NARRATIVES OF LONGEVITY AMONG SEVENTHDAY ADVENTIST SCHOOL ADMINISTRATORS

NARRATIVES OF LONGEVITY AMONG SEVENTH-DAY ADVENTIST SCHOOL ADMINISTRATORS IN NORTH AMERICA: A MULTIPLE CASE STUDY NAD Teacher’s Convention Janet Ledesma, Ph. D. Wednesday, August 8, 2012 (9: 45 – 11: 00 am) Session ID: 697 Location: Delta Island C

Problem Adventist principals in North America stay an average of 2. 5 at the elementary level, 3. 6 years at day secondary schools and 4. 0 years at secondary boarding schools yet there are some who have stayed for many years beyond the average.

Purpose The purpose of this study was to describe the experiences of school principals who have remained in leadership at the same school building for 10 consecutive years in the Adventist system of education in North America and to discover why they stay.

Research Question How do principals in the Adventist system of education in North America describe their role and the experiences that helped them stay in one location for 10 or more consecutive years?

Research Design A qualitative multiple case study design using narrative inquiry was utilized to describe the experiences of Adventist principals in North America who stayed a minimum of 10 years in one location.

Demographics of Participants Nine Unions in NAD School Types Ethnicity Gender 2 – Did not meet criteria 7 – Qualified 3 – Small Elementary 5 – Elementary 2 – Junior Academies 4 – Secondary 1 – Hispanic 5 – Black 8 – Caucasian 7 – Female 7 – Male

Conceptual Framework Resiliency Theory There is a direct relationship between the stress of the principal’s job and their capability to maintain resilience in the face of prolonged contact with adversity (Ackerman & Maslin. Ostrowski, 2002; Cash, 2001; Copland, 2001, Greene, 2003; Heifetz & Linsky 2004; Patterson, Patterson & Collins, 2002).

Spiritual Leadership Theory The values, attitudes, and behaviors necessary to intrinsically motivate one’s self and others so that they have a sense of spiritual survival through calling and membership (Fry, 2003; Reave, 2005).

Findings Five Themes Emerged: • The role and expectation of the principal • The complexities associated with the principalship • The support the principals receive • The balance between the principal’s personal and professional life • Why principals stay

The Role and Expectation of the Principal • Not clearly defined • “Self Taught” • Spiritual Intuition

The Complexities Associated with the Principalship • Political pressures and demands from constituency churches • School finance • Staffing • Lack of support • Lack of time to accomplish goals • Worshipping with parents and others within school community

Principal Support • Families • Relationships with: – – – – Faculty and Staff Parents Students Boards Mentors Networking with other colleagues Union and Conference Leadership Pastors and Church Members

Professional Growth • Advanced Education • Membership in National Organizations

The Balance between Principal's Personal and Professional Life • Struggle to maintain balance • Rationalizing the Lack of Balance • Strategies for Maintaining Balance – Seek God’s guidance – Depend on their relationships – Hobbies – Travel – Vacations – Seek Professional Help/Life Coaches

Why Principals Stay • • Passion for Students Commitment to God’s calling Their passion for ministry Their passion to serve others.

Recommendations • Facilitate the process of engaging Adventist universities in a dialog focused on developing and implementing collaboration for internship, preparation and mentoring programs for school administrators built on the foundations and principles of supporting the educational leader. • Develop and implement a mentoring program for school administrators in order to nurture and train aspiring, current and future school principals. • Encourage principals to develop attributes of spirituality and resiliency through deliberate practice.

Activity Why Do YOU Stay Share & Debrief

Meaning and Final Thoughts • Adventist Principals are Spiritual resilient leaders • They recognize someone bigger than themselves sustains them. • They rely on their relationships for support • The lived experiences of the fourteen principals impacted my life deeply. • Appreciation for the journey