Date of Award

Spring 1-12-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Marylou Wilson

Second Advisor

Marilou Ryder

Third Advisor

Linda Kimble

Abstract

Purpose: The purpose of this sequential explanatory mixed-method study was to identify and describe personal power tactics that African American female superintendents employ to overcome the four identified self-sabotaging behaviors from the Self Sabotaging Framework adapted from Lerner (2012), Ryder and Briles (2003).

Methodology: This study identified and described the lived experiences of seven female African American superintendents across the United States. This research design encompassed a sequential data collection method using an electronic survey instrument, followed by one-on-one interviews. Based on the quantitative and qualitative data, the researcher was able to triangulate data using the trends, categories, and patterns of four identified self-sabotaging behaviors: (a) Thinking Too Small, (b) Fear and Worry, (c) Holding Back, (d) Not Taking Time for Reflection.

Findings: Data analysis revealed that African American female superintendents engaged in various aspects of the four self-sabotaging behaviors. The findings illuminated the power tactics women used at the top executive seats in K-12 education. They employed the following power tactics: Take ownership of life experiences, Manage negative self-talk, Take advantage of opportunities, Focus on improving student outcomes, Reach out for help when needed, Are intentional about speaking the truth at the appropriate time, Draw strength from their community, Embrace their faith and prayer, and Focus on self-care, including mental health.

Conclusions: African American females participate in self-sabotaging behaviors throughout their leadership careers. However, with increased education about self-sabotaging behavior and the power tactics that can be used to overcome them, African American female leaders overcome these behaviors and successfully navigate their career paths. The number one power tactic identified in this study was building a power web of support.

Recommendations: Recommendations include leadership training for African American female leaders regarding studies on self-sabotaging barriers and overcoming power tactics. Research needs to be included in university credentialing programs and used by professional organizations as a catalyst to empower more African American female leaders into executive leadership. This study should be replicated to expand the sample size of African American female superintendents and other female racial groups.

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