Community-Based Leadership: A Qualitative, Phenomenological Study

Abstract

The study was qualitative, phenomenological in its methodology and design. The problem addressed in this study was that leaders may overlook the potential benefits of CBL decision making. The guiding theoretical framework for the study was grounded in the change theory, diffusion of innovation. The framework was interconnected to the study because the administrative approach that is adopted and applied by school administrators influences levels of change in an educational setting. The research questions were: How does community-based leadership influence teachers’ perceptions of the growth and development of their own positive self-efficacy? How does community-based leadership influence family engagement and sense of belonging in their school community? How does community-based leadership influence the level and development of ongoing community partnerships as they relate to an educational setting? The participants all volunteered to participate in the study and the sampling was composed of four teachers, three family members, and three community partner members from the same elementary school located in Southern California. All subjects participated in individual interviews via Zoom conducted by a secondary researcher. The resulting data provided compelling evidence supporting a relationship between a CBL approach and the enhancement of school climate and culture. Several common themes that emerged at each level are an increase in their sense of community, motivation to engage within the school, and the belief that their voices being valued and heard. It is recommended that researchers do a quantitative study to identify factors that enhance school climate.