Date of Award

Spring 3-28-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Dr. Jonathan Greenberg

Second Advisor

Dr. Michael Goold

Third Advisor

Dr. Martinrex Kedziora

Abstract

Purpose: The purpose of this mixed methods study was to identify to what extent newly employed classified staff in K–12 school districts in Southern California experienced organizational tactics (content, context, and social) to support their socialization process during the 1st year of employment (G. R. Jones, 1986). In addition, it was the purpose of this study to identify and describe the degree to which newly employed classified staff saw these tactics as effective in supporting their socialization to their new role (role clarity, social acceptance, and task mastery).

Methodology: This study used a sequential explanatory mixed methods design to engage 70 newly employed K–12 classified staff members to identify to what extent they experience organizational socialization tactics during the 1st year of employment. Eight participants from the quantitative portion of the study were interviewed to understand further their perception concerning the effectiveness of organizational socialization tactics used by K–12 organizations to support their role clarity, social acceptance, and task mastery.

Findings: The findings of this study revealed that newly employed K–12 classified staff experience individualized content and context tactics and institutionalized social tactics categorized by G. R. Jones (1986). The findings also demonstrated that newly employed classified staff in K–12 organizations do not perceive organizational socialization tactics used by their districts and schools to be effective in supporting their role clarity, social acceptance, and task mastery during the 1st year of employment.

Conclusions: Several conclusions were identified through the data analysis and major findings of this study. These conclusions provide a deeper understanding of the organizational socialization tactics experienced by newly employed classified staff and their perception concerning the effectiveness of these tactics in supporting their role clarity, social acceptance, and task mastery.

Recommendations: Several recommendations were made based on the major findings and conclusions presented in this study. The recommendations address the need for K–12 organizations to use institutionalized content, social, and context tactics to provide intentional support for newly employed classified staff in the areas of role clarity, social acceptance, and task mastery.

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