Date of Award

Spring 5-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Ryan A. Donlan

Abstract

The purpose of this qualitative study was to gain an understanding of the phenomenon of leveraging ownership to prosper from a failure experience through the lenses of principals who have experienced a situation where they failed. Research questions included the perception of the determining aspects, how ownership manifested as a coping method, the belief in leveraging ownership to improve outcomes, and what principals can learn about themselves when finding success after failing. Principals matching the criteria of working in Indiana and Michigan and having a failure experience were chosen for this research study. Semi-structured interviews were conducted with the principals to gain an understanding of the essence of leveraging ownership to prosper from failure. Emerging themes included recognizing the responsibilities that come with the principalship, emotional awareness as a principal, support systems and mentorship, growth and adaptability, and challenges of school leadership. Additional sub-themes of the study included taking accountability for decisions, gaining insight from setbacks, self-reflection, empathy for staff and students, leveraging support from others, rebuilding trust, adjusting to evolving situations, leadership development, handling the complexity of the role of principal, and decision making under pressure. The findings reveal that successful principals employ strategies such as gradual change implementation, transparent communication, and collaborative decision-making to rebuild trust and maintain stability. Emotional intelligence, particularly self-awareness and empathy, emerged as critical aspects in managing the emotional toll of failure and fostering stronger relationships with staff and stakeholders. The findings of this study could be iv valuable to both researchers and practitioners in the field of educational leadership. They will contribute to a more nuanced understanding of failure and its potential for positive transformation in the lives of school leaders. Furthermore, the study's insights will be beneficial in developing strategies and interventions to support principals in effectively navigating the complexities of their roles and ultimately fostering success for themselves and the schools they lead. Implications include encouraging transparent communication, developing empathy and self-awareness training, institutionalizing support networks and mentorship programs, and promoting incremental changes.

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