Épisodes

  • Leadership In Action Pt. 1

    Leadership In Action Pt. 1
    Jun 23 2025
    Navigating Challenges and Cultivating Resilience This briefing document synthesizes key themes and essential facts from the provided sources, focusing on effective leadership, organizational development, and the transformative power of resilience in the face of uncertainty, time pressures, and failure. I. Leading Through Uncertainty Uncertainty is an inherent aspect of change within organizations, often exacerbated by a lack of transparent communication. Effective leadership mitigates this by fostering open communication and providing clarity. Impact of Uncertainty: "Any level of change breeds uncertainty among personnel, especially when said change is kept secret (Ellis, 1992)." Uncertainty is fundamentally linked to "a lack of knowledge about organizational consequences of decisions" (Ellis, 1992, p. 6), which hinders an individual's ability to predict outcomes.Perception and Spread: Company-wide uncertainty is driven by individual employee perceptions, fueled by incomplete information, assumptions, and gossip. This lack of predictability from leadership decisions further entrenches uncertainty (Ellis, 1992).Mitigation through Communication: Open communication is directly correlated with reducing uncertainty. Even negative or positive information, when communicated clearly, has a "proven track record in reducing uncertainty across the board" (Ellis, 1992). Credible source communication and decision-making further empower personnel to make informed choices amidst uncertainty.Employee Behavior: Personnel motivated by uncertainty will proactively seek accurate information through relationships to reduce their unease, highlighting the critical need for clear communication during change (Ellis, 1992). This proactive seeking indicates that employees are attuned to the "temperature of the building" metaphorically, even without direct upper management communication.Consequences of Poor Communication: The combination of uncertainty and a lack of clear communication elevates anxiety levels and negatively impacts employee well-being (Ellis, 1992).Apple's Example: Apple, Inc. famously "embraced uncertainty" during Steve Jobs' return. Despite years of "tumultuous" experiences, unmet expectations, and a "hemorrhaging brand name" (Isaacson, 2011), Jobs used the existing uncertainty as a marketing tool. A prime example is the screenless iPod Shuffle ad, which boldly proclaimed: "Embrace Uncertainty" (Isaacson, 2011). II. Leading Under Time Pressures Leaders must not only navigate uncertainty but also effectively manage time pressures, which often stem from established organizational practices. Strategic planning, collaboration, and experiential wisdom are crucial. Coping Mechanisms for Leaders: Effective leaders learn to "carve out time for vision planning and creativity through formal and established marketing-planning processes" (Andrews, 1996). They identify and eliminate business practices that contribute to time pressures (Andrews, 1996).Teamwork and Idea Generation: Leaders who manage time pressures actively involve teamwork in marketing plan development, encouraging "fresh ideas and brainstorming activities" (Andrews, 1996). They also seek input from diverse areas of the organization, fostering community and generating novel ideas (Andrews, 1996). "New ideas are essential to the health of the firm" (Andrews, 1996, p. 6).Experiential Knowledge: Experienced leaders facing time pressures transmit their "calm and rational, experiential mannerisms and skills to their teams," which helps to prevent "back-peddling knee-jerk reactions" (Andrews, 1996).Addressing the Source of Pressure: Often, time pressures are a result of long-standing practices established by top management, implying that the pressure itself needs to be reduced or controlled, rather than simply reacted to (Andrews, 1996).Apple's Intel Transition: Apple's successful shift from Motorola-IBM PowerPC chips to Intel processors exemplifies overcoming extreme time pressure. This "insurmountable task" involved a complex rewrite of the BIOS and motherboard reconfiguration (Isaacson, 2011; Englander, 2014). An "elite crew" from Apple and Intel collaboratively completed this monumental task, beating the deadline by six months, which was "recognized as accomplishing the impossible" (Isaacson, 2011).Willingness to "Go Back to the Drawing Board": Even under severe time constraints, "half-hearted products will not advance the organization" (Vanourek & Vanourek, 2012, p. 192). Apple's development of the iPhone demonstrates this; they scrapped two prototypes over a year before settling on the third, just in time for production (Isaacson, 2011; Mukherjee & Chandi, 2012). This preparedness turned pressure into productivity, ultimately revolutionizing the cellular phone industry. III. Organizational Improvement & Development Continuous organizational improvement involves integrating technology with human elements and fostering a culture of end-to-end integration ...
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    11 min
  • Personal Stories of a Public Educator Pt. 4

    Personal Stories of a Public Educator Pt. 4
    Jun 16 2025
    Cultivating and Confronting Leadership I. Foundations of Effective Leadership: Skills, Beliefs, and Personal Growth Dr. Park E. Johnson III's writings highlight that effective leadership is built upon a combination of practical skills, deeply held personal truths, and a commitment to continuous introspection and development. A. Essential Managerial Leadership Skills Johnson, referencing Lussier and Achua (2014), identifies three core managerial leadership skills: Technical Skills: These involve "the ability to use methods and techniques to perform a task," including "knowledge about methods, processes, procedures, and techniques, and the ability to use tools and equipment to perform a task." Johnson's personal narrative illustrates the development of these skills from early exposure to computing (MS-DOS, Windows 3.11, building computers) to their application in professional roles, such as designing computer courses and managing complex administrative tasks as a principal. He notes, "technical skills very widely from job to job, and they are the easiest of the three management skills to develop."Interpersonal Skills: Defined as "the ability to understand, communicate, and work well with individuals and groups through developing effective relationships." Johnson candidly reflects on a period where his interpersonal skills waned, acknowledging he "had become arrogant, self-centered, intolerant, that I thought less of others without a degree." His journey to improvement involved introspection, vulnerability, and a conscious effort to practice servant leadership. This included actions like solving teacher needs quickly (SMART boards, iPads, wireless internet), covering classes for breaks, and personally connecting with staff by learning their preferences and family concerns. This aligns with the idea that a principal's behavior significantly impacts school performance, with Marzano et al. (2005) quantifying this impact at "25 percent of the academic achievement of the students in the school." Johnson emphasizes that "the responsibility for productive principal-teacher relationships can’t be shouldered by one party (Maxwell 2019)" and views himself as a "novice regarding the practice and implementation of interpersonal skills," highlighting the ongoing nature of development.Decision-Making Skills: These skills are about "how we reason and make decisions. It involves critical thinking, using a rational process analyzing alternatives, and attempting to maximize positive outcomes for the organization." Johnson's background as an Emergency Medical Technician (EMT) and his experience on a hospital's Code team provided foundational training in "triage" – the sorting and allocation of resources based on priorities to maximize positive outcomes. He applied these skills as a principal, making both rapid, safety-critical decisions (e.g., school lockdown due to an angry parent) and complex, considered ones (e.g., expelling a student for threatening violence). B. Personal Truths and Deepest Beliefs as Leadership Foundations Johnson asserts that "Transformational leadership requires the leader to examine his own value congruence, referencing core values and personal truths." His foundational truth is his belief in Jesus of Nazareth, which informs core values such as "unconditional love, love God, and love people." Key personal truths and beliefs that shape his leadership approach include: The Power of Words: Stemming from the belief that being created in God's image means "my words hold great power; the power of life and death are in the tongue."Unconditional Love vs. Unconditional Trust: Taught by his mentor, Dick Chapman, this distinction is crucial for healthy relationships and effective leadership.Character and Integrity: Defined as "consistency" in behavior across different contexts and a willingness to "sacrifice immediate gratification for the long-term desired outcome," and prioritizing "the true value of relationships with people.""Leave things better than you found them": A principle extending beyond physical spaces to organizational contexts.Understanding Truth and its Origin: Influenced by "The Truth Project" by Dr. Del Tackett, emphasizing the importance of examining "what you believe is really real?"Patriotism and Republic vs. Democracy: A deep respect for the U.S. form of government as a "representative republic," informed by family history of military service and the writings of founding fathers.Prioritization of Relationships: Inspired by his grandfather, Joseph B. Brown, Johnson lists his relationships in order of significance: "1. Jesus, God, Holy Spirit; 2. Claudia – my wife; 3. Autumn – my daughter; 4. Family; 5. Friends; 6. Church; 7. Work." This relational focus guides his approach to serving others, as exemplified by his grandparents canceling their 50th-anniversary celebration to support their son through addiction. C. Organizational Development of Leadership Skills Johnson describes how ...
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    21 min
  • Personal Stories of a Public Educator Pt. 3

    Personal Stories of a Public Educator Pt. 3
    Jun 9 2025
    Motivation, Leadership, and Workplace Challenges in an Educational Setting Date: October 26, 2023 Purpose: This briefing document synthesizes key theories of motivation and leadership with a detailed case study of a challenging workplace environment, highlighting common themes, critical issues, and potential solutions. I. Theoretical Frameworks for Motivation and Leadership The provided text introduces several established theories of motivation and leadership, offering a foundation for understanding employee behavior and effective management. A. Herzberg's Motivation-Hygiene Theory: This theory posits two distinct sets of needs that influence work satisfaction and dissatisfaction: Hygiene Factors: Relate to "survival needs" (biological and learned drives) and, if absent, tend to produce dissatisfaction. These include factors like salary, job security, working conditions, and company policy. Their presence prevents dissatisfaction but does not necessarily create satisfaction.Motivators: Relate to "growth needs" (psychological needs) and tend to produce satisfaction. These include factors like achievement, recognition, responsibility, advancement, and growth.Key Insight: "Work satisfaction and dissatisfaction are not opposites, but are separate and distinct dimensions." Positive applications of motivators in the workplace include: "Removing some controls while retaining accountability = responsibility and personal achievement""Increasing individuals’ accountability for their own work = responsibility, achievement and recognition""Giving a person a complete natural unit of work and granting additional authority to employees in their activity and job freedom""Making periodic reports directly available to workers themselves rather than to supervisors = internal recognition""Introducing new and more difficult tasks not previously handled = growth and learning""Assigning individuals specific or specialized tasks, enabling them to become experts = responsibility, growth, and advancement" B. McClelland's Need for Achievement Theory: Individuals driven by achievement motivation exhibit three key characteristics: "They have a strong desire to assume personal responsibility.""They tend to set moderately difficult goals and take intermediate levels of risk, depending more on skill than on chance.""They have a strong desire for concrete performance feedback rather than ambiguous group 'good Jobs', desiring to know how well they have done individually." Positive applications in the workplace include: "Establishment of situations in which individuals can succeed""Set reasonable and achievable goals""Accept personal responsibility for performance""Provide clear feedback on performance" C. Self-Determination Theory (SDT): SDT emphasizes the innate human desire for autonomy, competence, and relatedness. Autonomy, specifically, is "the desire to have choice in what we do and how we do it. It is the desire to act independently, be self-regulating and coherent in direction our own actions rather than have outside pressures and rewards determine our behavior." Three autonomy dimensions in workplaces: Method control: Discretion over how work is performed.Timing control: Influence over scheduling work.Discretion in setting performance goals: Influence over identifying and setting objectives. Supervisor's Role in SDT: Provide clear attainable goals, exert control over work activities (ensure resources), and give timely, accurate feedback. These influence employee perceptions of autonomy and can lead to intrinsic motivation. D. Vroom's Expectancy Theory: This theory suggests that individuals make conscious choices about their behavior based on expectations of outcomes. Key assumptions include: People join organizations with expectations that influence their reactions.Behavior results from conscious choice; people choose behaviors based on expectancy calculations.People desire different things from an organization (salary, security, advancement, challenge).People optimize outcomes for themselves when choosing among alternatives. Elements: Outcomes, Expectancy (effort leads to performance), Instrumentality (performance leads to outcome), and Valence (strength of preference for an outcome). II. Case Study: Challenges in an Educational Workplace The provided text details a highly problematic workplace environment, particularly within a school setting, characterized by poor leadership and significant challenges to employee motivation and well-being. A. Root Cause: Poor Leadership: The primary issue identified is "poor leadership which greatly affects the four areas of the National Standard for Technology for Administrators Standard 4.a.g and 4.b-4.e." The principal is described as having an "authoritarian autocratic bureaucratic managerial personality with little to no leadership qualities." B. Manifestations of Poor Leadership: Authoritarianism and Micromanagement: The principal "not only prescribes assignments but also requires ...
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    17 min
  • Personal Stories of a Public Educator Pt. 2

    Personal Stories of a Public Educator Pt. 2
    Jun 2 2025
    This episode offers a candid and critical perspective on leadership theory and its practical application within a specific organizational context. The central theme is the detrimental impact of autocratic management style and the absence of effective leadership, particularly the lack of compassion, accountability, and investment in personnel development. The sources highlight the contrast between ineffective, "gotcha" management and the principles of true leadership, emphasizing the importance of relationship-building, self-determination, intrinsic motivation, and a commitment to personal and professional growth. The detrimental effects of poor leadership are seen in low morale, high turnover, reduced productivity, and a toxic work environment. Conversely, the concept of a positive, supportive, and principle-driven "Advisory Council" is presented as an example of effective, relationship-based leadership development. Key Themes and Important Ideas/Facts: Prevalence and Detrimental Impact of Autocratic Management: The primary source (Park Johnson's initial post) explicitly states that in their workplace, "none of the four theories are in practice... Truly it is the older autocratic management style."This autocratic style is characterized by a lack of compassion, screaming, threats, demeaning behavior, and a failure to utilize positive leadership qualities despite the principal's background in relevant coaching.A key fact from Miller-Vaz (2015) is presented: "When each leadership style was correlated against the leaders in each parish, there was a strong statistically significant positive relationship between the autocratic leadership style and the rate of violence in St. Ann." This indicates that autocratic leadership can correlate with negative outcomes, including violence and rebellion. The source notes, "Autocratic 'leadership' (which isn’t leadership, but command and control) is not effective unless the desired outcome is violence or rejection or rebellion."Christina's response reinforces this, stating, "It's unfortunate that when these types of 'managers' come into power it gets to their head and therefore causes valuable employees to leave."Marla Goldbaum's post echoes the sentiment of feeling "belittled and degraded" under such leadership, leading to an inability to be productive and causing "increasing physical and mental health issues."The "Colleague's Perspective" confirms the negative impact, stating, "Our organization doesn't focus on success, but on the failures of individuals. Individuals are targeted and expected to fail. When somebody fails, everybody gets punished." This fosters an environment where employees "feel like we are walking on eggshells." The Absence of Leadership Theory and its Consequences: Park Johnson repeatedly emphasizes the lack of application of leadership theory in their workplace.Christina quotes a source ("What Happens," 2020) to highlight the consequences: "Everything comes down to leadership. When there is no good leader to direct a team, a department, or an organization, then the following scenarios are inevitable: delayed decisions, conflicts, low morale, reduced productivity, and success is difficult."Duriel expresses "dumbfounding" that even minimal leadership concepts haven't influenced different thinking, even in pockets of their own organization where managerial traits are prevalent.Danielle notes that the lack of leadership paradigms is "damaging to the health of each educator individually and as a whole." Contrast between "Gotcha" Management and Effective Feedback/Coaching: The "Gotcha" or "Care-for-ya" post directly contrasts these two approaches. Autocratic management is likened to "gotcha" - critical, emotional, blaming, and focused on the person.Effective leadership, on the other hand, utilizes "coaching feedback focuses more on discussion, it is prepared, designed to improve performance, talks about the issue, and is regular and continual so people don't get the impression of 'gotcha' moments but support, praise, recognition, and timely feedback."Lussier et al. (2016) are cited for the importance of specific and timely feedback: "Specific feedback is needed to avoid confusion over which particular behavior needs to be improved. Feedback should be given as soon as possible after the behavior has been observed." Lack of Accountability for Poor Leadership: Hilda points out a "sad fact of organizational life": "unless organizations reinforce positive interpersonal behaviors and positive supervisory practices in the workplace through a system of compensation and rewards, leaders will revert to authoritarian and exploitive practices."She argues that without accountability for "turnover, for stress or anxiety-caused illnesses among employees, or for civil lawsuits," autocratic principals will continue their behavior.Park Johnson confirms, "No ma'am, I do not believe she has been held accountable for interpersonal relationships."Aricles James notes that ...
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    15 min
  • Personal Stories of a Public Educator Pt. 1

    Personal Stories of a Public Educator Pt. 1
    May 26 2025
    This episode synthesizes the main themes and important ideas presented in the provided posts, primarily authored by Park Johnson, reflecting on his experiences and observations related to leadership, motivation, and workplace dynamics in educational settings. Core Themes: The Power of Motivation vs. the Destructive Nature of Inappropriate Authority: A central theme revolves around the superiority of motivation in fostering positive and lasting outcomes compared to the detrimental effects of wielding authority without respect or understanding.The Impact of Leadership Style: The author consistently contrasts positive, empowering leadership with autocratic, demotivating management styles, highlighting the profound impact on employee morale, productivity, and overall well-being.The Importance of Relationships and Appreciation: Building strong, respectful relationships based on trust and valuing individuals are presented as crucial elements of effective leadership and motivation.The Challenges of Current Autocratic Leadership: The author's current work environment under an authoritarian principal serves as a recurring negative example, illustrating the consequences of poor leadership on staff morale and collaboration.The Value of Mentorship and Positive Reinforcement: Past experiences with supportive and encouraging mentors, particularly principals, are highlighted as pivotal in shaping the author's career aspirations and understanding of effective leadership.The Complexities of Teamwork: While recognizing the benefits of collaboration, the author also addresses the challenges of social loafing and the importance of addressing such issues effectively.The Significance of Self-Concept and Identity in Personal and Professional Life: The author reflects on his personal journey of self-discovery and the importance of internal validation, connecting it to his approach to leadership and supporting others.The Need for Meaningful Teacher Evaluation and Professional Growth: The current teacher evaluation processes are critiqued for their subjectivity and lack of focus on genuine improvement, with suggestions for incorporating reflection, collaboration, and mentorship. Key Ideas and Facts: Motivation Creates, Inappropriate Authority Destroys: This core principle is stated early and reiterated throughout the posts. As the author notes, after a Google search, he found the phrase "motivation creates" appearing repeatedly.Positive Motivation is Superior: Drawing on Nicole Thelin's article in Small Business Chronicles, the author emphasizes that "Use positive motivation instead of punitive forms of reinforcement. Fear-based motivation is superficial and does not bring positive, lasting effects." Thelin also stresses the importance of encouragement, respectful communication, and empowering employees by stepping back from micromanagement.Appreciation Fuels Internal Motivation: A quote from Aric Shelko, CEO of BatteryClerk in Forbes, is highlighted: “Your team will be highly motivated to perform if you make them feel appreciated. Internal motivation is more powerful than external motivation. External rewards have their place, though nothing is more motivating to a team member than feeling appreciated by their team leaders and management."Destructive Nature of Sheer Authority: The author likens inappropriate authority to a police officer lacking character, where "Because I said so" is ineffective for lasting change and can lead to rebellion.The Enduring Influence of Mentors: The author deeply values the teachings of Dick Chapman, who emphasized "unconditional love does not mean unconditional trust" and the importance of character, integrity (consistency), and leaving things better than you found them. Mr. Robert Bowers, a former principal, is consistently portrayed as an exemplary leader who used positive reinforcement and mentorship to empower and motivate staff. He is quoted asking, "Park, have you ever considered becoming a principal? If not, I think you should. I see leadership qualities in you."Negative Impact of Autocratic Leadership: The author's current principal is described as authoritarian, regularly "brow-beat[ing] her teaching staff," holding group meetings to "vent and vomit her frustrations," and creating a difficult work environment. This contrasts sharply with the positive experiences under Mr. Bowers, who "encouraged me every chance he got" and treated staff with respect and appreciation.Micromanagement Hinders Productivity: The principal's detailed schedule dictating how teachers and aides should use their "planning time" exemplifies micromanagement and hinders collaboration. The author notes, "As can be seen by the above email and attached schedule, collaboration is prohibitive."The Importance of Seeing Individuals Beyond Labels: In his work with students, the author emphasizes the need to "disregarding their crimes as identifiers of them as a person, yet being firm, fair, and consistent with them in ...
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    16 min
  • Colloquium Presentation Discussion Aspen University Fall 2024 Pt. 2

    Colloquium Presentation Discussion Aspen University Fall 2024 Pt. 2
    May 19 2025
    This episode summarizes the main themes and critical insights presented by Dr. Johnson in a colloquium focusing on toxic leadership within public education. The presentation draws upon interview data from six participants and connects their experiences to existing literature on toxic leadership, social justice theory, and critical leadership theory. Key findings reveal a strong correlation between toxic leadership behaviors (such as bullying, micromanagement, and narcissistic tendencies) and negative outcomes including diminished employee well-being, poor morale, increased stress, and potential negative impacts on student learning. The discussion also explores the prevalence of such experiences, potential physical and psychological consequences for employees, and the need for solutions focused on prevention, intervention, and fostering positive leadership qualities. Main Themes and Important Ideas: 1. Pervasiveness and Impact of Toxic Leadership: The colloquium highlights the significant presence of toxic leadership behaviors in the education sector, as evidenced by the experiences of the interviewed participants. Dr. Johnson notes that participants reported frequent exposure to "negative verbiage" and detrimental treatment, with some individuals witnessing it "16 or more" times in their careers.The analysis of interview transcripts revealed recurring negative themes associated with toxic leadership, including:Diminished Well-being: Participants used words like "way worse than what we've already experienced," "afraid," "internally upset," "mad," and considered "quitting."Oppressive and Demoralizing Environments: Language used included "oppressive," "despondent," "upset," "leaving," "criticized," "making you feel less than," and "terrified."Unfavorable Leadership Behaviors: Participants described "negative vocabulary," "favoritism," "bad leaders," "lack of motivation," being "ignored," "stress," "micromanagement," "impossible," "unapproachable," "horrible meetings," "nitpicking," and being "treated like dogs."Dr. Johnson emphasizes the interconnectedness of these negative experiences, stating, "connections between psychological damage, bullying, poor morale and micromanagement again emerge."Witnessing toxic behavior can be just as damaging as directly experiencing it. Dr. Johnson shared her own experience: "that vicarious observation of this toxicity uh can still be just as damaging as as it directly happening to you...it made me want to just duck my head and don't, you know, don't don't put yourself on the radar or you're going to be next was kind of the feeling." 2. Correlation with Negative Outcomes: The research indicates a strong positive correlation between toxic leadership and negative employee outcomes:Employee Turnover: "Significant aspects connected to employee turnover such as hegemonic culture and abusive behavior and bullying were shown to be correlated." Participants reported leaving or considering leaving toxic environments. One participant was "reprimanded for being proactive," reinforcing a negative and controlling environment.Employee Stress and Reduced Well-being: "Toxic leadership is positively correlated with employee stress and turnover...Evidence of participant statements is supported by the literature study as well."Physical and Psychological Health Issues: Three of the six participants experienced physical manifestations of stress, including "irritability, anxiety, rage, poor concentration, sadness, forgetfulness, and um mental health issues, needing to go see a counselor." Physical symptoms included "higher blood pressure, ulcers, headaches," and one non-participating individual was advised by a doctor to quit due to the toxic environment's detrimental physical effects.Lowered Morale, Motivation, and Self-Esteem: "The morale, motivation, self-esteem of all of these constituents are lowered when administrators exhibit abusive or toxic behavior by using aggressive and harmful influence strategies."Poor Work Satisfaction: The study found that abused employees are "more likely to suffer from worry, stress, and poor work satisfaction."Perceived Violation of Psychological Contract: One participant shared a story of a principal demanding rescheduling of doctor appointments, highlighting a disregard for employee rights and personal needs. 3. Impact on Students: Dr. Johnson highlights the potential trickle-down effect of toxic leadership on students: "Toxic leaders in school districts for instance may have a negative impact on teacher morale and by extension the children's educational experience...The results for the students usually suffer as a result of a decline of motivation and output by the teachers."A participant, Darlene, echoed this, stating, "students do suffer...my students were my primary aim and what they were gaining in class was my primary issue. So therefore I could I could basically disassociate what was happening to me so that it didn't transfer to my students." ...
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    20 min
  • Colloquium Presentation Discussion Aspen University Fall 2024 Pt. 1

    Colloquium Presentation Discussion Aspen University Fall 2024 Pt. 1
    May 12 2025
    This episode discusses the key themes and important ideas presented by Dr. Park Johnson in his research colloquium on toxic leadership in public education. Based on excerpts from an audio recording of his presentation, this document highlights the nature of toxic leadership, its impact on individuals and institutions, the research methodology employed, and the initial findings. Speaker: Dr. Park Johnson, Aspen University School of Education Alumnus Topic: Toxic Leadership in Public Education Date: Fall 2024 Colloquium (Exact date not specified) Main Themes: Prevalence of Toxic Leadership: Toxic leadership is not limited to K-12 education but is present across all levels of education and in various other professions. It is a form of incivility with severe repercussions.Impact on School Culture and Well-being: Toxic leadership significantly and detrimentally affects overall school culture, teacher and support staff well-being, and sense of self-efficacy.Negative Effects on Student Outcomes: Teaching conditions and student outcomes are directly linked. Toxic environments hinder the ability of teachers and staff to positively influence student performance, impacting school success metrics.Consequences for Turnover: Workers, including educators, are more likely to leave a company or educational facility if they are treated poorly by their superiors.Lasting Psychological Effects: The negative effects of toxic leadership can persist even after the toxic leader is no longer in place, potentially leading to symptoms akin to PTSD in subordinates.The Gap in Existing Research: While positive leadership approaches are widely studied, there is a lack of research specifically focusing on toxic leadership in public education, how to identify it, and how to address it. Dr. Johnson's research aims to fill this gap.Defining Toxic Leadership: Toxic leadership is characterized by a lack of care for subordinates' welfare, detrimental impacts on the organizational environment, a focus on the leader's self-interest, and a lack of moral principles.Manifestations of Toxic Leadership: Toxic leadership can present as abusive management, authoritarian leadership, narcissism, social marginalization, lack of integrity, assault on self-esteem, laissez-faire management, shaming, passive-aggressive behavior, team sabotage, aggression, dishonesty, avarice, haughtiness, and bullying.Organizational Toxicity: This broader concept encompasses harmful and painful circumstances in the workplace, stemming from various factors including incompetent leadership, negative comments, communication weaknesses, and unfair rewards. Most Important Ideas/Facts: Research Motivation: Dr. Johnson's initial research interest was the direct effects of proximity on student learning, influenced by the pandemic's shift to remote education. However, his experience in a toxic environment exacerbated during the pandemic shifted his focus to toxic leadership.The Problem of Leader Self-Perception: Dr. Johnson notes recent research indicating that a majority of toxic leaders believe they are great leaders, highlighting the challenge of self-awareness.Characteristics of Toxic Leaders (According to Literature and Participants):Lack of moral principlesUnhealthy obsession with self-promotionInflated sense of self-importanceArrogant attitudeExcessive greedCallous disregard for the welfare of othersEgotistical attitudes, motivations, and behaviorsOrganizational Toxicity Elements:IneptitudeInfidelityInsensitivityIntrusionInstitutional pressuresInevitabilityResearch Questions:Main Question: How do educators and support staff describe toxic leadership practice and its impacts in the arena of public education?Sub-Question 1: What are the effects of destructive or toxic leadership on employee turnover, morale, and job performance in public education institutions?Sub-Question 2: What strategies do participants offer to address destructive or toxic leadership in public education institutions?Methodology: Dr. Johnson employed qualitative research using the "thick description" method with open-ended interviews of educators, support staff, and paraprofessionals. This allowed for rich, in-depth insights into their experiences.Data Analysis: Interview recordings were transcribed using Dovetail software and analyzed using Deduce software. Codebooks were developed based on existing theories (R's theory of social justice, critical leadership theory, and the toxic leadership scale). An outside coder was used to mitigate bias.Key Findings from Participant Transcripts (Illustrative Quotes):Participants used negative vocabulary such as "yelling," "foul language," "cursed at," "terrifying sensation," "worrying excessively," and "stress" to describe their experiences.Words like "drained," "forced out," and "chastised" were used.Instances of condescending communication, inappropriate language (e.g., the "B-word"), demotion without documented reason, demoralization, and feeling "not clever enough...
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    18 min
  • Action Needed: Examining the Detrimental Side Effects of Toxic Leadership in Public Education pt. 5

    Action Needed: Examining the Detrimental Side Effects of Toxic Leadership in Public Education pt. 5
    May 5 2025
    This episode covers the discussion points regarding Dr. Johnson's findings as a result of his interviews with the various participants including the implications and ramifications of Toxic Leadership in Public Ed. The primary goal of this study was to enhance comprehension of the adverse impacts of toxic leadership on educational personnel and the subsequent series of consequences. The researcher employed the method of ‘thick description’ (Hong & Cross Francis, 2020; Ponterotto, 2006) by conducting a series of open-ended interviews with six participants who self-identified as having encountered toxic leadership during their employment at a primary or secondary public education institution. This approach allowed for a more comprehensive and detailed understanding of the participants' lived experiences. As mentioned in the literature review, meta-analytical study has provided substantiation for the correlation between toxic leadership and several negative outcomes, such as diminished well-being, reduced organizational commitment, negative follower attitudes towards the leader, decreased job satisfaction, increased turnover intention, heightened stress levels, elevated workplace deviance, and impaired job performance (Haider et al., 2018; McCleskey, 2013; Odhiambo, 2022). The correlation between toxic leadership and the previously mentioned negative outcomes was shown during the analysis of the interview transcripts of the six participants. The terminology spoken by the participants suggested an unfavorable and discontented work atmosphere characterized by diminished morale, an absence of trust, and a lack of job satisfaction. The analysis of the data revealed a variety of harmful behaviors associated with toxic leadership, such as counterproductive work actions, social exclusion, egocentrism, bullying, and intimidation (Balasundaram, 2016; Burns, 2017; Rasheed et al., 2021; Smith & Fredricks-Lowman, 2020; Snow et al., 2021). The participants characterized the toxic leader as someone with authoritarian tendencies, showing narcissistic traits and engaging in unpredictable autocratic behaviors, as well as micromanaging supervision. Discussion Research Sub-Question One The research question asked, ‘How do educators and support staff describe toxic leadership practice and its impacts in the arena of public education?’ In pursuit of the goals of this research, consideration was given to the two sub-questions. The first sub-question asked, ‘What are the effects of destructive or toxic leadership on employee turnover, morale, and job performance in public education institutions?’ The discussion section of this chapter will cover the three distinct categories found in sub-question one. Employee Turnover Data analysis of the six participants’ transcripts, as seen in Figure 1, revealed correlations with hegemonic culture, abusive conduct, and bullying, which are significant factors related to employee turnover. P1 stated, "If you're in an environment where there is a lack of motivation, which is a key sign because it's usually not the employees; employees don't leave bad jobs; they leave bad leaders. So, as a whole, this is a toxic environment. I chose to leave it after I realized that I couldn't be beneficial to anyone there anymore. And others chose to do the same a little later; it took them a little longer, but others chose to go their own way as well, or they were forced out." Figure 1 – Employee Turnover & Childcodes Frequency Employee Turnover & Childcodes Frequency P1's decision, and ensuing colleagues' decisions to leave the toxic environment after realizing they could no longer contribute positively serves as an example of employees taking control of their own career paths in response to unfavorable work conditions. Ultimately, addressing issues such as toxic leadership and hostile work environments is crucial in reducing employee turnover and creating a more positive and productive workplace. P3 further supported P1’s statement in this transcript excerpt, “We had gone through several teachers. You know, the turnover got to where somebody would quite often resign, and these were pretty good-paying jobs. So initially, I was surprised, but I understood why when people would leave. We had usually talked, and I tried to keep a pretty good relationship with everybody. We let each other know what we were going through and it was, I'll just say it was rough.” Concurrently, P4 commented, “I had decided and put in my letter of resignation. I just felt like it was time for me to move on. It had just become too negative for me and I was also at a point where I was ready to be away from that environment. I just couldn't do it anymore,” while P5 provided a single comment, “There’s always turnover.” P6 echoed the statements from other participants, “Well, there were some that ended up quitting, moved on elsewhere because they couldn't take it anymore.” The ...
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    12 min