Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Cindy Petersen

Second Advisor

Marylou Wilson

Third Advisor

Nicholas Damico

Abstract

Purpose: The purpose of this exploratory phenomenological study was to identify and describe strategies used by exemplary TK-6 elementary school principals in Sacramento County to foster empowerment within their school communities. Guided by Frei and Morriss’s (2020) empowerment leadership framework, the study examined leadership practices related to five dimensions: trust, love, belonging, strategy, and culture.Methodology: This phenomenological study examined the lived experiences of exemplary TK-6 elementary school principals in Sacramento County. Purposeful, convenience sampling was used to select 10 participants who met the study’s established criteria. A semi structured, open-ended interview protocol was co-developed by a thematic research team of five peer researchers and two faculty advisors. Data collected from interviews and participant-provided artifacts were coded and analyzed to identify themes aligned with the study’s research questions.

Findings: Analysis of the interview and artifact data resulted in 579 coded entries across 20 themes and nine key findings. The nine key findings reflected leadership practices across the five dimensions of empowerment leadership: trust, love, belonging, strategy, and culture.

Conclusions: Nine conclusions were developed from the key findings and supporting literature. Exemplary elementary school principals foster empowerment by (a) building relational connections and creating psychological safety; (b) establishing and reinforcing shared values and norms; (c) aligning shared priorities with purposeful action; (d) demonstrating integrity through consistency and follow-through; (e) providing human-centered care and support; (f) using evidence and feedback to monitor progress and guide improvement; (g) investing in meaningful opportunities for staff growth and development; (h) creating an inclusive environment in which every role is recognized and valued; and (i) leading with authenticity and appropriate vulnerability.

Recommendations: The researcher recommends strengthening principal preparation and ongoing leadership development around practices that foster empowerment. School districts, county offices of education, professional organizations, and university preparation programs should provide practical resources, coaching, mentoring, and professional learning focused on relational trust, staff development, psychological safety, shared leadership, strategic decision-making, and values-driven school culture. Principals should provide meaningful opportunities for staff to contribute to decisions, develop professionally, exercise their expertise, and assume leadership responsibilities.

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