Date of Award
12-2025
Document Type
Dissertation - University of Massachusetts Global access only
Degree Name
Doctor of Education (EdD)
Department
Organizational Leadership
First Advisor
Martinrex Kedziora
Second Advisor
LaFaye Platter
Third Advisor
Philip Pendley
Abstract
Purpose: The purpose of this phenomenological study was to describe how African American administrators who serve as principals perceive the development and application of social power to establish a positive school culture and climate for African American students. The second purpose of this study was to understand what African American administrators who serve as principals perceive as supports, and/or hinders the development and application of social power to establish a positive school culture and climate for African American students. The third purpose of the study was to identify the recommendations of African American administrators who serve as principals for developing and applying social power to establish a positive school culture and climate for African American students.
Methodology: The researcher identified African American administrators who serve as principals in Riverside County K-12. Of this target population, purposeful sampling was applied to identify 12 participants who met the criteria for this study. The researcher collected and coded the data from in-depth interview questions that were aligned with the study's research questions.
Findings: Examination of the qualitative data from the 12 African American Administrators participating in this study indicated that leaders perceive social power practices that support authentic and trusting relationships among all stakeholders as most essential to building a positive school culture and climate. Findings from this study included various themes along with seven key findings.
Conclusions: This research study revealed five key conclusions regarding how African American administrators who serve as principals perceive the development and application of social power in establishing a positive school culture and climate for African American students. These conclusions were drawn from the analysis of all types of social power and what is perceived as a support or hindrance. African American Administrators focused on the aspects that influence their leadership.
Recommendations: It is important that further research focus on the perception of administrators of other racial/cultural backgrounds. Further research can also explore the perception of other stakeholders, such as students, parents, and teachers.
Recommended Citation
Smith, Marissa Marion, "The Impact the Principal’s Social Power has on School Climate and Culture From the Perspective of African American Principals" (2025). Dissertations. 629.
https://digitalcommons.umassglobal.edu/edd_dissertations/629