The Influence of Trust in Traditional Contracting: Investigating the "Lived Experience" of Stakeholders

The traditional procurement approach is ever-present within the construction industry. With fundamental design principles founded on definitive risk allocation, this transactional based approach fails to acknowledge or foster the cooperative relationships considered to be vital to the success of any project. Contractual design encourages stakeholders to defend their own individual interest to the likely detriment of project objectives. These failings are not disputed, however, given that trust is a fundamental requirement for human interaction the influence of trust is potentially important in terms of stakeholder relationships and ultimate project success. Trust is therefore examined within this context. A conceptual framework of trust is presented and subsequently used to code and analyse detailed, semi-structured interviews with multiple stakeholders from different projects. Using a phenomenological investigation of trust via the lived experiences of multiple practitioners, issues pertaining to the formation and maintenance of trust within traditionally procured construction projects are examined. Trust was found to be integral to the lived experiences of practitioners, with both good and bad relationships evident within the constructs of traditional procurement mechanisms. In this regard, individual personalities were considered significant, along with appropriate risk identification and management. Communication, particularly of an informal nature, was also highlighted. A greater emphasis on project team selection during the initial stages of a project would therefore be beneficial, as would careful consideration of the allocation of risk. Contract design would also be enhanced through prescriptive protocols for developing and maintaining trust, along with mandated mechanisms for informal communication, particularly when responding to negative events. A greater understanding regarding the consequences of lost trust and the intricacies of trust repair would also be of value. 

Principals’ Roles in Developing a Positive School Culture Through Communication and Building Relationships

This qualitative phenomenological study aimed to explore high school principals’ perceptions of how a supportive environment, strong family-community ties, and trust assist educational leaders in improving the culture within their schools. Participants of this study included 15 high school principals in the New York City Department of Education’s public schools. Data were captured through virtual interviews, where all participants were asked the same questions and analyzed through themes and codes. The three research questions that guided this study included how principals perceive creating a positive school culture by (a) improving the supportive environment; (b) improving strong family-community ties; and (c) building trust. The four themes that emerged from this study are relationships, communication, evidence, and challenges. Analyzing the principal’s responses, a positive school culture is defined as developing authentic relationships through communication to support each other for one common purpose. This study adds to the body of research by defining how high school principals can influence a student\u27s educational experiences, which are critical turning points leading to adulthood. Future research should include quantitative and qualitative studies to identify how accurately the NYC Annual School Survey relates to principals\u27 perceptions. Further qualitative research should focus on the connection between central employees’ perceptions of their role in school support versus principals\u27 perceptions of how the central office supports them

A Phenomenological Study of Contexts of Parent Responsibility for Middle School Student Achievement

The purpose of this transcendental phenomenological study is to describe lived experiences of parents of middle school students who are engaged in their children\u27s educational achievement as stakeholders within the overlapping spheres of influence. Eighteen participants were selected from three middle schools in a school district in central Delaware. The central research question is: What lived experiences motivate parents of middle school students to engage in their children\u27s educational achievement as stakeholders within the overlapping spheres of influence? Research sub-questions deal directly with the participants\u27 understanding of the theory guiding this study, Epstein\u27s theory of overlapping spheres of influence, as it explains the necessity for all stakeholders to synergize as partners for student development. This study employed a transcendental phenomenological design as this design aims to describe the participants\u27 lived experiences. Data were collected via questionnaires, interviews, and focus groups and were analyzed and coded for themes in Atlas.ti. Data analysis showed that parents experience communication and support as the cornerstones of how stakeholders function within the overlapping spheres of influence

Elementary School Building Leaders’ Experiences with Leading Positive Behavior Interventions and Supports (PBIS) Initiatives in Upstate South Carolina: A Phenomenological Study

The purpose of this transcendental phenomenological study was to describe the experiences of elementary school building leaders with leading Positive Behavior Interventions and Supports (PBIS) initiatives in upstate South Carolina. The theories guiding this study were the growth mindset theory (Dweck, 2006) and the transformational leadership theory (Bass, 1996) as they tie into the experiences of building leaders through their journey. The central research question in this study was: What are the building leaders’ experiences leading PBIS initiatives in an upstate South Carolina elementary school? This study sought to discover the experiences of building leaders who were implementing PBIS. The data collection methods included 14 semi-structured interviews with building leaders from upstate South Carolina elementary schools to obtain data from their experiences. Additional data was collected through document analysis in meeting notes from building leaders. Focus groups were used by me to further identify over-arching themes from the data collected in interviews. Moustakas’s (1994) method of data analysis included the process of coding, code clustering, and narrating. Imaginative variation was used with a structural description of how these ideas occurred, while intuitive integration took place with the description of the essence and the meaning of the experience, which follows the work of Moustakas (1994). The results showed four themes prevalent in the PBIS initiative. Building leaders experienced a growth mindset open to the initiative, close-mindedness during the initiative, leadership behaviors having a positive impact on the initiative, and an increase in team or shared leadership

The Influence of Administrators’ Allocations of the Local Control Funding Formula on African American Students’ Academic Achievement

This qualitative phenomenological research explored how administrators perceive Local Control Funding Formula (LCFF) resources and their influence on African American student achievement. The central phenomenon was the role of district office administrators in determining LCFF resource allocations. A nonrandom recruitment selection of 10 public-school transitional kindergarten through Grade 12 district employees in a southern California county from seven districts with African American student populations of 8% or higher participated in the study. The district administrators who participated in semistructured interviews were superintendents, assistant superintendents, and directors. Seven themes emerged from the collected and analyzed data: (a) African American students indirectly addressed by LCFF, (b) African American achievement indirectly impacted by LCFF, (c) LCFF statutory regulations: intentional policy and practice, (d) LCFF metrics to determine effective versus ineffective expenditures, (e) LCFF resource allocation methodology, (f) LCFF voice: advocacy and stakeholder engagement, and (g) culturally responsive school leadership. Districts have flexibility with LCFF to allocate resources to meet local needs and address disparities and inequities that impact historically underperforming student groups. In order to understand how to eradicate the persistent underperformance by African American students, this study looks at the perspective of those who have the LCFF decision-making power to allocate resources in districts

Journey To Becoming a Superintendent In New York: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study was to understand the lived experiences an individual encounters on their journey to becoming a superintendent at a school district in New York. The theory used in this study was the push-pull model (PPM) by E. G. Ravenstein and the push-pull mooring model by E. S. Lee and later B. Moon, to study the lived experiences of those who have become school district superintendents. The PPM was used to determine what themes are present in an individual’s journey to the superintendency that pulls them to the position, pushes them away, or causes them to remain in the position. Qualitative data were collected from 10 participants who held the superintendent position or are currently employed as a school district superintendent in suburban communities across New York. Qualitative data were gathered from participants through semi-structured interviews, questionnaires, and focus group sessions. Data were coded and categorized into three themes: professional relationships and skills, motivations and goals, and career development. Delve software was used to analyze data. Results indicated that most superintendents followed a traditional role, starting as an educator and moving through administrative-level positions before attaining a superintendent role. Some pushes were participants feeling they would be a better option for the district than current or future candidates. Others were seeking stability and professionalism within their districts. The pulls to superintendency were predominantly around doing the best for students in their own way. Participants explained that their time in upper administrative roles prepared them as best as possible for a superintendent’s position

A PHENOMENOLOGICAL EXPLORATION OF U.S. SCHOOL PRINCIPAL PREPARATION IN LEADING MANDARIN CHINESE IMMERSION PROGRAMS

This qualitative phenomenological study explores U.S. principals\u27 challenges, successes, and best practices in leading Mandarin Chinese immersion programs in high-need rural schools in a Midwestern state. The study addresses cultural efficiency, increasing student enrollment through principalship preparation, and attracting the interest of parents and students. Purposive and snowball sampling associated with semi-structured interview protocols were used to interview 12 participants (N=12), including 10 females and two males. Participants included two elementary principals, two secondary principals, one administrative assistant, one paraprofessional, three English language arts teachers for the Chinese immersion program, and three native Mandarin Chinese immersion teachers. Findings reveal three major successes for principals: (1) integrating achievement capacity, parental expectations, and language proficiency; (2) offering students more choices with bilingual talents; and (3) creating a unique multicultural learning community. The study identifies three challenges: (1) resource deficiency, (2) human behavioral issues, and (3) cross-cultural communication barriers. Principals need to strengthen (1) cross-cultural competence, (2) professional knowledge for building multicultural communities, and (3) culturally responsive pedagogy and leadership strategies. Best practices include (1) festival celebrations and cultural activities, (2) teamwork, and (3) community support. Three strategies to promote transformational leadership for communities of practice are (1) community engagement, (2) shared vision, knowledge, and resources, and (3) networking and partnership. Future research should explore the role of principals in creating a leadership framework that enhances stakeholder engagement. A longitudinal study should analyze a decade of student learning data in Mandarin Chinese immersion programs to identify factors correlating with academic performance and well-being

Perceived Influence of Artificial Intelligence on Educational Leadership\u27s Decision-Making, Teaching, and Learning Outcomes: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study was to understand and describe the perceived influence of Artificial Intelligence (AI) on educational leadership\u27s decision-making, teaching, and learning outcomes as revealed by educational leaders at a group of secondary public schools in the Middle East. The theory guiding this study was the distributed cognition theory, as it shows the dynamics of human cognition and AI cognition, making it possible to understand the perceived influence of AI. As the study reflected on AI’s past, present and, future, the central question that focused on this study is: How do educational leaders perceive the influence of AI on educational leadership decision-making, teaching, and learning outcomes? To establish how educational leaders perceive the influence of AI on educational leadership decision-making, teaching, and learning outcomes, a transcendental phenomenological approach was used to study the perceptions of educational leaders at a group of schools located in the Middle East. Transcribed individual interviews, focus group interviews, and a survey comprising 15 participants was conducted to collect data describing the perceptions of educational leaders. As the study reflected on AI\u27s past, present, and future, it used a descriptive analysis underpinned by reduction, imaginative variation, and textual descriptions to show the perceptions of educational leaders about AI\u27s on educational leadership\u27s decision-making, teaching, and learning outcomes. There were four themes that emerged during data analysis: Critical thinking, decision-making, ethical concenrs, and grading and feedback. Emerging themes were analyzed using NVivo data analysis software. Overall, educational leaders perceived that AI would play a crucial role in the educational environment, impacting both themselves and the students