Research

Dr. Alonzo O’Shae Ross

The following is from the abstract of his dissertation

This study analyzes how the leadership styles of high school administrators and teachers influence the success of concurrent enrollment programs, with a specific focus on illuminating equity gaps. Using the Multifactor Leadership Questionnaire (MLQ-5x) and JASP statistical software, the research identifies differences in leadership approaches for creating equitable access for all students.

The findings contribute to a growing body of literature by:

• Evaluating Leadership Impact: Determining how specific administrative styles support or hinder the establishment of concurrent enrollment programs.

• Advancing Equity Models: Building upon systemic and practical approaches to ensure that underrepresented and first-generation students are not just participants, but successful scholars.

• Informing Policy: Providing educational policymakers and teachers with a framework for effective leadership that fosters equitable academic outcomes.

This research explored how the leadership styles of high school administrators and teachers influenced the success of concurrent enrollment programs, specifically aiming to illuminate equity gaps and support the establishment of these programs for all students. Using the Multifactor Leadership Questionnaire (MLQ-5x) and JASP statistical software, the study found that socioeconomic status and school culture were major determinants of leadership effectiveness, with affluent regions often exhibiting higher levels of transformational leadership due to greater resource availability. The findings highlighted that while regional differences in transformational leadership styles among Indiana educators were minimal, a systemic lack of professional development and socioeconomic support in certain areas created significant disadvantages. Ultimately, the research emphasized that fostering collaborative, inclusive cultures and addressing socioeconomic inequalities were essential to developing the transformational leadership needed to ensure equitable access and success for first-generation and underrepresented students.

Through this research, Dr. Ross aims to transform institutional cultures so that the journey from first-generation student to professional is supported by exemplary, data-driven leadership.