Introduction
The goal of this phenomenological research was to scrutinize African American males’ perspectives as educational leaders in Atlanta’s high-performing Title I elementary schools to see whether there were any similar sentiments or views that motivated them to succeed in their jobs as institutional leaders and classroom educators. Kabilan (2013) established that to perceive phenomena from the standpoint of their research participants, phenomenological survey participants must surrender their own experiences and knowledge to the process in an authentic manner. Furthermore, according to Blase et al. (2010), “phenomenological research, the main reflection is by the person who has had a particular experience, and this analysis is a fundamentally centered on that experience and knowledge” Chapter 4 is a presentation of the data obtained from three African American male principals who lead institutions after having themselves had varied classroom experiences. Each African-American male respondent offered facts about his academic experience via his perspectives on high student and teacher achievement and culture at their current institutions. This chapter covers the results of the information collected and processed methodologically. (The discoveries, bizarre cases, themes, correlations, issues, evidence of competency, and the conclusion.) The participants examined whether their educational experiences were treasured and whether this influenced their intentions to become lifelong instructional leaders in metropolitan (Atlanta). The purpose of the study was based on the following prevailing research questions:
Data Saturation
In qualitative research and data gathering, the goal with sample size is to reach a moderate degree of data saturation (Gatson & Enslin, 2021).Considering that additional data would alter the themes and findings of a detailed analysis (Gatson & Enslin, 2021). I was extremely fortunate to get 3 of the 5 in the state that met the high-performing student assessment criteria (Georgia Department of Education, 2017). Here, in the state of Georgia and even in metropolitan Atlanta, there were relatively few African-American male principals that led high-performing Title I elementary schools.
General Description of Study Participants
The qualitative sampling included three African-American male principals aged 44 to 60 from high-performing Title I elementary schools in metropolitan Atlanta who self-identified as administrators with prior experience as educational leaders and classroom instructors. Each participant’s identity was concealed using a pseudonym. Participant 1 (“QQ”) is 60 years old, has been in education for more than 30 years and received an athletic scholarship from a state funded PWI University. He also strongly advocates for “Servant Leadership and Coaching,” as well as Military Veterans. Participant 2 (“BB”) is in his mid-forties and received an academic scholarship from one of the four Ivy League colleges with universities with campus-based ROTC programs in the early 2000s. He also graduated law school, is a member of a fraternity, and raucously supports “Merit-Based Initiatives and Incentives for recruiting new teachers.” Participant 3 (“TT”) is in his late forties. He is the son of immigrant caregivers from the Caribbean. He graduated on music endowment from a southern HBCU and he supports “community-based institutions and programs to enhance the new teacher experience.” The data and knowledge acquired from all the respondent assessments complemented the information collected from the questionnaire items and provided insight into how an instructional leader affected the personal lives and vocational choices of others from similar backgrounds in their respective schools and communities. The participant profiles also revealed their decision to be instructional leaders as a pathway to give back to their community. Qualitative research is based on remarks made by study participants about their previous experiences and is intended to reflect the true essence and meaningfulness of their experiences (Gatson & Enslin, 2021). Ultimately leading to a better understanding of the research questions regarding the continuum of the national shortage of African American males in classrooms contrasted to increased African American male student enrollment. Background data was necessary for this investigation because it immensely added validity to the research findings.
Demographics of Study Participants
The personal attributes of the principals chosen to engage in this qualitative phenomenological study are shown in Table 1. The researcher spoke with three African American principals of high-performing Title I elementary schools in metropolitan Atlanta, all of whom were male. The survey respondents were succinctly aligned with the research questions and agreed to be authentic in their responses to the questionnaire under the guise and protection of anonymity. The respondents’ average years of employment in public education were 17 years; their average duration as principal was 8 years. All three individuals had completed Master’s degrees, and one had completed a doctoral degree. The researcher aimed to secure the participation of all respondents through an initial e-mail and follow-up conversation aligned with IRB protocols. Multiple districts in metropolitan Atlanta were solicited but in the entire state, only five principals eventually met the stated criteria. As soon as three responded positively and their districts approved; data collection proceeded seamlessly.
Table 1: Participants’ Individual Attributes
Education and Professional Experience
The main participants in this qualitative research had a diverse variety of experiences as institutional leaders and classroom educators. The respondents’ expertise in public education as leaders ranged from 10 to 30 years, with the typical respondent having 17 years of involvement in leadership and education. One of the administrators had a little more than 10 years of professional experience with 2 in the classroom and 8 as an elementary school principal. Ironically and discovered after interviewing each, they have not crossed each other either personally or professionally. Metropolitan Atlanta is expansive and African-American male principals at the elementary school level in Georgia are rare (Georgia Department of Education, 2017). The most accomplished respondent has 30 years’ experience in the field of education. All the participants have earned a master’s degree, and one held an earned a doctorate. As indicated in Table 2, the three participants’ school administrator experiences varied from 8 to 30 years, with the average of all people taking part having 10 + years combined of experience as teachers and administrators.
Table 2: Professional Preparation of Participants
Data Gathering Procedures
Semi-structured interview questions were used to obtain data for this study. Because observational research and instructional practice had not been witnessed, and prior events could not be replicated, a semi-structured, virtual interviewing technique was chosen. Furthermore, Blasé et al. (2010) claimed that this interview procedure is the most effective approach for gathering case research for qualitative findings. An initial phone discussion was held for all administrators (principals), with the option of a face-to-face, phone, or virtual assessment. Each respondent chose virtual conversations (due to COVID concerns), which were documented using both digital recordings and audio recording software installed on the researchers’ computer. Audio files were tagged and preserved in each virtual instance. The survey procedure grid was used to capture written reports of each participant’s answers while the researcher performed the interview. As the virtual interviews were ending, participants were given the chance to add or remove material that had been recorded.
To gain clarity and a better knowledge of the message that the participants wanted to share, a follow-up questionnaire was performed due to the participants’ (principals) busy schedules. Each person’s verbal files were given a case number, and everyone’s transcript was assigned letters of the alphabet (QQ, TT, and BB) as an identity to safeguard their confidentiality. The data from the audiotapes were transcribed by me, the primary researcher as prescribed in qualitative research (Blase et al., 2010). An informal journal was utilized to generate a chart to classify the replies depending on the research questions. The transcribed content was coded using a highlighted approach to see whether any comparable themes appeared aligned with the Van Kaam methodology (BlasĂ© et al., 2010). The word “trouble” was emphasized in dark pink if it was used. Other crucial comments were checked, such as “teachers didn’t care,” and identical phrases were categorized depending on the growing themes. According to a multitude of studies, the initial stage in data analysis is always coding and identification (Garcia et al., 2016). During this stage, the researcher discovers ideas, concepts, activities, and relevant indicators that eventually formulate themes.
Each interview was done in a different setting and was documented in its entirety. The researcher used the 7-step method for phenomenological research to transcribe and analyze the data after each discussion (Garcia et al., 2016). To ensure the accuracy of responses, each participant was given an electronic or hard copy of their transcript to check answers. None of the participants added to or clarified the transcript (Gaston & Enslin, 2021). The transcripts were analyzed for first-order themes derived from and paired with participant statements. The transcripts were also reviewed by a peer who coded the comments to ensure accuracy, and then compared to the researcher’s findings. Both reviewers’ codes were similar, and some were identical. The transcripts were independently reviewed after the first clustering of codes to identify second-order themes by grouping codes that were similar in meaning. All of this aligned with the Van Kaam methodology and protocols that permeated the Chapter 3, Methodology.
Path-Goal Theoretical Framework and Participant’s Terminology
Although, in earlier chapters terms and definitions were provided to add clarity, the study participant’s responses warranted certain key terms being revisited aligned with the study’s Path-Goal theoretical framework. The Path-Goal Theory framework requires keeping the exact words of the study participants in place to ensure authenticity and essence in coming to results and conclusions for the ultimate research findings (Evans, 1970). The exact terms used by the study participants were synonymous in meaning but quite a bit different in sound. Terms such as youngsters and pupils permeated their responses and Title I was rarely said. The phrases urban schools or poverty schools were said often though high-performing Title I elementary schools was the identifier and common denominator mentioned in earlier chapters. The investigator was always aware of what was being communicated during the interview and did not expend time having the study participants modify their word choice and answers.
. Again, Path-Goal Theory satisfaction implies that an organizational leader that is clear in their vision and concise in their communication will prosper their organization and produce results conducive to growth, achievement, and goal (Heck & Hallinger, 2014). The Path Goal Theory all participants were keen in touting accomplishments and accolades for their Title I institutions
The questionnaire used in the interview of study participants and ultimately the research questions themselves were too aligned with Path-Goal Theory in that they too elicited responses that speak to inspiration, aspiration, and goals satisfaction (Evans, 1970; Heck & Hallinger, 2014). The only difficult interview question related to the Path-Goal Theory was regarding employee evaluations. All three study participants indicated in some form (responses), or another evaluator(s) was neither competent enough nor knowledgeable as to all the job of elementary school principal of a Title I institution truly entails (Heck & Hallinger, 2014).
Not rising to the superintendent level of school systems in this research; most Path-Goal Theory speaks to that level CEO stating objectives and those personnel underneath executing those objectives and being rewarded for their success through compensation and bonuses (Heck & Hellinger, 2014). Salary and compensation are entities made public in the state of Georgia; but most employee evaluations are not. A touchy subject, as deemed by the investigator; therefore, evaluations were not delved into. The state’s recognition of high-performing was elevated in this research well above individual employee evaluations.
References
Amaral, O., Abualhaija, S., Sabetzadeh, M., & Briand, L. (2021). A model-based conceptualization of requirements for compliance checking of data processing against GDPR. 2021 IEEE 29th International Requirements Engineering Conference Workshops (REW).
Antoun, M., Kronborg, L., & Plunkett, M. (2020). Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students. Gifted and Talented International, 35(1), 39–57.
Application of Colaizzi’s method of data analysis in Phenomenological Research. (2021). Medico Legal Update.
B Khumalo, J., J van Vuuren, H., C van der Westhuizen, P., & Van der Vyver, C. P. (2018). Problems experienced by secondary school deputy principals in diverse contexts: A South African study. Problems and Perspectives in Management, 16(2), 190–199.
Balan, H. (2018). Use of study guide as intervention tool in enhancıng students’ motıvation in grade 8 genetics concepts. Malaysian Online Journal of Educational Technology, 6(2), 75–84.
Blase, J., Blase, J., & Phillips, D. (2010). Handbook of School Improvement: How high-performing principals create high-performing schools.
Butler, T. A. (2022). African American students’ experiences of the school-to-prison pipeline: A phenomenological study. Journal of Cultural Analysis and Social Change.
Data Collection and Management. (2020). Doing hermeneutic phenomenological research: A practical guide, 93–112.
Demir Altıntaş, Y., & Ilal, M. E. (2021). Loose coupling of GIS and BIM data models for automated compliance checking against zoning codes. Automation in Construction, 128, 103743.
Evans, M. (1970). The effects of supervisory behavior on the path-goal relationship. Organizational Behavior and Human Performance, 5: 277–298.
Fenwick, L. T., & Akua, C. (2013). African American male teachers and the School leadership Pipeline: Why More of these best and brightest are not principals and superintendents. Black Male Teachers, 235–249.
Fletcher, E. C., & Moore, J. L. (2021). Lived experiences of low-income, African American males in a high school steam academy: Implications for School Counselors. Professional School Counseling, 25(1_part_4).
Garcia, D., Rosenberg, P., & Sikström, S. (2016). Personality descriptions and personality measures. Personality and Individual Differences, 101, 479–480.
Gatson, D., & Enslin, C. (2021). Resiliency and goals: A phenomenological exploration of African American male attrition in high school. The Qualitative Report.
Georgia Department of Education. (2017). Definitions for priority, focus, alert, and reward schools. Web.
Hanaway, M. (2021). The main themes of existentialism. An Existential and Phenomenological Approach to Coaching Supervision, 29–53.
Harding, J. (2015). Identifying themes and coding interview data: Reflective Practice in higher education.
Heck, R., & Hallinger, P. (2014). Modeling the effects of school leadership on teaching and learning over time. Journal of Educational Administration, 52(5), 653–681.
Holder, M. (2016). African American male unemployment during the Great Recession in comparison to other groups and theoretical considerations. African American Men and the Labor Market during the Great Recession, 23–34.
An interpretive phenomenological study of African American mothers with adolescent daughters. (2019).
Jabar, M. A. (2020). Qualitative inquiry on parental involvement in children’s education: Perspectives of parents, children, and teachers in select elementary schools in the Philippines. Asia Pacific Journal of Education, 41(3), 488–502.
Jones, B. E., Bustamante, R. M., Gray, P., & Brooks, B. R. (2019). Exploring cultural responsiveness among European American principals in rural schools with high-performing African American readers. Journal of School Leadership, 29(2), 115–129.
Kabilan, M. K. (2013). A phenomenological study of an international teaching practicum: Pre-service teachers’ experiences of professional development. Teaching and Teacher Education, 36, 198–209.
Kang, J. H. (2018). An investigation of field-based experiences for pre-service music teachers in Massachusetts: implications for policies and strategies governing field-based experiences for music teacher candidates in the Republic of Korea. Korean Music Education Society, 47(2), 1–25.
Kelly, J. (2016). Service-learning experiences of preserve teachers in an urban teacher preparation program. EDULEARN Proceedings.
Lee, K.-H. (2020). checking actual evapotranspiration model using remotely collected surface data: Case study.
Nguyen, C. D., Carlin, J. B., & Lee, K. J. (2017). Model checking in multiple imputations: An overview and case study. Emerging Themes in Epidemiology, 14(1).
Ray, B. (2015). African American homeschool parents’ motivations for homeschooling and their black children’s academic achievement. Journal of School Choice, 9(1), 71–96.
Rosenblatt, P. C., & Wieling, E. (2018). Thematic and phenomenological analysis in research on intimate relationships. How Qualitative Data Analysis Happens, 50–63.
Seo, B. K., & Maeng, H. J. (2016). The secondary gifted education teachers’ perceptions of the steam and the Convergence Gifted Education. Journal of Gifted/Talented Education, 26(1), 53–76.
Simsar, A., & G. Davidson, S. (2020). Sources of preservice early childhood teachers’ self-efficacy beliefs about teaching science: A phenomenological study. Journal of Qualitative Research in Education, 8(3), 1–20.
Taylor, S. (2015). Case study 9: Monitoring performance. Educational Leadership in Action, 20–22.
Varadharajan, M., & Buchanan, J. (2021). A phenomenological approach to understanding career change teachers. Career Change Teachers, 115–134.
Zinckernagel, L., Hansen, C. M., Folke, F., Torp-Pedersen, C., Rod, M. H., & Tjørnhøj-Thomsen, T. (2013). Implementing CPR teaching in secondary schools—a qualitative study of school leaders’ and teachers’ perspectives. Resuscitation, 84.