Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Phil Pendley

Second Advisor

Cheryl-Marie Osborne

Third Advisor

Melissa Bazanos Hutton

Abstract

The purpose of this comparative Delphi study was to identify similarities and differences between elementary educators and business leaders regarding interpersonal workforce skill needs for students leaving elementary school and workers entering the workforce. Additionally, this study sought to identify how both panels rate the importance of the identified skills and gather recommendations for teaching the skills. Finally, the study was designed to compare results. This study used a comparative Delphi method, consisting of three data collection rounds with expert elementary educators and business leaders. In Round 1, participants responded to an open-ended question designed to elicit perspectives on essential but lacking skills. In Round 2, responses were presented to participants to rate each item’s importance using a Likert scale. In Round 3, participants gave recommendations for teaching necessary but lacking skills prior to entering the workforce and shared their rationale. Data from each group were analyzed and compared. Each panel identified eight necessary but lacking skills in Round 1. Strategies were independently rated and ranked among panels to identify the top five necessary but lacking interpersonal workforce skills. Elementary educators identified communication, collaboration, conflict resolution, critical thinking, and emotional intelligence. Business leaders identified communication, work ethic, critical thinking, conflict resolution, and relationship building. Elementary educators recommended nine instructional strategies. Business leaders recommended 10 instructional strategies. To bridge the gap between elementary education and workforce needs, elementary education needs to prioritize communication, conflict resolution, and critical-thinking skills. If communication skills are not obtained in elementary school, students will not have those skills when entering the workforce due to misalignment within the educational system. The researcher concludes communication skills are the most necessary but lacking interpersonal workforce skills as perceived by elementary educators and business leaders. The most effective strategy to prepare students and employees is training through simulation. Thus, elementary curriculum needs to be reworked to prioritize simulation through applicable cross-curricular content. One area of success is students learn how to collaborate after leaving elementary school, but before entering the workforce. Based on study findings, nine recommendations were developed to deepen understanding of the relationship between education and workforce skills.

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