Dissertations – Ph.D. in Organizational Leadership Program

A Multisite Case Study of Organizational Culture: Toward a Model of Church Mobilization

Michelle Gonzalez Segundo | 2026

Program: Ph.D. in Organizational Leadership Program

Abstract

The purpose of this qualitative multisite case study was to examine how organizational culture influences congregational mobilization in fulfilling the Great Commission (Matt. 28:16-20). While organizational culture has been widely studied in business and nonprofit contexts, its role within the life of the church remains underexplored. This study addresses this gap by investigating how cultural dynamics shape both the internal life and outward mission of local congregations. Data were collected from three evangelical churches in South Texas representing varied sizes and ministry contexts. Sources of data included semistructured interviews, document and artifact analysis (e.g., sermons, websites, and social media), and site observations. The Denison Organizational Culture Survey (Denison, 1990; Denison et al., 2014) was used descriptively to provide contextual insight into each church’s cultural profile across the dimensions of mission, adaptability, involvement, and consistency. These data were used to complement and triangulate the qualitative findings rather than for inferential analysis. Findings revealed that organizational culture plays a central role in shaping congregational engagement in the mission of God. This study introduces the conceptual distinction between the mobile church and the immobile church to describe how culture either cultivates or constrains participation in the Great Commission. The findings provide insight into how cultural patterns influence mobilization and offer practical implications for church leaders seeking to cultivate cultures that faithfully embody and advance the mission of God beyond the four walls of the church.

Keywords: organizational culture, church culture, Great Commission, congregational mobility, mobile church, immobile church, evangelism, discipleship

A Phenomenological Exploration of Spirituality as Meaning-Making Embedded Into the Integration of Behavior, Cognition, Emotion, Motivation, and Physiology as Concurrent K-12 Learner Dimensions

Ronald Harrison | 2026

Program: School of Education

Concentration: Educational Psychology

Chair: Carr

Spirituality as meaning-making in education involves engagement with and fulfillment of learners’ being in the learning process, shaping learners’ development. The literature on embedding spirituality as meaning-making in the integration of five learner dimensions—behavior, cognition, emotion, motivation, and physiology—independently and concurrently across various combinations, has documented positive educational outcomes in quantitative and qualitative studies involving students from diverse religious and nonreligious backgrounds, from grade school through adult education. However, a gap in the research neglects educators’ individual experiences of embedding spirituality as meaning-making across all five dimensions. This interpretive/transcendental phenomenological study analyzed, systematized, and described the experiences of 10 Christian, nonreligious, Jewish, and Muslim classroom teachers and administrators who embed spirituality through meaning-making into learning that integrates all five concurrent attributes of the learner in charter, private, public, and religious schools. Of 16 survey respondents, 10 study participants affirmed that they are teachers or school administrators with at least 5 years’ experience in education, consider themselves spiritual, nurture their spirituality, and embed spirituality as meaning-making (personal and self-fulfillment and purpose) into the five learner dimensions mentioned above in their educational experiences. This study suggested that spirituality, as meaning-making, transcends educators’ and learners’ religious views, reflects the educator’s personal spiritual journey in the classroom and in school spiritual integration, and facilitates student development across all five dimensions in several representative academic disciplines at all K-12 grade levels. The educators’ and administrators’ experiences provided robust, complementary contexts describing flexible environments in which this spiritually integrated, holistic learning occurred.

A Qualitative Analysis of Regenerative Leadership: Organizational Culture, Conservation, and Christianity

Emily Coston | 2026

Program: Ph.D. in Organizational Leadership Program

Abstract

Regenerative leadership theory emphasizes the relationships of people with each other and with the natural environment, all with an outlook toward the future and longevity. The purpose of this study was to explore regenerative leadership and its interactions with organizational culture, conservation, and Christianity. Using a qualitative approach, 11 participants working in leadership positions at Association of Zoos and Aquariums (AZA)-accredited organizations participated in a semistructured, 10-question interview focused on organizational culture, conservation, and Christianity. Findings show that regenerative leaders create environments in which staff have high levels of job satisfaction, invest in the staff’s personal and professional development, and partner with other organizations that share similar missions and visions. Regenerative leaders acknowledge the current state of the environment and work with education programs to foster the next generation of conservationists. Regenerative leaders develop and advance facilities and initiatives while also engaging with the local community and beyond. Regenerative leaders focus on stewardship and on being good stewards of their resources. While many of these organizations carry state or federal funding, they do not approach any religion from an organizational standpoint. If they are professing Christians, Christianity can be evident in their work and actions. Contributing to the scholarly literature, this study shows how regenerative leadership theory operates within the organization and extends beyond it to other nations and the global community. In the practitioner literature, the study explains decision making from the perspective of the regenerative leader and how these decisions impact the organization and its employees. Advancing the theory of regenerative leadership, this study shows how regenerative leaders cultivate an environment that creates opportunities to make a difference for the future by fostering an engaging work environment, being mission-aligned with conservation, and being good stewards of their tools and resources.

Keywords: conservation, future generations, global impact, mission-driven organization, stewardship, sustainability

All Classrooms Are Special Education Classrooms: A Phenomenological Study of General Education Teachers’ Lived Experiences in the Inclusion Classroom

Alycia Adams | 2026

Program: School of Education

Concentration: K-12 School Leadership

Chair: Auguste

Inclusive education has gained momentum in the world of education as a result of the consistently increasing number of students identified with a disability (National Center for Education Statistics, 2024). As a result, general education classrooms are becoming increasingly more diverse. General education teachers are key stakeholders in the process of implementing inclusive education (Jardinez & Natividad, 2024); however, research suggests that general education teachers are unevenly and inadequately prepared to implement inclusive practices that meet the needs of diverse learners (Vieira et al., 2024). The purpose of this phenomenological study was to examine the lived experiences of the general education teachers providing instruction to students with diverse learning needs in an inclusive setting. Individual interviews were conducted with participants that met specific parameters. These interviews were analyzed, and six overarching themes were established. The results of the study uncovered that general education teachers perceive their training and preparation on inclusive practices as inadequate. The study also revealed that general education teachers exhibit strong self-efficacy in supporting diverse learners when provided with sufficient supports and resources. Communication and collaboration among stakeholders also play a fundamental role in creating successful inclusion classrooms.

An Assessment of Servant Leadership Differences Between Information Technology Leaders in Canada and India

Christel Mbonteh | 2026

Program: Ph.D. in Organizational Leadership Program

Abstract

This study focused on the differences in servant leadership between information technology (IT) leaders in Canada and India. Greenleaf (1977) introduced the concept of servant leadership, but Patterson (2003) developed a newer model that describes the process by which a leader and followers interact through seven leadership attributes. The seven leadership constructs by Patterson that were leveraged in this study include Agapao love, humility, altruism, vision, trust, empowerment, and service. The study used the Servant Leadership Assessment Instrument (SLAI) by R. S. Dennis and Bocarnea (2005) to examine whether followers’ perceptions of their leaders differed by leader–follower gender similarity and tenure (time spent under that leader). Data was collected using a questionnaire with convenience sampling to gather information, provide insight, and foster understanding, thereby answering the research questions and testing the research hypotheses. The study findings suggested that country does not have a statistically significant effect on agapao, altruism, empowerment, humility, or trust but does have a statistically significant effect on serving and vision. Also, it confirmed that a leader’s empowerment of followers was positively related to followers’ perceptions of service in both Canadian and Indian contexts. Future recommendations for research on this topic include conducting a mixed-methods study with additional instruments beyond the SLAI to analyze differences in servant leadership between leaders in the Canadian and Indian IT sectors.

Keywords: information technology, culture, servant leadership

An Examination of the Hiring Practices of Private-School Administrators

Victoria Sibelu O’Rourke | 2026

Program: School of Education

Concentration: Curriculum & Instruction

Chair: Finn

This study examined how private-school principals in urban southeastern Virginia develop, implement, and adapt teacher hiring practices within mission-driven educational contexts. The study addressed a gap in empirical research on how private-school leaders make hiring decisions that are shaped by institutional mission, values, and contextual factors. The purpose was to explore principals’ experiences with hiring, including how they describe their hiring approach, apply mission-driven decision making, and adapt their hiring practices over time. A phenomenological mixed-methods design was used, integrating descriptive survey data and semistructured interviews with private-school principals and administrators responsible for hiring in cities located in southeastern Virginia including Chesapeake, Hampton, Norfolk, Portsmouth, and Virginia Beach. Findings indicated that hiring decisions were primarily guided by mission alignment, character evaluation, professional competence, and relational fit, with principals balancing formal procedures and informal networks while adjusting practices based on experience and institutional needs. The study provides practical implications for aligning hiring practices with mission-driven priorities and contributes to research on private-school leadership.

An Exploration of the Relationship Between Teacher Burnout and Teacher Attrition Intentions in Region 2 of Virginia

Keisha Thomas | 2026

Program: School of Education

Concentration: Curriculum & Instruction

Chair: Bartel

This quantitative, predictive correlational study examined the relationship between teacher burnout and teachers’ intentions to remain in the teaching profession in Region 2 of Virginia, addressing the lack of research on this relationship within this geographic context. The purpose of this study was to determine whether teacher burnout predicts teachers’ intentions to remain in or leave the profession. The research question guiding this study was: Does teacher burnout predict teachers’ intentions to leave the profession in Region 2 of Virginia? The sample consisted of 100 K–12 core subject teachers who completed the Maslach Burnout Inventory-Educators Survey and a single Likert-type item measuring intention to remain in the profession. Data were analyzed using descriptive statistics, simple linear regression, and supplemental multiple regression. Results indicated that emotional exhaustion significantly predicted teachers’ intentions to remain in or leave the teaching profession, with higher levels of emotional exhaustion associated with lower intentions to remain. Personal accomplishment was a significant positive predictor of teachers remaining in the profession, whereas depersonalization was not. Additional analyses indicated no statistically significant differences based on Title I status or grade level. These findings highlight the importance of addressing emotional exhaustion and supporting teachers’ sense of personal accomplishment to improve teacher retention.

An Investigation of a Culture of Honor on Small Christian College Campuses

Quantel Williams | 2026

Program: School of Education

Concentration: Christian Ed Leadership

Chair: Pietersma

This qualitative research study used a phenomenological approach with comparative analysis across three small Christian colleges, drawing on the perceptions of 12 senior administrators. It explored how senior administrators foster a culture of honor while mitigating the impact of shame on students. The study drew upon theological, psychological, sociological, and educational perspectives to address the research question: What are Christian colleges doing to create and cultivate a culture of honor on campus while removing the effects of shame that are brought upon the individual student? Brown (2013) described shame as the unspoken epidemic of our culture, and scholars like Kleeman (2021) stated shame is detrimental to student learning and graduation outcomes. This study is grounded in biblical frameworks and explored Bronfenbrenner’s ecological systems theory. This research aimed to understand the cultural dynamics, policies, procedures, and practices on these campuses. Through surveys and interviews with key personnel in Student Affairs, Academic Affairs, Campus Ministries, and Athletics, the research explored how these institutions address moral, ethical, and student issues. A particular focus was given to whether interventions were restorative and rooted in love and edification or punitive in their approach, which may inadvertently lead to a culture of shame. This study provides practical recommendations for Christian higher education institutions that aim to cultivate a healthy and thriving campus ecosystem with what Cavallaro (2015) described as the Kingdom culture of honor. The emphasis may require senior administrators to change policies and practices that align with the Kingdom of God.

An Investigation of the Impact of Character Education Programs on Christian Elementary-School Performance

Gregory Ellis | 2026

Program: School of Education

Concentration: Higher Education

Chairs: Barbee, Pittman

The purpose of this mixed methods study is to explore the impact of character education programs on school performance through teacher perception at eight Christian elementary schools. One objective was to determine teacher perception of features of character education programs and student performance at Christian elementary schools. The study aimed to discover differences in teacher perception of the effectiveness of character education programs between high- and low-performing schools. Analysis of quantitative and qualitative data revealed six themes drawn from teacher experience that contribute to the field of education while broadening existing research. The study found unique aspects of character education programs and student performance in Christian elementary schools. Simultaneously, the study revealed no significant difference in character education program student involvement or achievement based on gender or high- or low-performing schools. Research discovered that teacher perception was that parental involvement, biblical integration, and school leadership support enriched character education programs. The study highlighted that character education programs facilitate holistic student development, where student engagement supports student performance.

Keywords: character education, Christian education, school performance, character development, education

Assessing Character-Based Strengths in Individuals With Complex Communication Needs: A Pilot Study for Increasing Accessibility

Courtney Hood | 2026

Program: School of Education

Concentration: Special Education

Chair: Copeland

The mixed methods pilot study utilized a Mann–Whitney U analysis to determine statistical differences in students ages 10-17 with and without intellectual disability and complex communication needs on a visually supported form of the Virtues in Action—Youth Survey (VIA-Youth-96). The study gathered feedback from gatekeepers and participating parents to determine barriers to a large-scale research project working to validate a visually supported VIA-Youth-96. The study concluded that the visually supported survey increased student engagement with a 100% completion rate, determined parent rapport was the greatest barrier to recruitment, and found no statistical differences in the character strength scores across the groups. The null hypothesis was rejected with caution due to a large effect size for the character strength of teamwork confirming work in a previous study on the VIA-Youth-96 without visual supports. Additional patterns and implications for educational practice were explored in the discussion of the findings, including cognitive load, self-determination, visual supports, partnership with gatekeepers and scaffolding to increase accessibility.

Authentic Leadership, Leader Identity, and Jesus' Prophetic Voice: A Sociorhetorical Analysis of Matthew 11:1-30, 12:1-21

Darryl Kenyatta Taylor | 2026

Program: Ph.D. in Organizational Leadership Program

Abstract

This study analyzes examples and instances of authentic leadership, leader identity, and Jesus’ prophetic voice identified in the pericope Matthew 11:1-30 and 12:1-21 and embodied by Jesus Christ. Sociorhetorical analysis was employed as the tool for exegetical analysis and the extraction of the aforementioned leadership theories. Whenever leaders face a season of adversity or intense scrutinization from naysayers or competitors, it is always the best to remain loyal to followers and counterparts by preparing them for perilous times. Jesus demonstrated that He was an authentic leader who also embodied leader identity when He stated, “From the days of John the Baptist until now the kingdom of heaven suffers violence, and violent men take it by force” (New American Standard Bible, 1960/1995, Mt. 11:12). Jesus, in essence, prepared His disciples for the perils that accompanied His prophetic ministry. Jesus’ prophetic voice aligned with Him being an authentic leader who also possesses leader identity, when He pronounced judgment on the cities of Chorazin, Bethsaida, and Capernaum after they did not repent. The study also yielded the following four principles, which serve as the foundation or framework for future discussions: Principle 1: Leaders who possess leader identity use adversity and opposition to promote their leadership abilities; Principle 2: Effective leaders should convince others that they have leader identity by promoting their followers; Principle 3: Effective leaders are adept at demonstrating leader identity by preparing their followers for challenges and responding positively to rejections; and Principle 4: Effective leaders are skilled at sounding their prophetic voice in alignment with their authentic leadership and leader identity.

Keywords: Organizational Leadership

Better Together: Exploring Collective Co-Teacher Efficacy to Support Title I Elementary Special Educator Job Satisfaction

Taneze Wimbish | 2026

Program: School of Education

Concentration: Educational Psychology

Chair: Hitchcock

Special education teachers in Title I elementary schools experience job dissatisfaction at rates that contribute to persistent shortages, and a 2023 Virginia Department of Education report proposed shifting special education responsibilities to general-education teachers as a response to those shortages. The purpose of this qualitative interpretive phenomenological study was to explore how collective co-teacher efficacy was experienced and how it related to special-education teacher job satisfaction through the lived experiences of general education teachers and special education teachers who co-taught in Title I elementary schools in southeastern Virginia. Collective co-teacher efficacy was operationally defined as co-teachers’ shared belief in their conjoint ability to meaningfully collaborate, execute co-teaching tasks, and positively impact achievement for students with disabilities. Grounded in Bandura’s social cognitive theory and anchored in Ecclesiastes 4:9–12, the study followed the interpretive phenomenological analysis approach of Smith et al. (2022). Eight participants representing four co-teaching teams across four Title I elementary schools took part in semi-structured interviews. Cross-case analysis produced six group experiential themes. The central finding suggested that collective co-teacher efficacy shaped how special education teachers experienced job satisfaction, operating through a protective function that shielded teachers from the inherent difficulties of the role and a generative function that actively built professional identity. The findings showed that collective co-teacher efficacy can be a more equitable response to special education teacher shortages than the redistribution of special education responsibilities, with implications for school practice, district policy, and future research.