Date of Award

Spring 2-24-2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Douglas Devore, Ed.D.

Second Advisor

Patricia Clark-White, Ed.D.

Third Advisor

Alan Enomoto, Ed.D.

Fourth Advisor

Melissa Parker Di Scala, PsyD.

Abstract

Purpose: The purpose of this phenomenological conceptual replication study was to discover and describe how exemplary student support service leaders establish common ground and produce breakthrough results by using the six domains of conflict transformation.

Methodology: This qualitative phenomenological conceptual replication study discovered and described the use of conflict transformation domains to resolve conflict, establish common ground, and produce breakthrough results as perceived by student support service leaders in K-12 public schools in Los Angeles and Orange counties in California. The research was part of a thematic team of six peer researchers and five faculty advisors who developed a semistructured interview protocol questions and script. The researcher utilized purposeful and convenience sampling to select eight participants to be interviewed about their lived experiences.

Findings: The findings from this study illustrate that exemplary student support service leaders in K-12 public schools utilize and integrate six domains of conflict transformation to transform conflict, create common ground, and achieve breakthrough results. The semistructured interviews, artifacts, and observation yielded 16 themes, seven major findings, and two unexpected findings.

Conclusions: The literature and findings support that student support service leaders in K-12 public schools are successful in dealing with conflict and can reach common ground with others using the six domains of conflict transformation.

Recommendations: The researcher recommends that university school of education master’s and doctoral degree and credentialing programs incorporate the six domains of conflict transformation into their existing curriculum. Further, county and state departments of education and national organizations should incorporate and make available resources and trainings that include the six domains of conflict transformation and the common ground approach. Finally, state departments of education and county offices of educations should provide recommended student support service department structures and mentoring opportunities.

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