Chapte 1 Over

Chapte 1
Overview
Since the publication of the Reagan e a education epo t, A
Nation at Risk, the United
States has focused attention on education efo m (United States,
1983). This epo t used

compelling language to desc ibe Ame ica’s schools as la gely
inadequate and unable to meet
global demands on education, the eby leaving Ame ica’s futu e
in jeopa dy. Since that time
school leade s have emb aced va ious education efo m
movements such as No Child Left Behind
and Eve y Student Succeeds Act (No Child Left Behind
[NCLB], 2002, Eve y Student Succeeds
Act [ESSA], 2008). Each with thei own measu es of standa
dized testing, academic achievement,
and school pe fo mance. Pe haps ove looked is the impo tance of
school climate in the ove all
school imp ovement p ocess. Cleveland and Sink (2018) p
omote the notion that student
pe spectives on school climate should be included in school imp
ovement plans. Othe esea ches
such as Zahid (2014), suggest school climate to be the numbe
one conside ation fo student
academic achievement.
Dutta & Sahney (2016) esea ched the elationship between
school climate and student
achievement and suggested a positive co elation. School p
incipals a e the leade s of thei
building, shaping a compelling vision fo the futu e while p

omoting safety, academic
achievement, and a positive climate. Depending on the schools'
size, the p incipal's job desc iption
may include cu iculum, discipline, community elations, and
fiscal esponsibilities. P incipals a e
equi ed to balance the expectations of state, community, and
dist ict leade s to p oduce the highest
possible standa dized testing, pe sonnel, and school climate
esults. These esponsibilities make
them one of the most influential school imp ovement figu es.
Background and problem statement
Dr. Jaocb Bryant
Approaches Expectations

Leade ship p actices utilized by p incipals a e vital to the
quality of thei job pe fo mance.
The influence of a p incipal extends to the pe ception of all inte
nal and exte nal stakeholde s.
With inc easing esea ch to suggest positive school climates
could be an influential component of
school imp ovement, p incipals should conside the extent to
which inte nal stakeholde s such as
the teaching faculty pe ceive thei influence ove school climate.
The extent to which p incipals
can influence school climate in A kansas’ schools is unknown.
Purpose of the study
The pu pose of this quantitative co elational esea ch was to
investigate if and to what
extent p incipal leade ship p actices co elate with school
climate as pe ceived by teache s in the in

u al and subu ban schools in A kansas. This study investigated
the biva iate co elation between
the teache s' pe ception of the school p incipal's leade ship p
actices and the co esponding
school's climate sco es. Twenty-fou schools a e included in the
sample size f om six geog aphic
egions of A kansas. In all, 626 teache s pa ticipated, answe ing
su veys ega ding thei
pe spective of 24 school p incipals and the co esponding school
climates in A kansas. The
leade ship p actices of the p incipal and the school climate we e
the va iables fo this study.
Significance of the study
The extant esea ch on school climate in cultu e is limited. P
incipals seeking to imp ove
thei schools need guidance on how to p omote the best possible
envi onment fo positive student
outcomes. P omoting a positive school climate may p ove
beneficial to inc easing student
academic achievement. Unde standing the leade ship p actices
as pe ceived that p omote a
positive school climate will benefit p incipals seeking to imp
ove thei schools. This study will
ecommend leade ship p actices that may p omote a positive

school climate fo ove all school
imp ovement in u al and subu ban schools in A kansas.
Research Questions
RQ1: To what extent does the ove all index of p incipal’s leade
ship p actices co elate with
school climate as pe ceived by high school teache s in 24 u al
and subu ban schools in A kansas?

Limitations of the Study
The scope of this study measu es the climates and leade ship
behavio s of 24 schools and
p incipals. Given that school climates can change elatively
quickly and a e subject to facto s
beyond the p incipals’ cont ol, the esults of this c oss-sectional
study may only be app op iate fo
implementation fo a sho t time afte wa ds.
Assumptions
This study assumes that the inst uments used will accu ately po
t ay leade ship behavio s
of school p incipals and p ope ly assess school climates.
Responses eceived f om teache s a e
believed to accu ately eflect thei supe vising p incipal and
accu ately measu e the co esponding
school climate.
Definitions
Principal. The head leade ship position in a school. P incipals
manage the day-to-day school
ope ations as well as manage discipline, cu iculum, and
community engagement.
School culture. The collective beliefs and no ms of a school.

Summary
School climate may be the missing link of past education efo
ms. P incipals have the
ability to influence the climate of thei espective schools.
Resea ches have suggested a positive
co elation between school climate and student achievement
(Dutta & Sahney, 2016). P oviding
school p incipals with best p actices to p omote a positive
school climate may aide in ove all
school imp ovement measu es.
References
Cleveland, R. E., & Sink, C. A. (2018). Student happiness,
school climate, and school
imp ovement plans. P ofessional School Counseling, 21(1)

doi:http://dx.doi.o g/10.1177/2156759X18761898
Dutta, V. & Sahney, S. (2016), School leade ship and its impact
on student achievement: The
mediating ole of school climate and teache job satisfaction,
Inte national Jou nal of
Educational Management, 30(6), 941-958. https://doi.o
g/10.1108/IJEM-12-2014-0170
Eve y Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114
Stat. 1177 (2015-2016).
No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-
110, § 101, Stat. 1425 (2002).
United States. National Commission on Excellence in
Education. (1983). A nation at isk : The
impe ative fo educational efo m. Washington, D.C.: The
National Commission on
Excellence in Education.
Zahid, G. (2014). Di ect and indi ect impact of pe ceived school
climate upon student outcomes.
Asian Social Science, 10(8), 90-102. http://dx.doi.o
g/10.5539/ass.v10n8p90
https://doi.org/10.1108/IJEM-12-2014-0170
http://dx.doi.org/10.5539/ass.v10n8p90

Chapte 1
Int oduction
Ove view
With littl warning in March 2020, T nn ss Gov rnor Bill L
ncourag d schools in th
stat to clos for th r maind r of th 2019-2020 school y ar.
Although T nn ss r op n d public
schools for th 2020-2021 acad mic y ar, conc rns r main as
COVID-19 inf ctions incr as . Th
COVID-19 pand mic has dramatically chang d th way schools

can saf ly op rat , and incr as d
th d mands on schools and t ach rs. Th lack of a coh siv f d ral
and stat r spons has l ft
individual school districts att mpting to m t th n ds of t ach rs
without ad quat r sourc s or
funding.
Each y ar T nn ss ducators compl t a T nn ss Educator Surv y
(TES) which
id ntifi s priority ar as for r s arch rs, l gislators, and school r
form advocat s. On th 2020 TES,
t ach rs indicat d pr -pand mic workloads almost id ntical to pr
vious y ars (42% sp nding mor
than 6 hours p r w k), but thos who r spond d aft r th pand mic
r port d incr as d workloads
(53% sp nding mor than 6 hours p r w k) (TDOE, 2020). Th
2020 TES clos d at th b ginning
of May 2020 b for th full impact of managing in-p rson, distanc
, hybrid, synchronous, and
asynchronous l arning w r r aliz d by T nn ss ducators.
In this p riod of xpand d xp ctations, th Prof ssional L arning
Community (PLC) has
b com int gral to th succ ss of classroom ducators b caus this
structur mpow rs p opl to

accomplish mor tog th r than what can b don as individuals
(DuFour & Eak r, 1998). Th
focus of this r s arch will b to id ntify if t ach r p rsp ctiv s r
garding collaboration within th
PLC has chang d b caus of th COVID-19 pand mic.
Statement of the P oblem
Dr. Jaocb Bryant
Meets Expectations - HIGH

As of Nov mb r 2020, th T nn ss Stat L gislatur has not waiv d t
ach r and school
accountability m asur s, t ach r valuations, or stud nt standardiz
d t sting for th 2020-2021
school y ar. School administrators and t ach rs continu to fac
xpanding pr ssur to produc
acad mic r sults r gardl ss of th instabiliti s cr at d by th
COVID-19 pand mic. Educators ar
stuck in a p rp tual cycl of accountability and growing d mands
which disr gard th chall ng s
facing schools right now. Sinc th T nn ss Stat L gislatur will
not r conv n until January of
2021, any l gislativ action r sponding to th pand mic will fall
short of b ing d fin d as
“proactiv ” in mitigating t ach r workload or str ss ov r m asur s
of accountability. School
l ad rs must tak action to h lp th ir t ach rs r spond to incr as d
workload by ncouraging
collaboration within th PLC structur .
Pu pose of the Study
Th purpos of this study was to xamin th impact of th COVID-
19 pand mic on
t ach r p rsp ctiv s conc rning collaboration within th PLC. Sinc

th f d ral and stat r spons
has b n pitifully lacking in support of t ach rs, it is critical to
giv districts and schools actionabl
ways to support th ir staff without adding additional burd n or
str ss. Sinc th PLC is common
throughout schools, districts, and stat s, it provid s an xisting
structur to m asur and xamin
th rol of collaboration for t ach rs r sponding to th COVID-19
pand mic.
Significance of the Study
In mod rn ducation history, th PLC has a long-standing history
of addr ssing chall ng s
facing ducators to improv stud nt outcom s from th No Child L
ft B hind (NCLB) and Rac to
th Top ducation r forms. School l ad rs must utiliz th xisting
PLC collaborativ structur to
addr ss incr as d t ach r workloads r sulting from th COVID-19
pand mic. T ach r shortag s

and burnout conc rn d r s arch rs b for , and incr as d d mands r
lat d to pand mic t aching
will xac rbat th s conc rns.
Resea ch Questions
For th purpos of this r s arch study, th focus will conc rn th
following r s arch
qu stions:
1. Has th COVID-19 pand mic chang d t ach r p rsp ctiv s on
Prof ssional L arning
Communiti s and collaboration?
2. If so, how can school administrators xpand upon this chang d
p rsp ctiv as a
transformational mom nt for incr as d collaboration?

Th COVID-19 pand mic may influ nc participation l v ls in surv
ys and int rvi ws.
School cal ndars and mod s of instructional d liv ry continu to b
fluid as school districts
att mpt to r spond to th spr ad of COVID-19 within th ir
communiti s. Unc rtainty about th
r maind r of th 2020-2021 school y ar cr at s possibl futur
limitations d p nding on th
progr ssion of th pand mic in closing schools or transitioning
stud nts to a hybrid or onlin
structur . T ach rs who ar ov rwork d or str ss d may not
prioritiz surv y or int rvi w
participation in r lation to oth r work duti s.
Assumptions
Within th r s arch, participants will tak a surv y asking t ach rs
to answ r th sam s t
of qu stions bas d on pr -COVID-19 r coll ction (2019-2020
school y ar b for March 2020
school closur ) and during COVID-19 xp ri nc s (post-March
2020 school closur and 2020-
2021 school y ar). Th r s arch r assum s t ach rs will b abl to r
m mb r accurat ly to b for

COVID-19 and will not allow hindsight bias to cloud thos r coll
ctions.
Th r s arch r also assum s t ach rs will b hon st and forthcoming
conc rning th ir
p rc ptions without allowing ducational “group-think” and
“toxic positivity” cultur to influ nc
or sil nc th ir voic . By cr ating a surv y outsid district r sourc s
and conducting individual
int rvi ws, th r s arch r has att mpt d to limit l gitimat t ach r f
ars conc rning district or

school r taliation.
Definitions
Th following d finitions ar provid d to xplain words and phras s
commonly us d
throughout th study:
● COVID-19 pand mic: an ongoing global h alth m rg ncy, as d
fin d by th World
H alth Organization, caus d by s v r acut r spiratory syndrom
coronavirus 2 (SARS-
CoV-2) (Yu n,Y , Fung, Chan, & Jin, 2020)
● Prof ssional L arning Community (PLC): ducators working
collaborativ ly in ongoing
proc ss s of coll ctiv inquiry to improv stud nt achi v m nt
(DuFour, DuFour, & Eak r,
2008)
● Collaboration: proc ss in which p opl work tog th r, int rd p
nd ntly, to improv r sults
(Dufour, 2004)
Summa y
This chapt r provid d an introduction to th r s arch study,
common d finitions, and th

pr ssing natur of xamining th impact of th COVID-19 pand mic
on t ach r p rc ption of
PLCs and collaboration. Inst ad of focusing on th n gativ
impacts of th pand mic, th
r s arch r hop s th COVID-19 pand mic will facilitat
transformational chang in t ach rs'
approach to collaboration. Chapt r 2’s will pr s nt a r vi w of th
lit ratur stablishing th
importanc of th PLC as an ducational r form ffort and th rol of
collaboration within that
proc ss.
Refe ences
DuFour, R., & Eak r, R. (1998). Prof ssional l arning communiti
s at work: B st practic s for

nhancing stud nt achi v m nt. Association for Sup rvision and
Curriculum D v lopm nt.
DuFour, R. (2004). What is a "prof ssional l arning
community?" Educational L ad rship,
61(8), 6-11
DuFour, R., DuFour, R. B., & Eak r, R. E. (2008). R visiting
prof ssional l arning communiti s at
work: N w insights for improving schools. Bloomington, IN:
Solution
Tr .
T nn ss D partm nt of Education (TDOE). (2020). T nn ss
ducator surv y 2020 ov rvi w:
A r port from th T nn ss D partm nt of Education.
https://www.tn.gov/cont nt/dam/tn/ ducation/data/2020-surv
y/Combin d_Bri fs.pdf
Yu n, K.S., Y , Z.W., Fung, S.Y., Chan, C.P., & Jin, D.Y.
(2020). SARS-CoV-2 and

COVID-19: Th most important r s arch qu stions. Cell Bi sci.
10:40. R tri v d
S pt mb r 19, 2020. doi:10.1186/s13578-020-00404-4
https://www.tn.gov/content/dam/tn/education/data/2020-
survey/Combined_Briefs.pdf

Overview
Ameri an s hools began during the early olonial period. Tea
hers at that time required no
training to tea h. By the mid-1800s, s hools began to evolve,
and formal training for tea hers
started. Formal training soon be ame a ollege edu ation and
then morphed into a ertifi ation
pro ess. Today, thousands of individuals earn their ertifi ation
to tea h in publi s hools. Though
this ertifi ation varies from state to state, all of them require a
preparation program. Although
these programs must meet high standards and expe tations,
individuals who omplete the

programs still begin their areers as novi e tea hers (Carr, 2013).
To assist these novi e tea hers in developing their skills, s hools
implement a multitude of
professional learning models. Those models in lude professional
learning seminars and mentoring.
In re ent years, s hools and s hool systems have moved to
ombine these two methods by
employing instru tional oa hes to support all tea hers' growth
and development. It is not yet
known whether instru tional oa hes have a signifi ant impa t on
new tea hers.
ackground and Problem Statement
In the early 2000s, s hools and s hool systems began employing
instru tional oa hes
(Fierle, 2020). The oa hes work losely with tea hers to monitor
their instru tional pra ti es,

re ord tea her pra ti es, and provide onstru tive feedba k
(Reeves, 2010). This support model
fo uses on job-embedded professional learning while walking
edu ators down the path of
development and growth. As this role be omes more prominent
in s hools, exploring its impa t on
first-year tea hers is needed.
Dr. Jaocb Bryant
Meets Expectations - LOW

Purpose of Study
The study aims to determine the impa t of instru tional oa
hes/tea her leaders on the
growth and development of first-year tea hers. The study also
sought to determine the differen e in
the growth of tea hers who re eived instru tional oa hing
ompared to a group of tea hers who

do not re eive instru tional oa hing. The study also sought to
identify tea her per eptions of the
impa t of their work with an instru tional oa h.
Significance of Study
High levels of student a hievement are the ore work for all s
hools. To improve student
a hievement, s hools must in rease the apa ity of its tea hers.
Continual professional growth is
imperative for all s hools and tea hers. Professional
development for first-year tea hers is
espe ially important. S hools and s hool systems must employ a
highly effe tive method for
supporting these new to the profession tea hers' growth. This
study sought to determine if
instru tional oa hes/tea her leaders impa t first-year tea her
growth ompared to other methods.

Be ause s hools have limited resour es, it is imperative to
determine the most impa tful and
effe tive system for growth and development to help tea hers
learn and grow.
Research Questions
1. How do Instru tional Coa hes/Tea her Leaders impa t the
performan e of first-year
tea hers?
2. How do tea hers who re eive instru tional oa h support per
eive
Parti ipants in this study were volunteers. The resear her relied
on the tea hers' and
prin ipals' honesty and willingness to parti ipate through
interviews, pre-assessments, and post-

assessments. As prin ipals and tea hers provided assessment
data, it was important that s oring be
honest and genuinely refle t their beliefs on performan e.

Additionally, the resear her did not observe or assess the quality
of the instru tional oa h
support provided to the first-year tea her. A varian e in the
amount and quality of the help
supplied to the first-year tea hers may be evident. Additionally,
there may be a varian e in the
amount and type of support provided to the tea hers who did not
re eive instru tional oa h
support.
Assumptions
In this study, it was assumed that prin ipal and tea her responses
in the assessments and
interviews were honest and refle ted the per eived performan e
on the given indi ators.
Additionally, it was assumed that first-year tea her supports
were typi al for both groups (those

who did not re eive instru tional oa h/tea her leader support and
those who did re eive support).
The study attempted to determine the impa t on first-year tea
hers ompared to typi al supports
for first-year tea hers.
Definitions
● First-Year Tea her: Tea her who is entering into their first
year as a tea her
● Instru tional Coa h: Someone whose hief responsibility is to
support the growth and
development of tea hers.
Summary
Tea hers are the most signifi ant indi ator of student a
hievement (Hanushek &
Woessmann, 2010). Developing tea hers, therefore, is a atalyst

for improving student
a hievement. As tea hers enter the profession, the need for
support and professional growth is
riti al. Many s hools have moved to employ instru tional oa hes
as a method of support for
tea hers. This study sought to find whether that support (instru
tional oa hes) has an impa t on
first-year tea hers.

References
Carr, D. (2013). The Effe ts of Tea her Preparation Programs on
Novi e Tea hers
Regarding Classroom Management, A ademi Preparation, Time
Management, and
Self-Effi a y (November 2013) [Do toral Dissertation]. Liberty
University.
Fierle, D. E. (2020). Instru tional Coa hing for Tea her Growth:
A Phenomenologi al Study
of Instru tional Coa hing as a Capa ity-building Lever for
Strengthening Tea her
Pra ti e in Publi Middle S hools (28025640) [Do toral
dissertation, Point Park
University]. Proquest.
Reeves, D. B. (2010). Transforming professional development

into student results (1st ed.).
ASCD.

1 Coaching-Based Approach to Leadership
Overview
The emergence, global adoption, and ever-accelerating
development of internet-based
technologies have facilitated a level of interconnectedness in
global markets that many people
would have never imagined as little as thirty years ago. The
internet has provided an easeof
access to information that is merging businesses markets, and
cultures as well. With the ever-
accelerating rate of development in technology, combined with

increasingly dynamic markets
responding to social and cultural influences, business leaders
are facing unprecedented challenges
to create organizational cultures that are nimble and responsive
to thesemarket forces. To this
end, organizations are reconsidering traditional forms of
training and have made considerable
investments in executive coaching initiatives.
“Concerns arise when organizational forms of training, such as
traditional methods of training become obsolete and less
effective at
equipping executives to respond rapidly to change. This concern
is
especially important because executives have less time than
before
in history to prove themselves in a fast-paced, global, and

environmentally challenging world” (Lord, 2010, p. 4).
As a result, organizations havebeen exploring new approaches
to leadership including, a coaching-
based approach to leadership. A review of the literature on the
influence and effectiveness of a
coaching-based reflects a rich discussion of important
considerations. These research
considerations include: Exploring thedelayed effects of learning
associated with a coaching-based
approach to leadership (Spence, et al., 2019), How coaching-
based leadership is implemented in
effective project management practices (Berg, M., Karlsen, J.
2019), The perceived benefits of
implementing a coaching-based style of leadership (Elidas, A.,
2016), comparative research that
evaluates the effectiveness of executive coaching as assessed to

traditional forms of training, as
well as research into the efficacy of coaching itself (Grant,
2013). Yet there exists is a gap in the
research literature concerning the effectiveness of a coaching-
based approach to leadership in the
Dr. Jaocb Bryant
Exceeds Expectations

professional development of senior managers regarding their job
satisfaction in addition to
succession planning and organizational performance during
periods of transitions in leadership.
Background and problem statement
It is important to note that traditional forms of training are more
generic, standardized, and

less specific whereas, executive coaching is personally tailored
to the particular needs of the
executive. However, although there is a great deal of
discussion, analysis, and investment into
coaching initiatives to improve skills and decision-making
capabilities of executives, since the
beginning of the 21st Century alone there havebeen several
widely reported scandals that brought
down executives for criminal ethical violations. The collapse of
Enron, Arthur Andersen, and
WorldCom highlight this point. The trend of CEO departures,
some controversial and others not,
has continued. “Chief executives are leaving in record numbers
this year, with more than 1,332
stepping aside in theperiod fromJanuary through the end of
October” (Atkinson, 2019, p.1). This

point is reiterated by MikeDavies, Director of Global Corporate
Affairs for
PricewaterhouseCoopers (PwC), as hewrites “CEO turnover is at
a record high and the successors
of following long-serving CEO’s are struggling” (2018, p. 1).
Several factors are influencing this
wave of resignations that include age, early retirement, and
controversy to name but a few.
This situation represents a problemfor leaders and
organizations: Establishing an
organizational culture that is focused on achieving goals as well
as the professional development of
senior managers in the context of a carefully considered
succession plan. This failure has resulted
in a lack of stability and organizational performance for many
companies when they need they
need it most, during leadership transitions. This problem is

exemplified by the poor leadership
performance of Jeffery Immelt and the loss of valuation at
General Electric (GE) after the
legendary organizational growth and success of GE under the
leadership of Jack Welch.
Purpose of the study

For this study, a coaching-based leader is an individual who is
engaging, authentic, and
collaborative. Acoaching-based leader is an individual who
empowers team members with
assignments while ensuring they feel supported acting on their
responsibilities. In this regard, and
as a response to this failure of current approaches to leadership,
this strategy of inquiry plans to

evaluate the effectiveness and efficacy of a coaching-based
approach to leadership in terms of
better preparing the professional development of employees.
The intent is to a longitudinal study to
explore the current organizational culture of the participating
organization through observations
performed in conjunction with the use of open-ended interviews
of leadership, senior managers,
and employees. These interviews and observations will be
conducted pre-and post-exposure to a
coaching-based leadership training programdelivered by an
external provider. The observations
will provide context to understand theperspectives of
participants during interviews, the provider
will provide objective feedback from training exercises, and
nine (9) months of follow-up

interviews and observations will allow for the analysis of the
participant's perspectives and
experience, as well as the overall performance of the
organization. As a result, the purposeof this
study is to establish an effective and reliable model for
effective leadership in dynamic market
conditions and preparing organizations for the succession of
leadership.
Significance of the study
The significance of the study is both qualitative and
quantitative. The cost to an
organization to recruit, screen, train, and integrate new hires is
expensive and getting more so
every day. The expenses associated with employee turnover put
a draw on theoperational
performance of an organization and distract it fromfocusing on
its core mission and goals.

Additionally, there is no shortage of conversations in research
journals and corporate board rooms
discussing employee engagement. This researcher believes that
employee engagement is best
measured as a function of organizational citizenship behavior
(OCB) which is, “The discretionary

behavior that is not part of an employee’s formal job
requirements and contributes to the
psychological and social environment of the workplace”
(Robbins, Judge, 2018, p. 14). The
research on coaching-based leadership can assist in the
development of a model of best practices to
improve employee job satisfaction, enhance employee retention
by reducing the loss of talent and
experience, and improve operational efficiencies for

organizations facing dynamic markets and/or
transitions in leadership.
Research Questions
1) Can a coaching-based approach to leadership enhance
employee engagement as a
measurement of organizational citizenship?
2) Can a coaching-based approach to leadership reduce the loss
of talent and experience as a
measurement of employee retention?
3) Can a coaching-based approach to leadership increase
organizational performance?
4) Can a coaching-based approach to leadership assist with the
development of succession
planning and improve a new leader’s opportunity for success.

There are several limitations to this study that need to be
addressed openly from the outset.
This study is limited in time and resources and will only involve
a single publicly traded, U.S.-
based multinational corporation with 1,000 employees, or more.
Given theunique and individual
nature of organizational cultures across groups of organizations
in similar industries, this will limit
the scope and application of research assumptions and/or
findings. A longitudinal study of several
organizations within similar industries would provide for a
richer, morediverse data set, and a
wider application of findings and/or assumptions.

Assumptions
The researcher assumes that this strategy of inquiry will
establish that a coaching-based

approach to leadership is not currently present in the
organizational culture of the participating
organization. The researcher assumes the participating
organization is experiencing amoderate-to-
high rate of employee turnover driven by low job satisfaction
and characterized by a lack of
employee engagement. The researcher further assumes that
exposure, and commitment, to the
implementation of a coaching-based approach to leadership will
lead to improved job satisfaction
among employees leading to higher levels of organizational
citizenship and improved
organizational performance.
Definitions
Employee Engagement: An individual that believes in the
values, and personally identifies with,

the mission of the organization.
Traditional Training: Group-oriented and pedagogical structure.
Delivered in a classroom
environment or online and content is generalized.
Executive Coaching: One-on-On collaboration and andragogical
structure. Collaboration is
specifically focused on meeting the individual needs of the
executive.
Coaching-based Leadership: Group-oriented, butwith an
andragogical individual focus. This
leadership approach is characterized by a leader who is
committed to
the on-going professional development team members and their
involvement in the stability and success of the organization
through

proper succession planning.
Summary
Coaching-based leadership is an emerging approach with
agrowing and diverse research
baseof knowledge. However given the recent emergence of this
approach to leadership, the
research has yet to develop an established set of interrelated
associations and correlations as found

in studies in other approaches that have been more fully
researched. However, it is the position of
this researcher that a coaching-based approach to leadership not
only improves organizational
performance and citizenship behavior, but it is also the sign of a
confident and responsible leader
working to leave a legacy of on-going development, success,
and stability long after they have left
the organization.
References

Atkinson, C. (2019). Why have more than 1,300 CEOs left their
post in the past year? NBC News.
https://www.nbcnews.com/business/business-news/why-have-
more-1-000-ceos-left-their-
post-past-n1076201
Berg, M., Karlsen, J., (2016). A Study of Coaching Leadership
StylePractice in Projects.
Management Research Review, vol. 39, no. 9, pp. 1122-1142.

https://www.researchgate.net/profile/Jan_Karlsen2/publication/3
08271302_A_study_of_co
aching_leadership_style_practice_in_projects/links/58b3f0de92
851cf7ae91e3fc/A-study-
of-coaching-leadership-style-practice-in-projects.pdf
Daviers, M. (2019). CEO Turnover atRecord High.
PricewaterhouseCoopers.
https://www.pwc.com/gx/en/news-room/press-
releases/2019/ceo-turnover-record-high.html
Eliadis, A. (2016). Coaching as aLeadership Style: The
Perceived Benefits of aLeader Adopting a
Coach-Approach Leadership Style. University of Texas
atDallas.
https://www.researchgate.net/publication/311950055_Coaching_
as_a_Leadership_Style_T
he_perceived_Benefits_of_a_Leader_Adopting_a_Coach_Appro

ach_Leadership_Style
Grant, A. (2013). The Efficacy of Coaching. TheUniversity of
Sydney.
https://www.researchgate.net/publication/300845383_The_Effic
acy_of_Coaching
Lord, E. (2010). A Quantitative Study on Executive Coaching
from aLearning Transfer
Perspective. University ofPhoenix.
https://researchportal.coachfederation.org/MediaStream/Partial
View?documentId=539
Robbins, S., Judge, T. (2018). Essentials of Organizational
Leadership. Pearson.
Rothschild, M. (2020). A Conspiracy about Mass CEO
Resignations is Ignoring the Obvious.
DailyDot. https://www.dailydot.com/debug/ceos-resigning-
conspiracy-theory/

more-1-000-ceos-left-their-post-past-n1076201
more-1-000-ceos-left-their-post-past-n1076201
08271302_A_study_of_coaching_leadership_style_practice_in_
projects/links/58b3f0de92851cf7ae91e3fc/A-study-of-coaching-
leadership-style-practice-in-projects.pdf
https://www.pwc.com/gx/en/news-room/press-
releases/2019/ceo-turnover-record-high.html
as_a_Leadership_Style_The_perceived_Benefits_of_a_Leader_
Adopting_a_Coach_Approach_Leadership_Style
as_a_Leadership_Style_The_perceived_Benefits_of_a_Leader_
Adopting_a_Coach_Approach_Leadership_Style
https://www.researchgate.net/publication/300845383_The_Effic

acy_of_Coaching
https://researchportal.coachfederation.org/MediaStream/Partial
View?documentId=539
https://www.dailydot.com/debug/ceos-resigning-conspiracy-
theory/
Spence, G., Stout-Rostron, S., Gloshoff, B., & Van Reenen, M.
(2019). Exploring the Delayed
Effects of Leadership Coaching: A Pilot Study. COACHING:
An International Journal of
Theory, Research, and Practice.
https://doi.org/10.1080/17521882.2019.1574308
https://doi.org/10.1080/17521882.2019.1574308

Research Topic Introduction
Due: Midnight Sunday of Unit 2.
This is the first section of your Final Project. Please write the
introduction portion of your final research project, proposing a
non-experimental research topic rooted in a law enforcement
issue. (See the suggested topics provided in Unit 1 for
inspiration.)
This paper should include the following topics:
· Identify an agency or organization, where you would like to
implement a law enforcement initiative with an organization in
the private or public sector organization such as a police
department, an educational/civic – police partnership, state or
federal agency, etc. (it may also be a generic organization such
as “a local police department”).
· Provide a description of this organization (size, demographics,
jurisdiction, purpose)
· The need for this initiative.
· Define the stakeholders of the initiative, including the target
audience.
Rubric Non-Experimental Research Topic Introduction
CRITERIA
Deficient

(0 - 5 Points)
Proficient to Development Needed
(6 – 8 Points)
Exemplary
to Proficient
(9 - 10 Points)
Points Earned
(30 Pts.)
1.
Overview of the law enforcement initiative and organization
Does not provide an adequate overview of the law enforcement
initiative and organization or is missing.
Initiative and organization overview is presented, though may
not be clear or complete.
Initiative and organization overview is clearly presented
including all criteria outlined above.
2
Appropriate citations
References missing or not appropriate caliber.
Fewer than 4 peer reviewed references cited.
4 or more peer reviewed references cited.
3
Clear and professional writing and format

Errors impede professional presentation; guidelines not
followed.
Few errors that do not impede professional presentation.
Writing and format is clear, professional, APA compliant, and
error free.
Total Points:
4
Civil Forfeiture
Olen Jessie
Post University
CRJ 405

Prof. Stering
5/15/2022
Civil Forfeiture
District courts, including the Eastern District of New
York, play a crucial role in resolving disputes by establishing
the facts and applying necessary legal principles to make the
right decisions, including those concerning the country’s
security. Civil forfeiture can be a resourceful tool for
ineffective administration of justice in the court. Civil
forfeiture involves a legal process that allows the court to seize
assets or property belonging to people suspected of a crime
(Veas, 2020). The program helps in providing an effective
method of fighting organized crimes and prosecuting criminals.
Eastern District Court of New York is a federal district
court serving three of the five New York City boroughs,
including Queens, Brooklyn, and Staten Island. The Eastern
District of NYC is home to above Americans. The court seeks to
provide equal justice under the law in serving and protecting
residents in the district and the nation. The agency strives to

adhere to the bedrock of the US criminal justice system’s
constitutional principles in guaranteeing a safe community and
preventing crime. The court is located at 225 Cadman Plaza,
directly opposite Brooklyn Heights, in New York City.
Among the countries depending on the systems of
English common law, conviction requires proof beyond
reasonable doubts, which places a heavy burden on prosecutors,
particularly when handling cases linked to criminal
entrepreneurs who have concealed assets’ ownership
successfully. Civil forfeiture laws provide a solution to an
effective response to organized crime because they give the
government power to seize property through civil courts
(Holcomb et al., 2018). Civil forfeiture gives way for the
property to be seized and pursued in courts, therefore reducing
the proof burden to a “balance of probabilities” from “ proof
beyond reasonable doubt.” The government may confiscate
assets or money in case of a reasonable suspicion that the assets
or money constitute crime proceeds.

References
Holcomb, J. E., Williams, M. R., Hicks, W. D., Kovandzic, T.
V., & Meitl, M. B. (2018). Civil asset forfeiture laws and
equitable sharing activity by the police. Criminology & Public
Policy, 17(1), 101-127.
Veas, J. E. (2020). The Constitutionality of Parallel Civil
Forfeiture Proceedings and Criminal Prosecutions under the
Double Jeopardy Clause in the United States. Rev. Brasileira de
Direito Processual Penal, 6, 701.
Vidino, L., Lewis, J., Mines, A., & Sentinel, C. T. C. (2020).
Dollars for Daesh: The Small Financial Footprint of the Islamic
State’s American Supporters. CTC Sentinel, 13(3), 24-29.
For this week's Literature Review, make sure the reviews are
labeled, (i.e. Literature 1, Literature 2, etc.) If submitting the

assignment as a whole working document, make sure you use
the red/black text format as described in numerous previous
announcements.
For next week, UNIT 7, rough drafts are due no later than
Wednesday, June 15th. They must be:
· Complete paper, optional is the abstract which is not due until
week 8 but can be submitted this week
· MAKE SURE all segments are labeled as stated in numerous
previous announcements as follows:
· Abstract - not officially due until final submission in Week 8,
but can do it at this time if you wish.
· Introduction
· Peer Reviews 4 of them: (peer 1, peer 2, etc.)
· Literature Reviews, 4 of them: (literature 1, literature 2, etc.)
· Initiative - Describe the initiative to include the stakeholder
and target audience
· Implementation - how you are going to implement it,
(hypothetically)
· Evaluation" - how you would evaluate the success or failure of
the initiative. (hypothetically)
· Conclusion
· All segments should be included.
· This is not graded, it is just given a "0" as a place holder, final
grade will be given in week 8.
· If you do not submit a rough draft, you will still receive the

same "0" grade, however there will be no comments from me on
the paper.
· Make sure to include your ways to evaluate, implement,
disseminate, expect feedback, and final summary. Labeled as
such: (Evaluation:, Implement:, Disseminate:, etc.) (see above)
· All old work is in is black text, new or modified work is in red
text as previously defined.
· if my comments back to you are "can resubmit as is", that
means the rough draft is great and you only need to resubmit as
is for the Week 8 turn in.
· Guidelines are the paper must be a minimum of 10 pages, not
counting the title page and references, if longer, I am not
concerned.

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