on the interviewee to explain their experiences fluently.I need to ensure sensitive issues are respected and allow the interviewee to bea big part of the study, not just a tool.

0 Ethical Issues

0 Considering the personal and sensitive nature of this study, it is vital that I amethical. The sample will be accessed through rapport and informed consent of each participant. I will protect the confidentiality of each participant throughthe building rapport and a sense of trust. During data analysis, I will removeinformation such as the specific school district and participant names to avoidtracing. Pseudonyms will replace actual first, last and district names of participants.



Summary of Research Procedures

The methodology for this research is both quantitative

and qualitative in nature. Descriptive statistics will be

used as means to compare data from HR director

participants, both women and men. A qualitative approach is utilized to add value to these

findings and concentrate on women’s experiences as HR

directors in the Harris County districts surveyed. This

study will be conducted in early fall of 2012.

The quantitative data will be electronically requested,

while the researcher will interview eight women HR

directors to compose qualitative findings.



References

0 Casteller, W. B. (1962). Administering the school personnel program. Toronto, Canada: The MacMillan

Company.

0 Creswell, C. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. ThousandOaks, CA: Sage Publications.

0 Brandl, J. J., Mayrhofer, W. W., & Reichel, A. A. (2008). The influence of social policy practices and gender

egalitarianism on strategic integration of female HR directors. International Journal of Human Resource

Management , 19(11), 2113-2131. doi:10.1080/09585190802404346.

0 Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education. New York, NY:

McGraw-Hill.

0 Growing Up In Houston (2010). In Children at Risk (11th ed.) Website. Retrieved from

http://childrenatrisk.org/research/book/ 0 Hartman, D. A. (n.d.). Women’s role in the late 19th century. Conner Prairie: Interactive History Park

Website. Retrieved fromhttp://www.connerprairie.org/Learn-And-Do/Indiana-History/America-1860-

1900/Lives-Of-Women.aspx

0 Hassan, Z., & Silong, A. (2008). Women leadership and community development. European Journal of

Scientific Research, 23(3), 361-372.

0 Henderson, H. (2009, December 12). Do human resources grads need more on disabilities? The Toronto

Star. Retrieved from http://www.thestar.com/living/article/736250--do-human-resources-grads-need-more-on-disabilities

0 Ibeh, K., Carter, S., Poff, D., & Hamill, J. (2008). How focused are the world’s top-rated business schools on

educating women for global management? Journal of Business Ethics, 83(1), 65-83. doi:10.1007/s10551-

007-9653-4.

0 Irby, B. J., Brown, G., Duffy, J., & Trautman, D. (2002). The synergistic leadership theory. Journal of

Educational Administration, 40(4), 304-322.

0 Mintzberg, H. (1989). Mintzberg on management. New York, NY: Free Press.

http://childrenatrisk.org/research/book/

http://www.connerprairie.org/Learn-And-Do/Indiana-History/America-1860-1900/Lives-Of-Women.aspx


http://www.thestar.com/living/article/736250--do-human-resources-grads-need-more-on-disabilities


































http://childrenatrisk.org/research/book/



References

0 National Academy of Education Working Group on Teacher Quality (2009). Teacher quality [White Paper].

Retrieved from http://www.naeducation.org/Teacher_Quality_White_Paper.pdf 0 Norton, S. (2008). Human resource administration of educational leaders. Thousand Oaks, CA: Sage

Publication.

0 Nzomo, M., O’Neil. M.,F., Nyagero, J., and Elqura, L. (July 2009). Competency Gaps in Human Resource

Management in the Health Sector: An Exploratory Study of Ethiopia, Kenya, Tanzania, and Uganda

Retrieved from http://www.amref.org/silo/files/competency-gaps-in-human-resource-management-in-

the-health-sector.pdf

0 Odden, A. R. (2011). Strategic management of human capital in education: Improving instructional practice

and student learning in schools. New York, NY: Routledge.

0 Padma, S. (2010). Leadership attributes among women employees. Advances in Management , 3(7), 36-40.

0 Schlosberg, T., Irby, B., Brown, G., Yang, L. (2010). A case study of Mexican educational leaders viewed

through lens of the synergistic leadership theory (part 1) (Connexions module: m33669). Retrieved from

National Council of Professors of Educational Administration website:

http://www.ncpeapublications.org/attachments/article/57/m33669.pdf

0 School District of Putnam County Job Description. (n.d.). Retrieved from

http://jd.putnamschools.org/Dir.%20Human%20Resources%20&%20Staff%20Development%20%20773

05.pdf

0 Texas Comptroller. (2006). Texas: where we stand, major challenges facing Texas education today.

Retrieved from http://www.window.state.tx.us/comptrol/wwstand/wws0512ed/wws0512.pdf

http://www.naeducation.org/Teacher_Quality_White_Paper.pdf

http://www.amref.org/silo/files/competency-gaps-in-human-resource-management-in-the-health-sector.pdf


http://www.window.state.tx.us/comptrol/wwstand/wws0512ed/wws0512.pdf

http://www.window.state.tx.us/comptrol/wwstand/wws0512ed/wws0512.pdf




















http://www.naeducation.org/Teacher_Quality_White_Paper.pdf



Thank You

Priscilla Johnson PPT Dissertation Proposal (Final)

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