Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Philip Pendley

Second Advisor

Emily Berg

Third Advisor

Eric Rabitoy

Abstract

Purpose: The purpose of this study was to explore and understand the experiences of community college employees who perceived their psychological safety had been compromised, leading to a sense of institutional betrayal. Its second purpose was to identify the experiences participants believed most impacted their psychological safety and contributed to feelings of institutional betrayal.

Methodology: This qualitative study employed a phenomenological approach to explore how community college employees made sense of their experiences related to psychological safety and institutional betrayal. Participants were selected through purposive and snowball sampling strategies, representing a range of roles across California’s community colleges. Semistructured interviews were conducted via Zoom to collect rich, narrative data. Analysis focused on uncovering the essence of participants’ experiences through the lens of the “SAFETY” model, providing insight into the psychological and organizational dynamics at play.

Findings: Analysis of the interviews revealed that employees experienced institutional betrayal across all five domains of the “SAFETY” model. Participants described inadequate responses to safety threats, inconsistent/biased policy enforcement, invalidation of lived experiences, and broken promises from leadership. Two unanticipated themes also emerged: horizontal hostility/cross-role bullying and courage and acts of resistance. Together, these findings illustrate how institutional practices compromised psychological safety while also revealing how employees exercised resilience and agency in the face of harm.

Conclusions: This study concludes that institutional betrayal within community colleges undermines not only individual well-being but also organizational trust, engagement, and retention. Neutral oversight, proactive communication, structural wellness support, prepared and accountable leadership, and consistent policy enforcement are critical to rebuilding credibility. Importantly, institutions cannot authentically champion equity and care for students while neglecting the same commitments to their employees.

Recommendations: The study recommends systemic reforms that prioritize employee dignity, fairness, and safety. Chief among these is the creation of an Employee Engagement & Wellness Office to integrate independent oversight, professional development, and wellness initiatives. Additional recommendations include strengthening board accountability and ensuring transparent enforcement of policies. Finally, future research should expand the “SAFETY” framework, examine the roles of governing boards, explore cross-group differences, and investigate the links between employee well-being and student outcomes.

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