Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Cindy Petersen

Second Advisor

George Sziraki

Third Advisor

George Geokaris

Abstract

Purpose: The purpose of this phenomenological study was to explore and describe how exemplary alternative education principals perceive the practices of Simon Sinek’s Infinite Mindset Framework are embedded within their organizations to inspire the achievement of extraordinary results. A further purpose of this study was to understand the organizational supports and barriers these exemplary leaders perceive affect the development of an infinite mindset.

Methodology: Interviews were used to explore and describe how exemplary alternative high school principals perceive the five practices of Sinek’s Infinite Mindset are embedded within their organizations. The study is intended to contribute to and extend current theoretical understandings of leadership (Patton, 2015). This study employed a qualitative research design, using a phenomenological approach to examine participants’ lived experiences and gain a deeper understanding of the meanings they ascribe to those experiences (Patton, 2015).

Findings: The qualitative data of 12 alternative high school principals was examined. These principals use mission, vision, and values; collaborative involvement; open communication; shared practice of feedback; shared mission, vision and student-centered purpose; student learning and data; communication and feedback; networking and mentorship; relational trust; and collaboration, professional learning, and feedback.

Conclusions: The conclusions of this study indicate that exemplary alternative high school principals embed Infinite Mindset leadership by anchoring their work in a clearly articulated mission, vision, and values; structured collaboration and shared leadership practices; trust, communication, and feedback; data-informed decision making; organizational culture; and professional learning, networking and mentoring.

Recommendations: The findings of this study offer several important implications for educational leadership. These implications include prioritizing the development and reinforcement of a shared mission and vision; establishing significant collaborative leadership structures; utilizing data to guide strategic decision-making and continuous improvement; providing flexible, context-specific support at the district level; and offering specialized training and networking opportunities through county offices of education.

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