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Sensemaking and Decision-Making by Independent School Leaders of Color in Addressing Marginalization, Dysfunctional Teams, and Their Implications on Self-Efficacy
Sensemaking and Decision-Making by Independent School Leaders of Color in Addressing Marginalization, Dysfunctional Teams, and Their Implications on Self-Efficacy
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104726
- ISBN
- 9798293843367
- DDC
- 371
- 저자명
- Mori, Haruka.
- 서명/저자
- Sensemaking and Decision-Making by Independent School Leaders of Color in Addressing Marginalization, Dysfunctional Teams, and Their Implications on Self-Efficacy
- 발행사항
- [Sl] : University of Pennsylvania, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 169 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisor: Herrmann, Zachary.
- 학위논문주기
- Thesis (Ed.D.)--University of Pennsylvania, 2025.
- 초록/해제
- 요약Independent elementary and secondary schools, like many organizations, rely on leadership teams to make critical decisions that shape their communities. While research on team function and effectiveness is extensive, independent schools have received limited attention in this regard, despite the significant impact leaders have on budgets, hiring, curriculum, and initiatives. Unlike corporate teams, independent school leadership teams typically consist of administrators with distinct roles and responsibilities that rarely overlap. Leaders of color, in particular, may be sensitive to marginalization within these predominantly white institutions (PWIs) where they remain underrepresented. According to the National Association of Independent Schools, employees of color only make up about a quarter of faculty and staff despite diversification efforts. Understanding the complexities of interpersonal relationships within leadership teams, particularly for leaders of color, requires centering individual agency. Organizational theories often overlook how leaders of color experience and navigate their roles within PWIs, where leadership teams are inherently dynamic and shaped by social and political power structures, positionality, and internal hierarchies. Despite these challenges, leaders of color demonstrate resilience and agency in shaping their experiences and influencing team dynamics. This study applies racialized organization theory and interactional justice theory to examine how independent school leaders of color navigate marginalization, team dysfunction, and their self-beliefs through the lens of self-efficacy theory. Through qualitative research, this dissertation explores the experiences of 15 leaders of color, analyzing how they make decisions, find meaning, and continue to strengthen their leadership identities within PWIs.
- 일반주제명
- Educational leadership
- 일반주제명
- Educational psychology
- 일반주제명
- Elementary education
- 키워드
- Marginalization
- 키워드
- Team dysfunction
- 기타저자
- University of Pennsylvania Educational Leadership
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798293843367
■035 ▼a(MiAaPQ)AAI32122319
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aMori, Haruka.
■24510▼aSensemaking and Decision-Making by Independent School Leaders of Color in Addressing Marginalization, Dysfunctional Teams, and Their Implications on Self-Efficacy
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a169 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisor: Herrmann, Zachary.
■5021 ▼aThesis (Ed.D.)--University of Pennsylvania, 2025.
■520 ▼aIndependent elementary and secondary schools, like many organizations, rely on leadership teams to make critical decisions that shape their communities. While research on team function and effectiveness is extensive, independent schools have received limited attention in this regard, despite the significant impact leaders have on budgets, hiring, curriculum, and initiatives. Unlike corporate teams, independent school leadership teams typically consist of administrators with distinct roles and responsibilities that rarely overlap. Leaders of color, in particular, may be sensitive to marginalization within these predominantly white institutions (PWIs) where they remain underrepresented. According to the National Association of Independent Schools, employees of color only make up about a quarter of faculty and staff despite diversification efforts. Understanding the complexities of interpersonal relationships within leadership teams, particularly for leaders of color, requires centering individual agency. Organizational theories often overlook how leaders of color experience and navigate their roles within PWIs, where leadership teams are inherently dynamic and shaped by social and political power structures, positionality, and internal hierarchies. Despite these challenges, leaders of color demonstrate resilience and agency in shaping their experiences and influencing team dynamics. This study applies racialized organization theory and interactional justice theory to examine how independent school leaders of color navigate marginalization, team dysfunction, and their self-beliefs through the lens of self-efficacy theory. Through qualitative research, this dissertation explores the experiences of 15 leaders of color, analyzing how they make decisions, find meaning, and continue to strengthen their leadership identities within PWIs.
■590 ▼aSchool code: 0175.
■650 4▼aEducational leadership
■650 4▼aEducational psychology
■650 4▼aEducational administration
■650 4▼aElementary education
■653 ▼aIndependent schools
■653 ▼aMarginalization
■653 ▼aSchool leadership
■653 ▼aTeam dysfunction
■653 ▼aPredominantly white institutions
■690 ▼a0449
■690 ▼a0525
■690 ▼a0514
■690 ▼a0635
■690 ▼a0524
■71020▼aUniversity of Pennsylvania▼bEducational Leadership.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■790 ▼a0175
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358615▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
