Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Carol J. Anderson-Woo

Second Advisor

Arthur Roland

Third Advisor

Jonathan Greenberg

Abstract

Purpose: This phenomenological study explored how exemplary elementary school principals perceive and embed Sinek’s (2019) infinite mindset framework within their organizations to achieve extraordinary results. A secondary purpose was to examine how perceived organizational supports and barriers influence the development of an infinite mindset among these principals.Methodology: This phenomenological study examined the lived experiences of exemplary elementary school principals and their perspectives on implementing the five Infinite Mindset practices in their schools. The study focused on public elementary school principals in Monterey County, California. From 49 principals across six districts, 10 were purposefully selected based on established criteria for exemplary leadership and willingness to participate. Purposive and convenience sampling methods were used. Data collection included qualitative interviews and artifact review. Interview questions aligned with the five infinite mindset practices: just cause, building trusting teams, worthy rival, existential flexibility, and the courage to lead.

Findings: The findings indicate that exemplary principals intentionally embed infinite mindset practices within their organizations to achieve extraordinary results. Analysis of interviews and artifacts produced 21 themes, six key findings, and two unexpected findings.

Conclusions: Six conclusions supported by the literature illustrate how exemplary principals inspire the integration of the infinite mindset to drive extraordinary outcomes. Principals identified strong relationships, commitment to students’ lifelong success, stakeholder voice in decision-making, collective growth, community learning, psychological safety, and cultural inclusivity as essential leadership practices.

Recommendations for Action: Based on the findings and conclusions, five recommendations are proposed. The California Administrator Performance Expectations (CAPE) should be expanded to include infinite mindset leadership practices that promote well-being, psychological safety, relationship-building, and stakeholder empowerment. The California Department of Education should partner with a third-party organization to develop a leadership assessment tool to identify strengths and growth areas. Higher education credential programs should integrate the infinite mindset framework and align coursework with the revised CAPE standards. In addition, principals should be granted longer tenure and increased resources to support sustained improvement and extraordinary results.

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