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The influence of leadership on the development of 21st century skills throughout Irish schools

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The influence of leadership on the development of 21st century skills throughout Irish schools

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Content Running head: THE INFLUENCE OF LEADERSHIP 1
THE INFLUENCE OF LEADERSHIP ON THE DEVELOPMENT OF
21ST-CENTURY SKILLS THROUGHOUT IRISH SCHOOLS
by
Jason L. Hasty
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2019
Copyright 2019 Jason L. Hasty
THE INFLUENCE OF LEADERSHIP 2
Dedication
This dissertation is dedicated to my parents, John and Madonna Hasty, whose endless
support, encouragement, and wisdom have carried me through each step that I have taken. I am
who I am today because of them. My wife, Suzy Hyun, always pushes me to go above and
beyond, growing stronger than I ever thought possible. I do all this for the future of my children,
Leila and Liam.
THE INFLUENCE OF LEADERSHIP 3
Acknowledgments
It is my pleasure to acknowledge and thank the many people who have supported me
throughout the journey of studying and completing the dissertation process at USC.
First and foremost, I thank my wife Suzy for making the needed sacrifices to support me
and allow me to do what is needed to complete this dissertation. Also, thank you to my other
family and friends. Each step that they have taken with me in life has led me to this next chapter.
They supported me throughout this process as I endured many hours and energy dedicated to this
work. They encouraged me to keep chugging and stay focused, allowing me the time and space
to complete this work. Their love and belief in me have brought me to this point and helped me
to complete the task. I am eternally grateful for the amazing people whom I have in my life who
continue to believe in me and inspire me to be the best that I can be.
I thank my colleagues at the Los Angeles County Office of Education for their
mentorship and support during this program. Maricela Ramirez, Rami Christophi, Dr. Debra
Duardo, Dr. Art Cunha, and Dr. Nick Stephany were intentional about checking in with me and
offering advice and support every step of the way. My colleagues have allowed me to be
successful at work while I was also in school.
From the moment that I first learned of the EdD program at USC, I knew that this was the
program for me. My work with the executive cohort proved this again and again. Thank you, Dr.
John Roach, Dr. Pedro Garcia, and Dr. Dave Cash, for introducing me to the Trojan family,
building our network, and teaching me about leadership. Reading groups, study sessions, and
many hours of hard work bonded our cohort and our amazing celebrations of milestones ensured
that we would be lifelong friends and mutual supporters.
THE INFLUENCE OF LEADERSHIP 4
I cannot thank Dr. Michael Escalante enough for his leadership throughout the
dissertation process. His vision for a project in Ireland allowed me to have an experience that I
will always remember. His wisdom, mentorship, and support allowed me not only to complete
this dissertation but also to become a better leader in my organization and community. I look
forward to continuing to work with him in the future. I want to give special thanks to Sheila and
George Porter, who supported us in so many ways to ensure that our visit to Ireland was a
success. They provided valuable assistance by making the needed contacts with school
personnel. Our study would not have been possible without their leadership and assistance.
This amazing journey would not have been possible without the people who were by my
side along the way. Thank you to all the members of my USC Executive Cohort. I am truly lucky
to be a part of this team and look forward to our journey together for years to come. Fight on!
THE INFLUENCE OF LEADERSHIP 5
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 8
Abstract 10
Chapter 1: Introduction 12
Statement of the Problem 12
Purpose of the Study 13
Research Questions 14
Significance of the Study 15
Limitations of the Study 16
Delimitations of the Study 16
Assumptions of the Study 16
Definitions of Terms 17
Organization of the Dissertation 18
Chapter 2: Review of the Literature 19
Leadership’s Influence 19
The Four Frames 20
Leadership Theories 21
Globalization 22
Overview and Definition 23
The Progression of Flattening 24
Globalization in Ireland 28
Multinational Corporations 29
Twenty-First-Century Learning Skills 31
History of Ireland 34
Modern Day 35
Political History 35
Economic History 37
Education in Ireland 38
Science, Technology, Engineering, and Mathematics (STEM) 39
Project-Based Learning (PBL) 40
Feminist Theory and Education 42
Gender and Education 44
Science Fair Competitions 45
Science Fairs in Ireland 46
Theoretical Framework 47
Figure 1. Theoretical framework of the study 47
Chapter Summary 49
Chapter 3: Methodology 51
Research Design 52
Research Questions 53
Research Team 54
Population and Sample 55
Educators and Students 56
Business and Industry Leaders 57
Political Leaders and Educational Policymakers 57
Instrumentation 57
Interview Protocols 59
Survey Protocols 62
THE INFLUENCE OF LEADERSHIP 6
Observation Protocols 63
Data Collection 65
Data Analysis 66
Validity, Credibility, and Trustworthiness 67
Reliability 68
Ethical Considerations 68
Chapter Summary 69
Chapter 4: Results 70
School of Study 72
Research Design 73
Study Participants 73
Educators and Students 73
Business and Industry Leaders 74
Political Leaders and Policy Makers 74
Findings for Research Question 1 75
Theme 76
Summary, Research Question 1 83
Findings for Research Question 2 84
Theme 1 84
Theme 2 95
Summary, Research Question 2 101
Findings for Research Question 3 102
Theme 102
Summary, Research Question 3 111
Findings for Research Question 4 112
Theme 112
Summary, Research Question 4 120
Chapter Summary 120
Chapter 5: Conclusions and Recommendations 124
Purpose of the Study 124
Research Questions 125
Review of Methodology 124
Summary of Findings 126
Findings for Research Question 1 126
Findings for Research Question 2 128
Findings for Research Question 3 131
Findings for Research Question 4 133
Limitations of the Study 134
Practical Implications 135
Recommendations for Future Research 137
Conclusion 138
References 139
Appendices
Appendix A: Recruitment Letter to Principal 149
Appendix B: Political Leader/Educational Policy Maker Interview Protocol 150
Appendix C: Business and Industry (MNCs) Interview Protocol 152
Appendix D: School Leader Interview Protocol 154
Appendix E: Teacher Interview Protocol 156
Appendix F: Student/Parent Interview Protocol 158
Appendix G: Classroom Observation Protocol 160
Appendix H: SciFest Observation Protocol 161
THE INFLUENCE OF LEADERSHIP 7
Appendix I: Survey Protocol for School Administrator or Teacher 166
Appendix J: Survey Protocol for Political Leader, Business Leader,
or Policy Maker 170
Appendix K: Survey Protocol for Parent of Second-Level Student 174
Appendix L: Survey Protocol for Student Participant in Science Competition 178
Appendix M: Information Sheet for Exempt Research 182
THE INFLUENCE OF LEADERSHIP 8
List of Tables
Table 1: Alignment of Interview Protocols to Research Questions (RQs) and
Theoretical Frameworks 61
Table 2: Alignment of Survey Protocols to Research Questions (RQs) and
Theoretical Frameworks 64
Table 3: Summary of Participants, Their Organization/Position, and Data Types 75
Table 4: Students’ Survey Responses Indicating How Schools Engage in SciFest
While Preparing Students for the Leaving Certificate Examination 78
Table 5: Survey Responses by Parents of Students, Compared to Responses by
School Administrators, Teachers, Representatives of Multinational
Corporations (MNCs), Politicians, and Policymakers Indicating How
Schools Engage in SciFest While Preparing Students for the Leaving
Certificate Examination 79
Table 6: Students’ Survey Responses Indicating Whether School Leaders
Influence Participation in SciFest 86
Table 7: Survey Responses by Parents of Students Compared to Responses by
School Administrators, Teachers, Representatives of Multinational
Corporations (MNCs), Politicians, and Policymakers Regarding Whether
Schools Engage in SciFest While Preparing Students for the Leaving
Certificate Examination 86
Table 8: Responses to Item Regarding Strategies That School Leaders Employ to
Increase Participation in SciFest 87
Table 9: Students’ Survey Responses Indicating How School Leadership Influences
Participation in SciFest 89
Table 10: Survey Responses by Parents of Students Compared to Responses by
School Administrators, Teachers, Multinational Corporation (MNC)
Representatives, Politicians, and Policymakers Indicating Perceptions
as to Whether Teachers Employ Strategies to Positively Influence School
Participation in SciFest 90
Table 11: Students’ Survey Responses Indicating How School Leadership Influences
Participation in SciFest 91
Table 12: Responses by Parents, School Administrators or Teachers, and Representatives
of Multinational Corporations (MNCs), Politicians, and Policymakers Indicating
How School Leadership Influences Participation in SciFest 93
THE INFLUENCE OF LEADERSHIP 9
Table 13: Students’ Responses to Item: Check All Strategies That Teachers Employ
at My School 96
Table 14: Teachers’ Responses to Item: Check All Strategies That Teachers Employ
at School 98
Table 15: Students’ Responses Indicating That Female Students Were Supported in
Participating in SciFest 104
Table 16: Responses by Parents of Students, School Administrators or Teachers, and
Representatives of Multinational Corporations (MNCs), Politicians, and
Policymakers Indicating That Female Students Were Supported in
Participating in SciFest 105
Table 17: Students’ Responses Indicating That Female Students Were Supported in
Participating in SciFest 106
Table 18: Parents’ and Administrators/Teachers’ Responses Indicating That
Participation in SciFest Influences Female Students’ Interest in Enrolling
in Senior-Level and Third-Level Courses in Science, Technology,
Engineering, and Mathematics (STEM) 108
Table 19: Students’ Survey Responses Indicating That Teachers, Principals, Parents,
Students, Civic Leaders, College-University Professors, and Representatives
of Multinational Corporations (MNCs) See Great Value in Students
Participating in SciFest 114
Table 20: Responses by Teachers, Principals, Parents of Students, Civic Leaders,
College-University Professors, and Representatives of Multinational
Corporations (MNCs) Indicating Great Value in Students Participating
in SciFest 115
Table 21: Students’ Responses Indicating Great Value in Students Participating
in SciFest 116
Table 22: Responses by Teachers, Principals, Parents of Students, Civic Leaders,
College-University Professors, and Representatives of Multinational
Corporations Indicating Great Value in Students Participating in SciFest 117
THE INFLUENCE OF LEADERSHIP 10
Abstract
Globalization has continued to influence the Irish education system as the presence of
multinational corporations (MNCs) demand competent 21st-century skilled workers. Amidst this
educational transformation, Irish students are required to demonstrate 21st-century skills in
science, technology, engineering, and mathematics (STEM) courses through project-based
learning (PBL) strategies. With these changing systematic and political pressures, leadership
must adapt accordingly as it continues to play a major role in the success of programs related to
STEM, such as SciFest.
This study examined how students and school leadership participate in SciFest while
preparing students for the Leaving Certificate Examination. Second, this study explored the
influence of globalization and educational policy on the development of 21st-century skills
through STEM education and instructional practices. Third, this study investigated the
significance of gender and how it related to influencing female students’ choice of STEM
education and their course of study. Fourth, this study explored how stakeholders and MNCs
valued participation in SciFest. Fifth, this study investigated how SciFest influenced
stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century
work force.
The principal findings of this predominantly qualitative study indicated that, even though
Ireland is continuing to grow as a global competitor, there is still a need for alignment with
regard to educational policy and developing students who are truly competitive 21st-century
workers. This study’s findings highlighted the critical role of leadership in transforming
organizations, while also showing how STEM-related fields are supporting gender equality in the
THE INFLUENCE OF LEADERSHIP 11
Irish work force. The study articulates a wide range of stakeholder values in Ireland’s SciFest
competition.

THE INFLUENCE OF LEADERSHIP 12
Chapter 1: Introduction
In the past few decades, Ireland has played a major role in the globalized world economy.
Multinational corporations (MNCs) have been responsible for major growth in industries such as
science, technology, engineering, and mathematics (STEM; Fischer, 2009). Even after the Great
Recession, Ireland continued to adapt and overcome economic obstacles to experience notable
growth during the era of the Celtic Tiger. These economic expansions have influenced Ireland’s
educational system, which strives to develop innovative strategies to prepare students for the 21st
century. In the past 5 years, there has been a significant emphasis on science competitions, which
has helped to advance 21st-century skills and STEM education, as well as project-based learning
(PBL).
Statement of the Problem
Due to globalization and economic conditions, MNCs have evolved in a manner that has
transformed the way in which they produce, market, and sell goods and services worldwide
(O’Hagan, Newman, & Keating, 2006). For more than a decade, Ireland has continued to be on
the cutting edge of this transformation by revising trade agreements, updating educational policy,
and innovating federal and local government mandates to support a focused goal of becoming a
world-stage competitor. Today, leading corporations in Ireland are science and technology based.
These corporations demand a work force that is highly educated and technically skilled in the
areas of STEM. This continued demand has been the impetus for Irish leaders to transform the
educational system into one that produces some of the most highly educated and skilled workers
in the world (Fagan, 2002).
As the educational system in Ireland continues to support students in developing 21st-
century skills in STEM through inquiry-based instruction and PBL (Phelan, 2014), all
THE INFLUENCE OF LEADERSHIP 13
stakeholders must continue to define their understanding of effective and relevant curriculum and
instruction so that students will continue to be prepared for the work force. Nationwide science
competitions such as SciFest have continued to gain popularity, and educational stakeholders and
MNC leaders are taking notice. SciFest provides opportunities for students to demonstrate 21st-
century skills in STEM through PBL, yet there is little evidence regarding how participation in
relevant real-world competitions equates to success in government-sanctioned assessments such
as the Leaving Certificate Examination. Furthermore, clarity is needed regarding how leadership
and gender play roles in the overall success of and participation in SciFest.
Purpose of the Study
The purpose of this study was to understand the influence of globalization and
educational policy on development of 21st-century skills through implementation of STEM
education, instructional practices, and student participation in the SciFest science competition.
This study examined how school leadership influences student participation in SciFest while
preparing for the Leaving Certificate Examination. This study also investigated how SciFest
influences female interest in STEM courses and stakeholders’ perceptions of SciFest’s value in
preparing students to compete in the 21st-century work force.
Research Questions
Four research questions guided this study.
1. How do schools engage in SciFest while preparing for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
THE INFLUENCE OF LEADERSHIP 14
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
Qualitative researchers often use a theoretical lens to view their studies (Creswell, 2014).
The four frameworks that guided this study and assisted in analyzing data were (a) leadership,
based on Bolman and Deal’s (2017) approach to reframing organizations through leadership,
(b) globalization, based on research on world educational culture by Friedman (1999) and Spring
(2015), (c) 21st-century skills, based on research by Gardner (1999) and Wagner (2014) on what
students are expected to learn in today’s world, and (d) feminist theory and education, based on
research by Acker (1987) on gender frameworks that provide a theoretical lens. Each of these
frameworks, discussed in Chapter 2, was useful in understanding the role of leadership in SciFest
in Ireland.
Significance of the Study
Both school leadership and corporate leadership play major roles around the globe.
Leadership manifests in many forms within the structural, human resource, political, and
symbolic frames (Bolman & Deal, 2017). Modern demands are based on the expectation that
leaders must hold a deep understanding of the relational aspects between students’ skill
attainment and the ever-changing needs of today’s work force. As economic competition among
nations evolves, there remains a need for a work force that is adaptable, highly skilled, and fluent
in a wide range of nations and cultures (Wagner, 2014). Thurow (2000) expressed a need for a
knowledge-based economy that pays close attention to school curriculum and helps the workers
of tomorrow to prepare for the 21st century. As there are many drivers that serve as critical
THE INFLUENCE OF LEADERSHIP 15
elements of comprehensive practice, this study examined the role of leadership and how
perceptions influence student outcomes.
In the past decade, policy reform has steered Ireland’s education system in a direction to
prepare students for a smart economy focusing on innovative science and technology sectors
(O’Hagan & Newman, 2014; O’Hagan et al., 2006). This study analyzed the influence of
leadership on science competitions and development of 21st-century skills through STEM and
PBL with the intent to prepare students for college and the work force. This study examined
stakeholders’ perceptions of the overall value of SciFest in developing 21st-century skills.
Limitations of the Study
According to Simon and Goes (2012), limitations are matters and circumstances that are
beyond the control of the researcher. Various factors limited this study; however, the primary
limitations were related to geographical constraints. Since the research team was based in
southern California, they faced challenges as data were collected in Ireland, more than 5,000
miles away. The research team had limited time (10 days) to gather all necessary data via
interviews and observations. There were no options to revisit classrooms or to re-interview staff
for additional observations and discussions in order to collect additional data or to refine
previously collected data. In addition, the timing of the data collection was limited to the
requirements of travel in relationship to the Irish school year rather than periodic visits
throughout the year. The sampling used for this study could have contained bias from the liaisons
who were researchers with the schools in Ireland. The bias of the researcher in interpreting the
data could have been a limitation for this study, as well.
THE INFLUENCE OF LEADERSHIP 16
Delimitations of the Study
Delimitations are limitations that result from specific choices made by the researcher
(Simon & Goes, 2012). The scope of this study and the instrumentation were delimitations
because the research team worked with school leaders, university staff, government officials, and
corporate leaders, all from Ireland, to gather data via interviews, observations, and surveys. This
study focused on secondary schools, with no consideration for socioeconomic status, ethnicity,
or other demographics.
Assumptions of the Study
The following assumptions were made in this study.
1. Throughout Ireland, a number of schools implement SciFest.
2. School leadership has a direct influence on the implementation of SciFest.
3. Students are being prepared with 21st-century skills through use of inquiry-based
instructional strategies such as PBL, an emphasis on STEM, and participation in SciFest.
4. The interview, survey, and observation protocols provided the research team with
accurate, reliable, and valid information about the practices and beliefs of schools and leaders in
Ireland.
5. A mixed-methods, predominately qualitative approach, with some quantitative
methodology, was appropriate for this study.
Definitions of Terms
The following terms are defined as they are utilized throughout the dissertation.
21st-century skills: Skills that students need to compete in a global, knowledge-based
economy, including critical thinking and problem solving, collaboration and leadership, agility
THE INFLUENCE OF LEADERSHIP 17
and adaptability, initiative and entrepreneurialism, oral and written communication skills, the
ability to access and analyze information, and curiosity and imagination (Wagner, 2014).
Globalization: The process of increasing the connectivity and interdependence of the
world’s businesses and trade; the political, economic, and societal forces that continue to push
the world and its education system toward more international involvement (Altbach, 2003).
Inquiry-based learning: A method of instruction that poses questions or problems while
placing the student and interactions at the center of the learning experience (Capraro & Slough,
2009; Slough & Milam, 2013).
Leaving certificate examination: A series of six or seven subject examinations that
culminate the Irish secondary school system (Donnelly, 2011).
Multinational corporation (MNC): A corporation that is registered in more than one
country or that produces and sells in more than one country (O’Hagan & Newman, 2014).
Project-based learning (PBL): One method for integrating STEM education and
supporting student development of 21st-century skills. PBL is a teaching method in which
students engage in a rigorous, extended process of inquiry focused on complex, authentic
questions and problems. PBL questions should be highly engaging and motivating, and students
must work collaboratively to solve the problem (Bender, 2012).
Science and technology fairs: A form of PBL used to promote interest in STEM fields. In
Ireland, students may participate in fairs and competitions through SciFest and other experiences
(Capraro, Capraro, & Morgan, 2013; SciFest, 2018).
Science, technology, engineering, and mathematics (STEM): An integrated approach that
relies on replacing traditional lecture-based teaching strategies with approaches that are more
project based and inquiry driven (Breiner, Harkness, Johnson, & Koehler, 2012).
THE INFLUENCE OF LEADERSHIP 18
Organization of the Dissertation
This dissertation consists of five chapters. Chapter 1 introduces the study and presents an
overview of the research, including a statement of the problem, the purpose of the study, the
research questions, the significance of the study, limitations and delimitations, assumptions, and
definitions of key terms. Chapter 2 presents a review of the pertinent literature regarding
leadership, globalization, the history of Ireland, Ireland’s educational system, and the theoretical
frameworks used in the study. Chapter 3 describes the methodology used in the study. The
qualitative design of the research is discussed, as well as the specific methods used in a case
study. The research team, the population and sample of the study, and the instrumentation are
described. The methods for collecting and analyzing data are described, as well as ethical
considerations used in the study. Chapter 4 presents the research findings from data collection,
identifying themes and analyzing data with regard to each research question and the conceptual
frameworks. Chapter 5 summarizes the study’s findings, identifies implications for practice, and
presents recommendations for further research.
THE INFLUENCE OF LEADERSHIP 19
Chapter 2: Review of the Literature
Fullan (2004) posited that leadership is the key driver in facilitating “system reform.” He
discussed “tri-level” reform, which depicts what happens at the school or community level, the
district level, and the system or policy level, articulating how leaders and their abilities have the
potential to influence schools and communities on many levels. According to Fullan (2004), five
factors should be considered with regard to system reform: (a) knowledge, skills, and
dispositions of individuals, (b) professional community, (c) program coherence, (d) technical
resources, and (e) the school principal. School leaders must understand each of these components
in order to implement systematic change. Leadership plays a critical role in implementation of
effective STEM programs. There is a definite need to examine the role of leadership practice and
how it is used to support the implementation of effective STEM programs. Even though there
may be research that examines the role of leaders in education, little is known about the role of
principals in STEM education and their importance in preparing students for a global 21st-
century work force and college.
Leadership’s Influence
One of the most important roles of a principal is that of instructional leader of a school.
Principals are also expected to manage the day-to-day operations of the school and to be
effective leaders in areas such as instructional approaches that engage the staff in renewing their
own approaches. Generally, the leader’s influence on school outcomes is indirect and mediated
through various means that to increase the productivity of the school (Nir & Hameiri, 2014).
Principal leadership can be analyzed through interactions or overt actions, covert
deliberations, and physical presence of one person who influences others (Merrill & Daugherty,
2010). Through the structuring processes of interactions facilitated or dominated by a principal,
THE INFLUENCE OF LEADERSHIP 20
an organization’s culture may be developed or altered. Merrill and Daugherty (2010) noted that
organizational culture is the outcome of interactions among group members; this culture includes
the behaviors, norms, dominant values, philosophies that guide policy, and unwritten rules of the
school.
The Four Frames
Bolman and Deal (2017) categorized leadership in four theoretical frames: structural,
human resources, political, and symbolic. As these frames have evolved, they have become
commonplace in organizations that are weathering major change. This framework may be
applied as an assessment tool in evaluating how change is implemented. The framework has
become a system-wide norm for change agents to support implementation and evaluation of
overall organizational reframing.
The first frame of Bolman and Deal’s (2017) theory is structural. Leaders who initiate
change by applying the structural approach tend to focus on elements within the organization
such as organizational norms, clearly defined goals, and a deep understanding of cause-and-
effect relationships. Theoretically, when one changes institutional structures, success can be
attained only when there is little conflict, much certainty, and no ambiguity. Having a clear
mission, vision, and specific, measurable, attainable, relevant, and time-based (SMART) goals is
critical to success (Conzemius & O’Neill, 2009).
The second frame of Bolman and Deal’s (2017) theory is the human resource frame. This
frame focuses on the power of people. The human resource frame is a leadership approach that
relies on employee support, individual empowerment through distributive leadership, staff
development, and overall responsiveness to employee needs. Employee morale is a significant
THE INFLUENCE OF LEADERSHIP 21
factor in determining success within this frame, along with overall conflict among staff
members.
The third frame of Bolman and Deal’s (2017) theory is the political frame, which looks at
leaders who use a political approach to implement change within and around the organization.
Leaders must deal with special interest groups, all of which may have different agendas; leaders
are required to build a powerful base or coalition while negotiating conflicts over minimal
resources. Leaders must hold a good deal of capacity in compromising. Theoretically, this frame
works best when resources are scarce, budgets are declining, and goals and values conflict.
The fourth frame of Bolman and Deal’s (2017) theory is the symbolic frame. This frame
observes leaders who go about making change by using a symbolic approach that focuses on
vision and inspiration. Symbolic leaders place high value on traditions, ceremonies, and rituals to
give meaning and importance to the work. This frame also relates to having clear goals and
logical cause-and-effect relationships.
In order to understand how leadership influences implementation of STEM, participation
in SciFest, and overall student outcomes, a comprehensive application of Bolman and Deal’s
(2017) four leadership frames was critical to a competent study. However, this study went
beyond the four frames and considered individual theories of leadership as well.
Leadership Theories
“Leadership is a process whereby an individual influences a group of individuals to
achieve a common goal” (Northouse, 2015, p. 5). Leaders’ styles and approaches can change as
they take on new challenges and are required to complete new tasks. Leaders have various talents
and ranging levels of aptitudes across a wide spectrum. Since school leaders face a wide range
and large number of tasks every day, it is impossible to expect one individual to be adept in all
THE INFLUENCE OF LEADERSHIP 22
aspects. When considering school leaders’ influence on STEM and participation of schools in
SciFest, one must understand how leadership styles and the theories of leadership may apply.
The situational approach to leadership describes a leader who must delegate, support,
coach, and direct, while the trait approach is a key theory for recruiting the right people to lead a
team (Northouse, 2015). In the trait approach, leaders are highly adept at teaming individuals
into well-balanced teams, while skills approach leaders are adept at problem solving, social
judgment, and knowledge competencies. Transformational leaders focus on building
relationships, while the leader-member exchange theory takes leaders through the process from
being a stranger to becoming an acquaintance to building long-lasting partnerships required for
success.
Julius, Baldridge, and Pfeffer (1999) stated that implementation makes a successful
administrator and that the primary rule in being a “change leader” is having integrity, wisdom,
and selflessness. One of the most prevalent and defining traits of leadership is integrity and a
high level of moral aptitude. School leaders who want to implement any type of new vision must
be perceived as having the highest of values (Julius et al., 1999). In observing leadership in this
study, three components of the influence of leadership must be considered: (a) the four frames
for reframing organizations, (b) the approaches that leaders apply to making change, and (c) the
level of integrity that leaders exhibit (Bolman & Deal, 2017; Northouse, 2015).
Globalization
Globalization has been taking place since the Second World War, expanding and
reinforcing worldwide connections, allowing worldwide participants to reach a level where
nearly no soul exists untouched by the daily happenings of the world, which may derive beyond
their own communities and countries. As the world connects more and more, international
THE INFLUENCE OF LEADERSHIP 23
constraints limit nations increasingly, disallowing them to work and innovate as independent
entities closed off from one another (Stewart, 1996). MNCs are the crux of globalization, as they
have continued to expand, increasing international connections and communication among
countries, increasing humanity for one’s neighbor, while fostering a technological evolution.
Top industrial countries are more connected than ever, as they understand the costs of
conflict and the benefits of economic partnerships. Friedman (1999) discussed this phenomenon,
which he called “flattening,” when talking about companies such as McDonalds. He stated that
no two countries that have a McDonald’s have ever gone to war with one another. This fact not
only solidifies the idea that the world more connected than ever through MNCs; it also speaks to
the narrowing of needs and interdependencies throughout the global economy. As international
economies grow and work forces continue to align, understanding of one another’s potential and
motivations increases. It is necessary to understand the process of globalization and its impact in
Ireland over time, as better-aligned expectations permeate the corporate world, eventually
seeping into educational institutions, conceptualizing what are known today as 21st-century
skills.
Overview and Definition
Globalization is the worldwide process of augmented interaction and integration among
individuals, companies, and governments throughout the world. This process is driven by
international trade and MNCs (Spring, 2015). Chanda (2007) suggested that the term
globalization arose because the prominence of a globally connected life required a word to
articulate the concept of worldwide interconnectedness. Altbach (2003) defined globalization as
the political, economic, and societal forces that push the world and its education system toward
higher levels of international involvement.
THE INFLUENCE OF LEADERSHIP 24
It is necessary to understand the process of globalization and its influence on Ireland’s
educational system throughout history. Ireland’s evolution from an agricultural society to a
developing nation competing for business with other countries can be attributed to globalization,
especially as education has become more globalized.
According to Friedman (2007), the world is currently in the third era of globalization.
The first era of globalization, what Friedman called Globalization 1.0, began in 1492, when
Christopher Columbus initiated trade between the Old World and the New World. This era lasted
until about the 1800s. Globalization 2.0 lasted from 1800 to 2000 but was interrupted by global
events such as the Great Depression and World Wars I and II. During Globalization 2.0, MNCs
formed to facilitate global integration. This was further driven by the Industrial Revolution, the
creation of the automobile and the plane, and expansion in telecommunications. Due to
innovations of this era, such as the telegraph, telephone, personal computer, satellites, fiber-optic
cable, and the World Wide Web, interconnectedness increased significantly. Globalization 2.0
established a new global economy, expanding from continent to continent and for the first time
creating a dynamic, fast-paced global marketplace.
According to Friedman, Globalization 3.0 began around 2000. Now, not only
corporations but also individuals have the ability to compete on an international level as never
before, through YouTube and other social media platforms. World citizens have the ability to
brand their message, with instant access to a worldwide audience that is free to take advantage of
those messages through commerce, socially, and even politically.
The Progression of Flattening
This section depicts the history of globalization and the stages through which it has
progressed via the process of increasing connectivity and interdependence of the world’s
THE INFLUENCE OF LEADERSHIP 25
businesses and trade. Although Friedman (2007) claimed that globalization began in Christopher
Columbus’s time, the past few decades have experienced notable acceleration with regard to
Friedman’s “flattening” effect. According to Friedman (2007), beginning in the 1980s, 10 key
factors have molded the world into the current global economy, all of which he called
“flatteners.”
On November 9, 1989, the world watched as the graffiti-marked Berlin Wall came
tumbling down piece by piece, with David Hasselhoff singing “Looking for Freedom.” This
event was the start of a shift in world power as dictatorial and autocratic governments lost their
authority to democracy and free-market economies. A message permeated worldwide that people
were allowed to share ideas freely; at the same time, the first versions of Microsoft
®
Windows
®

was being released. As barriers decreased globally, information sharing increased and more
people had immediate equal access, flattening the global landscape (Friedman, 2007).
On August 9, 1995, Netscape, the first commercial Internet browser, went public as the
first Internet-based company traded on the free market, and so the next flattener emerged
(Friedman, 2007). Many businesses used computers and many people owned them privately, but
the World Wide Web took the trend to the next level, making tools accessible to common people
for the first time. Access to the Internet grew exponentially, along with the world’s demand for
computer hardware, software, telecommunications, and associated secondary products, such as
data storage and transport.
Friedman’s second flattener was directly causal to his third. The World Wide Web
created a litany of unforeseen commodities and much-needed skills in a burgeoning workplace.
Friedman (2007) discussed the progression of workflow software and described how it enabled
more people around the world to increase capacity in the areas of design, management, and
THE INFLUENCE OF LEADERSHIP 26
collaboration. Creativity was suddenly in demand on a global level, as employers found the need
to manage significantly more business data in a variety of ways. Just a few years before, most
business data had been recorded manually, via paper and pencil. As the workplace evolved, jobs
required new standardized protocols to support the flow of work among companies throughout
the world. The explosion of the Internet created an immediate demand for standardization in an
ever-changing environment that demanded instant transmission of information among employees
in a collaborative environment.
Once these “flatteners” were set, a new foundation was formed and paved the way for
Friedman’s (2007) next six flatteners: uploading, outsourcing, offshoring, supply chaining,
insourcing, and informing. Uploading allowed individuals and communities to create
collaboratively and to develop content that could be shared easily with the world. This
innovative access to a new type of communication and scope of work allowed for increased
participation in the construction and dissemination of information. With the ability to upload
came a new potential for outsourcing. People could now have an active role in corporations
internationally. Work could be sent to countries such as China, India, and Ireland, offering
people access to better jobs.
As the world became flatter, offshoring followed outsourcing. Instead of sending work to
other countries, companies traveled offshore, moving entire factories into communities, which
led to reduction of poverty. The cost of production decreased but, over time, communities and
societies that had been historically impoverished experienced unprecedented economic growth as
the next flatteners took hold: supply chaining, insourcing, and informing. These three business
practices continued to flatten the world as corporations began to collaborate horizontally,
THE INFLUENCE OF LEADERSHIP 27
enhancing value, synchronizing global supply chains, and individualizing the process for
consumers (Friedman, 2007).
The key shift for Globalization 3.0 has been Friedman’s (2007) flattener identified as
informing. Informing pertains to the renewed power of the individual in the 21st century. The
previous flatteners have allowed people to participate in a new democracy of information.
Individuals have the power to access, create, and share information as never before. Informed
consumers have forced businesses to evolve their practices to meet consumer demands. There
has been a power shift, as consumers are no longer at the mercy of corporations.
Friedman’s (2007) final flattener was “the steroids.” The system is now in place and
growing stronger by the day, turbocharging communication and collaboration and continuing to
level the playing field to increase interaction between businesses and individuals around the
world.
As Friedman’s (2007) flatteners continue to reshape the 21st-century, influence
conceptualizes in many forms. The new demands of today require much different skills than
those that were required 40 years ago. The modern Web-enabled foundation allows for many
forms of communication, not only among companies and communities but also among
individuals. There are no limitations of distance. As the world has flattened, many countries have
found new opportunities to participate and become contenders in the global economy. Ireland is
one of the many countries that has been affected by what Friedman (2007) called the flattening
of the world. Once an agrarian society, oppressed by a foreign power, Ireland has been able to
transform its economy and compete globally.
THE INFLUENCE OF LEADERSHIP 28
Globalization in Ireland
Until the 1990s, Ireland was mainly a homogeneous society in terms of race and religion
(Lentin & McVeigh, 2006). During the 1990s, the world began to witness the transformation of
Ireland into a global competitor, as immigration increased due to expansion of a knowledge-
based economy (Dorgan, 2006; Ruhs & Quinn, 2009). In one generation, Ireland went from one
of the poorest countries in Western Europe to one of the most literate and successful (Dorgan,
2006; Fanning & Munck, 2011). In 2013, Ireland was ranked by Irish America (2013) as one of
the most globalized nations in the West and the third most globalized in the world in terms of
gross domestic product (GDP). According to Dorgan (2006) this transformation was attributed to
three factors. First, Ireland became more open to global markets as the Industrial Development
Authority (IDA) actively sought modern overseas industry, which benefited from the abundance
of English speakers and low-cost laborers. Second, Ireland lowered its tax rate to the lowest in
Europe. These lower rates equated to overall increased tax returns. Third, Ireland made a
concerted effort in reforming education, placing renewed focus and increased spending on
STEM education in both K–12 schools and universities.
As globalization took root around the world, Ireland experienced various pressures
related to emigration (Ruhs & Quinn, 2009). For years, Ireland had exported many citizens,
draining the country of its most valuable resource. However, in the 1990s, Ireland opened its
boarders to more immigrants (Fanning & Munck, 2011). This change in policy lasted until the
recession of the early 2000s. During this time of economic uncertainty, Irish leaders re-evaluated
policies on citizenship and labor immigration, limiting their borders to highly skilled employees.
No longer was citizenship a birthright for Irish immigrants; they were required to live in Ireland
for a specified time before earning citizenship (Fanning & Munck, 2011).
THE INFLUENCE OF LEADERSHIP 29
Despite ups and downs, globalization has manifested through increased mobility of
people is contributing positively to Ireland’s population and potential work force (Ruhs & Quinn,
2009). Many immigrants to Ireland have been drawn in response to skills shortages throughout
the country and have above-average levels of education. Migrants to Ireland are being employed
in professional, technical, and service sectors. Globalization has resulted in approximately
25,000 people migrating to Ireland each year, with around 6% of the Irish population consisting
of foreign-born nationals. Currently, more than 200 languages are spoken throughout Ireland.
Not all would argue that globalization has had a positive effect on all the Irish. Jacobson,
Kirby, and Broin (2006) discussed the social deficits, including high levels of poverty and
inequality, as the Irish state has shifted farther right from a welfare state to a competition state
that now prioritizes the need for global competiveness over the welfare needs of its citizens. As
companies have felt relief and experienced more opportunity for growth, the Irish state has
depended more on income taxes and taxes on goods and services. This change most directly
affects the poorer sections of Irish society, ensuring that those who rely on welfare benefits have
great potential of growing more impoverished (Jacobson et al., 2006).
Multinational Corporations
Thurow (2000) suggested that developing countries must create their own realities with
regard to building an infrastructure that is attractive to MNCs. However, one must understand
critical factors that underlie globalization in the first place. First, with globalization, national
governments are reduced, becoming less important. Therefore, governments suffer the
predicament of not being able to protect their citizens economically. Second, the threat of
conflict shifted as the Cold War ended and there are fewer conflicts that could potentially bring
THE INFLUENCE OF LEADERSHIP 30
the superpowers to war. Third, successful small city-states, such as Singapore, demonstrate that
large national economies of scale are not critically important anymore (Thurow, 2000).
According to Thurow (2000), there were two phases of globalization. The first came
during the 1950s and the Cold War era. Nations were forced to mobilize armed forces to ensure
effective communication to protect their citizens. The second wave started in the 1980s and
increased in the 1990s, although it differed greatly from the first wave. This new wave of
globalization did not consider public choice; it emerged from the exponential increase in
technology and the major shift that technology created. This shift gave rise to the MNCs and the
newly found international role that they would play in shaping the world and societies.
MNCs have played a key role in Ireland’s economic and educational landscape, as the
country has continued to transform through engagement in strategic economic actions, policy
decisions, and business partnerships that have ignited economic prosperity and influential
education reform efforts throughout the nation (Dorgan, 2006). Ireland has participated with
other nations in an interdependent model identified as the Organization for European Economic
Cooperation (OEEC). This is a collaborative model aimed at developing a sound European
economy (Wickham, 1980). Throughout this evolution, Ireland welcomed significant economic
benefits, employing systemwide strategies to attract multinational enterprises.
In the past decade, Ireland has taken many steps to attract foreign direct investment from
key global enterprises such as Intel, Microsoft, Dell, Compaq, and Hewlett-Packard (Buckley &
Ruane, 2010). This has caused an increasing convergence in education and training systems
through analysis of key areas for reform (Green, 1999). Many countries are adjusting education
and training as the growing emphasis on globalization within all systems expands and evolves.
However, notable common contextual factors shape policy making, and it is important to
THE INFLUENCE OF LEADERSHIP 31
understand the concept of globalization discourse and how it feeds into decision making and
adaptation to the changing world (Spooner, 2015).
Twenty-First-Century Learning Skills
The evolution in education has accelerated in the 21st century, allowing many to define
today’s economy as one rooted in unlimited knowledge (O’Hagan et al., 2006; Wagner, 2014).
Wagner (2014) described many American schools as stagnant in an ever-changing, fast-moving
world. Such a pace has rendered many traditional institutions obsolete. Many schools are focused
on remediation and minimum standards for student achievement. Seeking reform and action,
Wagner (2014) identified seven fundamental survival skills that students will need in the 21st
century: (a) critical thinking and problem-solving abilities, (b) collaboration across networks, (c)
agility and adaptability, (d) initiative and entrepreneurship, (e) effective oral and written
communication, (f) accessing and analyzing information, and (g) curiosity and imagination.
Wagner contended that mastering these skills will make students competitive adults on the global
stage.
Critical thinking and development of high levels of problem-solving abilities are
foundational elements of 21st-century skills, as students must be able to ask high-quality
questions, think deeply through inquiry, and solve complex problems (Wagner, 2014).
Employers demand such skills and need abstract thinkers who go beyond basic memory recall
and formula-driven responses. Friedman (2007) noted that the “flattening” of the world has
included businesses and corporations, ultimately transforming the traditional hierarchical
relationships into cross-functional teams that are forced to collaborate on an array of projects.
Wagner’s (2014) second survival skill relates to the need to collaborate across
networks—not just across the hall but around the world (Friedman, 2007). Those workers who
THE INFLUENCE OF LEADERSHIP 32
understand how to leverage time zones, create spaces for the work to be completed most
effectively, and have the best skills for the task will have a competitive edge (Wagner, 2014).
Being competitive in today’s global economy is an outright necessity. If a society does
not have the skills and jobs, the knowledge-based economy will travel elsewhere (O’Hagan &
Newman, 2014).
Bell (2010) reported research on how to engage learners instructionally in collaborating
across networks through the specific benefits of PBL. “Students learn accountability with PBL,
through the daily goal setting, as well as through expectations of their peers” (p. 40). PBL
enhances a student’s ability to communicate effectively, show respect for different viewpoints,
and apply principles of teamwork (Bell, 2010). Educational institutions must train the future
work force not only in the technical skills required to maintain a competitive edge but also in the
versatility to collaborate.
The knowledge-based economy has been shown to change continuously, requiring
members of the work force to adapt to ongoing fluctuations (Clifton, 2011; Thurow, 2000).
Wagner (2014) identified two key attributes of the knowledge-based economy in his third 21st-
century survival skill: agility and adaptability. Karen Bruett of Dell cited by Wagner noted that
“what goes on in the classroom today is the same stuff as fifty years ago, and that’s just not
going to cut it” (p. 31). This stagnation of curriculum and educational philosophy is a dangerous
phenomenon as nations attempt to construct a platform upon which MNCs will be attracted to a
country where a knowledge-based economy may thrive (Thurow, 2000).
Wagner (2014) suggested survival skills that can be taught in a classroom; however,
individual initiative and entrepreneurial spirit are essential elements of persistence in the 21st
century. Individuals with this skill have an intrinsic drive to take the initiative, execute ideas, and
THE INFLUENCE OF LEADERSHIP 33
think outside the box (Wagner, 2014). This skill, coupled with refined academic strategies,
creates a highly competitive person who can withstand the tug of war of global business.
Clarity of thought in written and oral communication is a skill that is sought by many
employers (Wagner, 2014). “They have difficulty being clear and concise; it’s hard for them to
create focus, energy, and passion around the points they want to make” (Summers, as cited in
Clifton, 2011, p. 35). The communication process is essential in the conveyance of thoughts,
ideas, and innovation. Without an effective vehicle of communication, these thoughts will never
be operationalized.
Data and information grow daily at exponential rates, as does the ability to share them
expediently (Bransford, Brown, & Cocking, 2000; Christensen, Horn, Caldera, & Soares, 2011).
The process of accessing and analyzing information is the sixth skill area that Wagner (2014)
suggested as an essential attribute to survive in the 21st century. In addition to accessing and
interpreting information, individuals in the 21st century must learn to adapt to changing
information.
The final 21st-century skill proposed by Wagner (2014) involves the intrinsic nature of
curiosity and imagination. These attributes allow people to possess drive and motivation to be
involved in critical thinking and apply imagination and creativity to solve problems. These
attributes serve as a catalyst for the skills learned in the classroom and continue to redefine the
competitive edge in an increasingly globalized knowledge-based economy (Spring, 2015;
Thurow, 2000; Wagner, 2014). Clifton (2011) supplied additional insight regarding this survival
skill with the notion that many nations, such as the United States, do not lack imagination,
innovation, and creativity; the element that is missing is the entrepreneurial spirit and the ability
to commercialize this innovation in a competitive market.
THE INFLUENCE OF LEADERSHIP 34
The framework presented by Wagner (2014) sets a template for educational and
preparatory systems to address the challenges and skills needed to survive in the 21st century.
Nurturing people with these skill sets is essential to prosperity in a globalized knowledge-based
economy. Educators must shape their teaching strategies in response to student learning needs
and context.
Some educational techniques are timeless. Wagner (2014) cited Socratic questioning
techniques to guide and shape a learning experience. Although this teaching strategy dates back
more than 2,500 years, its effectiveness is prevalent and can play an essential role in educating
the future work force. Educators around the globe must understand the pressures that their
students will face in the fierce competitive environment of the global economy and adapt their
curriculum and delivery technique to build a cutting-edge work force (Christensen et al., 2011;
Spring, 2015).
In the past, education was challenged to prepare workers to have specific skills that
would transfer to the workplace. According to Friedman (2007), economies were driven by
successful nationalized industries that excelled at trading with other nations but maintained their
development and manufacturing of products in their country of origin. Currently, the challenge
for education is to prepare workers for jobs that may not yet exist. This is the reality that
societies face, as technologies increase at a lightning pace, forcing individuals to rely on skills
such as communication, collaboration, critical thinking, and creativity.
History of Ireland
Understanding of the evolution of education in Ireland begins with the birth of a
prehistoric territory. The earliest known inhabitants of Ireland appeared around 8000 B.C.,
during an ice age (Hegarty, 2012). At the time, land bridges connected Ireland to Great Britain
THE INFLUENCE OF LEADERSHIP 35
and Scotland, allowing inhabitants to migrate north and populate the island. Settlers came from
countries such as Belgium, France, and as far as northern Italy (Curtis, 2002). The melting of
these land bridges helped to create the country known today as Ireland. Around 500 A.D., Gaelic
Celts roamed the land, divided into small groups called tribes. Historians have determined that
the history of Ireland began around this time.
Modern Day
In 1919, Ireland gained independence from the British Empire. Due to the British
Empire’s international influence, many trade partners were lost. Ireland’s economy struggled for
many years, as other European countries grew at a fast rate (Edwards & Hourican, 2005). It was
not until the 1950s that Ireland started to become part of the global economy. This was due to
major changes in Irish policy. For the first time, the Irish government and businesses accepted
free trade, tax relief, and international investment. In addition, according to Dorgan (2006),
bureaucratic obstacles to foreign business and ownership subsided, and Ireland acquired more
money to invest in education. By 1968, secondary education was offered free of cost to all Irish
citizens, with a focus on science and engineering.
Political History
Ireland was under English rule for much of its history. In 1169, Norman forces invaded
Ireland to help Dermont MacMurrough, the King of Leimster, to regain his kingdom in Ireland
(Edwards & Hourican, 2005). As a result, Dermont pledged his allegiance to Henry II, King of
England. Soon after, Henry II sent in additional forces to ensure England’s control, and then
claimed Ireland as part of his kingdom. However, the whole of Ireland did not come under full
English control until the 17th century. English rule was not effective except in a small region
around Dublin known as the Pale. It was not until after the Nine Years War in 1603 that the last
THE INFLUENCE OF LEADERSHIP 36
of the great Gaelic lords were forced to emigrate. This so-called Flight of the Earls allowed the
British to take over Ulster, the final bastion of the Old Irish Kings (Lenihan, 2008). However,
around the 1680s, the Irish members of Parliament formed electoral parties. The Whig party
evolved into what was known as the left-leaning Liberal party, which became the party of
Catholic Ireland; the Tory party evolved into the Conservative party, which became the party of
the Protestants (Garvin, 2005).
In the late 1800s, native political parties emerged in Ireland. In 1882, Charles Stewart
Parnell led the formation of the Irish National League, representing Catholic Irish citizens. In
1885, Protestant political leaders in Dublin formed the Irish Loyal Patriotic Union. The parties
were in direct opposition and would have great influence on Irish culture and Ireland’s role in the
competitive global market place.
After Ireland’s War of Independence in 1921, Britain compromised and recognized the
independence of 26 of the 32 counties that made up Ireland (Killeen, 2007). In 1921, the Anglo-
Irish Treaty established Ireland as an independent country; however, the country remained
divided into two distinct territories: The Republic of Ireland and Northern Ireland (Killeen,
2007). In 1937, Ireland wrote its own constitution; however, in 1948, the divided country
remained linked to the United Kingdom through the Republic of Ireland Act.
Today, Ireland is a republic with a parliamentary democracy; the government is led by
the President and Parliament (Coakley & Gallagher, 2005). Parliament has two houses: the Dàil
Èireann (House of Representatives) and the Seanad Èireann (House of Senate). The role of
Parliament is to make laws to be signed by the President. The government is led by the Prime
Minister, who is appointed by the President. The executive authority consists of 7 to 15 cabinet
THE INFLUENCE OF LEADERSHIP 37
members who oversee various departments of state, including the Ireland Department of
Education and Skills and the Department of Finance (Coakley & Gallagher, 2005).
Economic History
The Irish economy has undergone significant changes throughout its history, both highs
and lows, which has helped to transform and define today’s Irish society. Throughout the 1800s,
Ireland maintained a heavy reliance on agriculture; therefore, Ireland’s economy was deeply
impacted by the 1845 “Great Potato Famine” (Curtis, 2002; Hegarty, 2012; Keneally, 2011).
Even in the 20th century, Ireland’s Free State, which was established in 1922, continued to be
dominated by agricultural and free trade. Between 1921 and 1932, agriculture comprised 54% of
Ireland’s employment and 32% of its GDP (O’Hagan et al., 2006). With regard to trade, the
major exports were brewing, distilling of spirits, and biscuit making.
England exerted a significant impact on the history of Ireland. The British government
oppressed the Irish economy through imposition of laws and acts that prevented the export of
livestock in the form of sheep, beef, and pork. In 1922, the Irish Free State gained independence
from the United Kingdom, marking what might be considered the beginning of Ireland’s
economic history (O’Hagan et al., 2006). Yet in these early years of an established economy,
between 1929 and 1939, the Great Depression created economic turmoil. In the 1950s, many
countries in the Western world experienced the post-war boom; on average, the annual growth
rate in Europe was 8%, while in Ireland it was only 1%. Ireland’s population continued to
decline to 2.81 million, as more than 40,000 people emigrated each year (Dorney, 2011). In the
face of adversity, the Irish government strategically sought to overcome these obstacles through
a renewed focus on self-reliance. One key factor was raising tariffs significantly while creating a
true Irish brand, including Guinness beer. A shift in government strategy began to transform the
THE INFLUENCE OF LEADERSHIP 38
country, causing an upturn that reversed Ireland’s long-standing population decline. By the
1990s, Ireland had become an economic success (Paus, 2005).
Education in Ireland
A key role of education in Ireland is to produce a well-educated work force that can meet
the demands of an expanding economy and be attractive to foreign investors. Therefore,
understanding the progression and influence of both globalization and MNCs is crucial to
understanding the Irish education system. According to O’Hagan and Newman (2014), Irish
education policy is designed to achieve two main objectives: (a) facilitate accumulation of
human capital in the global economy for the main purpose of fueling economic growth, and
(b) contribute to the government’s policy goal of equity by ensuring equal access to the system
by all. Although there have been many milestones along the way, it is believed that these
objectives will ensure a well-educated and skilled work force.
Ireland has experienced a progression of benchmarks that have helped to ensure a well-
educated and skilled labor force (Childs, 2001). One of the first milestones took place in 1967 as
Ireland offered its citizens free second-level public education. This major step allowed for more
access by its citizens to lessen the gap between rich and poor. In 1972, a nationwide effort was
put forth to build 10 regional technical colleges and two national institutes for higher education,
both having a technical and industrial focus. More students would be offered career pathways
through high-level training at an increased level. Ireland’s creation of a school system focusing
on compulsory English and mathematics has led to the final major milestone: Ireland has been
consistently producing a well-educated English-speaking adaptable work force (Childs, 2001).
All of these milestones have propelled Ireland onto the global scene, with acknowledgment of
some of the most educated citizens in the world in both reading and mathematics.
THE INFLUENCE OF LEADERSHIP 39
According to Childs (2001), most children start education at 4 years of age. Compulsory
education begins at age 6; at age 12, children transfer to the Junior Cycle, otherwise known as
second level. In second level, students are offered subjects at Higher or Ordinary levels in
mathematics. Science is not compulsory; however, about 90% of students take the subject at the
junior level. After 3 years at the junior level, students are offered a transition year option without
a fixed curriculum. Nearly 50% of all students take advantage of this option (Childs, 2001). The
Senior Cycle is for a 2-year period from ages 15 to 18 years. To attain the third level, students
must complete the Traditional Leaving Certificate. A point system is used that aggregates
national examination scores; higher points are awarded to grades in the Higher Level compared
to the Ordinary Level courses (Childs, 2001). The third level refers to higher education and is
comprised of 7 universities, 14 Institutes of Technology, 7 Colleges of Education, and a number
of private colleges, all of which offer degree courses. However, the majority of courses in the
Institutes of Technology result in sub-degree-level certificates and diplomas (Childs, 2001).
Science, Technology, Engineering, and Mathematics (STEM)
[Science] is more than a school subject, or the periodic table, or the properties of
waves. It is an approach to the world, a critical way to understand and explore and engage
with the world, and then have the capacity to change that world. (President Barack
Obama, as cited in Trilling & Fadel, 2009, para. 1)
Trilling and Fadel (2009) illustrated the need for workers in STEM-related fields and the
growing concern among leaders of MNCs. Consequently, MNCs are investing in professional
development for teachers and digital outfitting of schools to create a new STEM pipeline of
“future knowledge workers.” Beyond Obama and MNC leaders, many educators agree that
THE INFLUENCE OF LEADERSHIP 40
creating a STEM-literate society is crucial to a country’s success on the global level (Bybee,
2010).
The STEM acronym was invented in the 1990s when the American National Science
Foundation began using SMET as shorthand, which later evolved to STEM (Sanders, 2008).
Throughout the 1990s and early 2000s, very few people were familiar with the term STEM, until
Friedman’s (2007) work began to highlight concepts of global competition and the flattening of
the world. MNCs and educators grew to understand that, throughout the rest of the 21st century,
technology and engineering would be playing a critical role in a country’s global standing. The
move has been from simple science and mathematics to an integrated STEM approach (Sanders,
2008).
STEM education has caused a shift from the traditional lecture-style teaching strategies to
project-based and inquiry-driven approaches (Breiner et al., 2012). For the most part, many agree
that STEM curriculum should mirror the work of real-world scientists and engineers, while
others contend that it should improve students’ use of technology and overall understanding of
how things work (Breiner et al., 2012; Bybee, 2010).
As STEM has evolved, it is used more and more in conjunction with PBL. Studies have
shown that STEM-PBL instruction positively influences students’ achievement in mathematics
(Han, Capraro, & Capraro, 2016). Furthermore, curriculum integrating STEM PBL may help
students who have language and cultural differences to improve communication and
collaboration skills in classrooms.
Project-Based Learning (PBL)
PBL is a teaching method by which students acquire knowledge and skills by working for
an extended period to explore and respond to a complex question. There are eight essential
THE INFLUENCE OF LEADERSHIP 41
elements of PBL that educators must understand and implement to ensure that high-quality
instruction and learning takes place (Larmer & Mergendoller, 2012). According to the Buck
Institute (Larmer & Mergendoller, 2015) these elements are (a) key knowledge, (b)
understanding, (c) success skills, (d) a challenging problem or question, (e) sustained inquiry, (f)
authenticity, (g) student voice and choice, (h) reflection, (i) critique and revision, and (j) public
product.
All PBL starts with focusing on teaching students key knowledge and understanding
based on standards. Students must use skills, including critical thinking and problem solving,
collaboration, and self-management as they take on a challenging problem or question. Projects
must be based on a meaningful problem for students to solve or a question to answer; however,
this problem must be at the appropriate level of challenge for students. Projects must involve an
active and in-depth process, where students are able to generate questions, find and use
resources, and ask further questions, while developing their own answers. Projects must have a
real-world context, using real-world processes, tools, and quality standards, and they must make
a real impact or connection to students’ own concerns, interests, and identities. Projects must
allow students to make choices about the products that they create, how they work, and how they
use their time. This process is guided by the teacher and may be dependent on the students’ age
and PBL experience. Projects must provide opportunities for students to reflect on what and how
they are learning and on the project’s design and implementation. Projects must include
processes for students to give and receive feedback on their work in order to revise their ideas
and products or conduct further inquiry. Projects must require students to demonstrate what they
have learned. This is accomplished by creating a product that students present or expand beyond
the classroom.
THE INFLUENCE OF LEADERSHIP 42
Within the PBL instructional model, the roles of teacher and student differ. The teacher
must construct the essential question, plan the assessment, and define the outcomes and
assessment criteria. The teacher maps the project, determines the overall structure, and explains
all tasks that are to be completed. Once the project begins, the teacher serves as facilitator and
provides guidance and feedback. The student sets goals, explores and asks questions, conducts
research, and collaborates, while staying accountable to self, peers, and the teacher.
According to Slavit, Nelson, and Lesseig (2016), the success of PBL depends on well-
planned and extensive cross-curricular lessons. Students who participate in PBL have shown an
increase in motivation and self-image (Doppelt, 2003). These same students have achieved on
assessments at comparable levels as high achievers at the same schools (Doppelt, 2003). Not
only does the evidence suggest that PBL helps students to succeed academically; studies have
suggested that most students see the value in PBL instruction as a process to expand their
knowledge, specifically in the science and engineering disciplines (Tseng, Chang, Lou, & Chen,
2013). In addition to student outcomes, some research suggests that teachers also benefit.
PBL can be a strong approach as teachers seek to implement rigor in their classrooms
(Edmunds, Arshavsky, Glennie, Charles, & Rice, 2017). As researchers study the relationship
between PBL and rigor in the classroom, the research suggests that, high-quality PBL must be
implemented with rigor in mind.
Feminist Theory and Education
Feminist theory contributes to understanding how gender plays a role in education.
Feminist theory is an extension of feminism, moving to a deeper discourse to understand gender
inequities, examining women’s and men’s roles in society, education, art, and philosophy
(Chodorow, 1989; Worell & Johnson, 1997). Feminist theory research explores themes such as
THE INFLUENCE OF LEADERSHIP 43
discrimination, objectification, oppression, and patriarchy (Gilligan, 1977; Lerman & Porter,
1990).
Acker (1987) discussed three theoretical frameworks of feminism and education: liberal,
socialist, and radical theories. Her purpose was to determine how each feminist framework
approaches the task of conceptualizing and changing education. Acker (1987) argued that the
purpose of liberal feminism in education is to eliminate barriers that prevent girls from reaching
their full potential. However, radical and socialist feminists do not think that this framework goes
far enough, paying insufficient attention to labor norms and the effects of patriarchy in society.
In the second framework, socialist feminists in education are strongly influenced by neo-Marxist
trends in the sociology of education, critically examining the idea of skills that are determined by
sex and occupational placement. Critics maintain that gender, race, and class interrelate in
complex ways to form girls’ lives both in and out of school. In the third framework, radical
feminists in education desire everything from the first two frameworks but take it a step farther
by advocating abolition of gender as an oppressive cultural reality (Acker, 1987). Concerns
expressed by radical feminists include overgeneralizations made by researchers and their focus
on unpleasant aspects of masculinity.
Acker (1987) noted the ongoing conflict in views of the purpose of education. She
described the conflict as a daily tension between education-as-reproductive and education-as-
liberating. In looking at the role of gender in education, one must decipher the values and
methods that evoke change and the norms that inhibit liberty, accounting for social, liberal, and
sometimes radical catalysts that may be perpetuating iniquities throughout education, society,
and the work force.
THE INFLUENCE OF LEADERSHIP 44
Gender and Education
Throughout the European Union, teaching is a highly feminized profession that has
shown few signs of change (Drudy, 2008). Improved participation by women in STEM course
studies and labor markets is not only a matter of numbers; it is a matter of diversity, as well
(Henriksen, Dillon, & Ryder, 2015). Increasing women’s involvement in STEM is essential to
reduce poverty, create jobs, and increase agricultural and industrial productivity.
Research suggests that girls are scoring higher than boys on literacy. The way in which
schools are organizing learning may accentuate gender differences in performance and
disengagement from school (Van Langen, Bosker, & Dekkers, 2006). However, research has
suggested that boys are more likely to be placed in high-ability mathematics groups in
classrooms (Van Langen et al., 2006). When the characteristics of schools and countries are
examined in relation to the size of the gender achievement gaps, integrated educational systems
are found to be more favorable than differentiated educational systems to achievement by girls
(Van Langen et al., 2006).
In European universities, female enrollment and graduation have increased to 55% of the
enrollment and 59% of graduates (Henriksen et al., 2015). More than 50% of total doctoral
degrees in medicine and biological science are earned by women; however, in fields such as
physics, mathematics, statistics, computer sciences, and engineering, more than 50% of doctoral
degrees are earned by men (Henriksen et al., 2015). Research suggests that family interactions
play an important part in influencing young women’s decisions to choose STEM courses as a
pathway of study; these interactions may also affect subsequent retention in these course majors
(Chance & Williams, 2016). According to Chance and Williams (2016), the loss of women from
THE INFLUENCE OF LEADERSHIP 45
the STEM “pipeline” was not occurring at the point of transition from second to third level but,
rather, earlier.
Parents’ level of education influences persistence toward earning STEM degrees (Chance
& Williams, 2016). Highly educated parents typically provide higher levels of academic
encouragement, which raises the likelihood of women entering STEM majors. Financial support
provided by parents has also been found to be predictive. Chance and Williams’s (2016) research
showed that the quality of students’ experiences at the postsecondary level helped to predict their
persistence toward earning STEM degrees. Other contributors may be living on campus, which
supported higher rates of graduation rates among women (Chance & Williams, 2016).
Science Fair Competitions
Since 1828, America has hosted science exhibitions, with Samuel Morse demonstrating
his telegraph and Alexander Graham Bell presenting the first telephone (Bellipanni & Lilly,
1999). The beginning of the 20th century showed a shift from scientific developments in industry
toward science education. In 1921, the Science Service of Washington, DC, formed the first
science clubs in the United States. In 1965, the U.S. National Science Fair was expanded
worldwide with formation of Intel’s International Science and Engineering Fair (ISEF), which
continues to enable students around the globe to present scientific research and compete with
other students for awards and recognition.
Studies have shown that science fairs provide students with a hands-on approach to
scientific inquiry and research. Students find motivation as they are afforded a real-world
learning experience in a self-selected topic of interest (Abernathy & Vineyard, 2001). Science
fairs allow students to experience scientific learning in a useful way that reflects the scientific
process and day-to-day practices used by real scientists (Atkin & Black, 2003). Moreover,
THE INFLUENCE OF LEADERSHIP 46
science fairs, through real-world application, help students to understand scientific concepts that
relate to the classroom, while providing opportunities for students to take control of their
learning and build 21st-century skills (Intel ISEF, 2016).
According to Hume (2009), science fairs promote collaborative work skills and may
improve students’ ability to think critically and learn effectively. Participating in science fairs
results in improved student participation in STEM PBL (Hume, 2009). Research has shown that
science fairs increase students’ interest in pursuing STEM majors in college (Sahin, 2013) The
Intel corporation sponsors ISEF, and ISEF is the world’s largest international precollege science
competition, attracting more than 1,700 high school students from more than 75 countries (Intel
Corporation, 2013). The Intel Corporation contends that the promotion of the sciences through
the ISEF competition will prepare the future work force to work for Intel.
Science Fairs in Ireland
Science Fairs in Ireland have become a major component of Ireland’s science education,
with thousands of students competing annually. The three national science fairs in Ireland are
(a) the BT Young Scientist and Technology Exhibition in Dublin, (b) the Sentinus Young
Innovators in Northern Ireland, and (c) the focus of this study, SciFest, a national science
competition in Ireland (SciFest, 2018)
Established in 2008, SciFest has emerged as an alternative to the more exclusive BT
Young Scientist exhibition and has worked to create local-, regional-, and national-level fairs for
Irish students. SciFest does not have a prescreening process; it accepts all entries. Rather than
hosting one exhibition, SciFest runs more than 50 local events, as well as individual events at all
14 Institutes of Technology and other school sites throughout Ireland. In partnership with Intel,
SciFest is a no-cost science fair to junior-, senior-, and college-level student participants ages 11
THE INFLUENCE OF LEADERSHIP 47
to 19. SciFest encourages a love of science, technology, engineering, and mathematics through
collaborative, inquiry-based learning. SciFest officials contend that participation in SciFest helps
students to develop an interest in and enthusiasm for STEM. Officials also claim that it
encourages development of the skill sets required to address future global concerns of food,
water, and energy security, and create wealth to sustain growth and provide better health services
and better infrastructure.
In 2017, nearly 4,000 students submitted more than 1,600 projects to the college-level
SciFest STEM fairs; 440 teachers from 285 schools supported these students (SciFest, 2018). At
the secondary level, more than 7,000 students from 67 schools exhibited more than 3,000
projects at SciFest. This exhibition draws more than 2,000 science applications each year and
attracts more than 40,000 visitors. Although SciFest is the newest of the national science fairs, it
has quickly become the largest.
Theoretical Framework
Four works of literature were used to create the four frameworks for understanding
leadership, globalization, 21st-century skills, STEM PBL, and gender in participation in SciFest.
Bolman and Deal (2017) provided the framework for leadership. Friedman (2007) and Spring
(2015) provided the framework for globalization, while Gardner (1999) and Wagner (2014)
provided the framework for 21st-century skills and STEM PBL. Acker (1987) provided the
theoretical framework of study with regard to feminist theory and gender in education. Figure 1
illustrates the progression of frameworks utilized for this study.
Bolman and Deal’s (2017) leadership framework for reframing organizations is a vital
and practical guide for leadership in an ever-changing globalized society that experiences daily
innovations in technology. The four frames—structural, human resources, political, and
THE INFLUENCE OF LEADERSHIP 48

Figure 1. Theoretical framework of the study.

symbolic—address the many components that must be addressed when innovating school
systems while maintaining a realistic lens that ensures effective progress and realistic vision and
mission.
Friedman articulated four skill sets that one must attain from 21st-century education:
learning how to learn, passion and curiosity, collaboration, and right-brain thinking. Spring
(2015) developed Friedman’s work into the acknowledged 21st-century skills. Furthermore,
Wagner (2014) expanded Gardner’s (1999) work into seven 21st-century skills: (a) critical
THE INFLUENCE OF LEADERSHIP 49
thinking and problem solving, (b) collaboration, (c) adaptability, (d) entrepreneurialism, (e)
communication, (f) accessing and analyzing information, and (g) creativity.
Acker (1987) provided the lens with which to view the framework to better understand
the perspectives of gender and the many components that may be in play historically to influence
today’s reality. A deep knowledge of the frameworks in feminist theory is crucial to recognizing
and comprehending factors that influence individuals and the environments in which they exist.
Chapter Summary
This literature review presented a comprehensive review of related literature that is
relevant to this study. This chapter included four main themes: leadership, globalization, 21st-
century education, and gender in education. The first element of this framework examined the
role of leadership and the key factors necessitated for success (Fullan & Quinn, 2016). It
addressed leadership’s influence on productivity, its forward progression, and the need for
presence (Merrill & Daugherty, 2010; Nir & Hameiri, 2014). Four leadership frames (structural,
human resources, political, and symbolic) were defined, and multiple leadership theories and the
importance of implementation were explained (Bolman & Deal, 2017; Northouse, 2016).
The second theme examined the history of globalization and how it has evolved
throughout the years, causing the flattening of the world economy (Friedman, 2007; Stewart,
1996). This theme addressed how Ireland responded to the effects of globalization and the role of
MNCs in Ireland’s educational system (Jacobson et al., 2006). Globalization has created a
demand for a worker with specific skills that go beyond skills that sustained workers in the past.
The third theme explored 21st-century learning and the need to develop workers who can
collaborate, be creative, think critically, and solve problems (Spring, 2015; Wagner, 2014). The
fourth theme examined feminist theories in education and the varied lenses available for
THE INFLUENCE OF LEADERSHIP 50
understanding the role of gender in education and how gender is affected by environments
(Acker, 1987; Worell & Johnson, 1997).
In addition to the theoretical framework, the review of literature provided background on
the development of Ireland’s educational system, an overview of the nation’s economic history,
and processes of becoming a globalized market (Donnelly, 2011; O’Hagan & Newman, 2014).
The final area of the review of literature was the analysis of the research literature in the areas of
STEM and PBL and science and technology fairs.
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Chapter 3: Methodology
Beginning with the famed Celtic Tiger Era in the mid-1990s, Ireland has continued to be
a hub for MNCs, especially in STEM fields (Grant, Cadden, Mcivor, & Humphreys, 2013).
Throughout the years, this has fostered changes in policy that have influenced an instructional
model more akin to PBL. This qualitative study analyzed the influence of globalization and
educational policy on the development of students’ 21st-century skills through implementation
of STEM education and inquiry-based instructional practices such as PBL, and student
participation in science competitions. This study also examined how participation in SciFest
prepares students for the Leaving Certificate Examination and influences school leadership
practices, female interest in STEM courses, and stakeholders’ perceptions of the value of
SciFest.
The following individuals and groups collaborated in this study: members of the research
team; advisor Dr. Michael Escalante from the University of Southern California (USC); Sheila
and George Porter, founders and directors of SciFest; representatives from MNCs; Irish
government officials; and various second- and third-level schools (high schools and colleges),
primarily in the cities of Dublin and Cork.
The research questions developed by the research team guided the study and supported
what the team attempted to learn and understand (Maxwell, 1996). This study was designed to
address the research questions by using qualitative and quantitative approaches to garner
feedback from government officials, educational leaders, business leaders, and student and
parent respondents in Ireland. Using the researcher as the primary instrument in data collection
and analysis, an inductive investigation was conducted to gather a rich description of the events
and actors in the appropriate environments (Merriam & Tisdell, 2015).
THE INFLUENCE OF LEADERSHIP 52
Research Design
Qualitative research is an approach to understand the process and meaning that
participants associate with social or human problems (Creswell, 2014). The research questions in
this study were addressed by applying a research design, interviewing, surveying, and observing
participants. Applying instrumentation, a plan for data collection was implemented and ethics
were considered throughout the process. This study used a convergent parallel model whereby
the researcher merged qualitative and quantitative data to provide a comprehensive analysis of
the research problem. A key component to convergent parallel design is the practice of
simultaneously collecting both qualitative and quantitative data while integrating the information
during data analysis (Creswell, 2014).
Maxwell (2013) identified three reasons for merging methods in research. First,
employing multiple methods of data collection allows for triangulation. Through triangulation,
various forms of data can be examined, increasing overall fidelity of the study and allowing the
researcher to discover systematic trends, themes, or patterns within the data. The second reason
for using a mixed-methods approach is to broaden the researcher’s perspective by gathering
information about various aspects of the same phenomenon. The researcher may attain a greater
depth of understanding of the selected phenomenon by using multiple methods of data collection.
According to Yin (1994), a case study research method is an empirical inquiry that
investigates a contemporary phenomenon using multiple sources of evidence within its real-life
context when the boundaries between phenomenon and context are not plainly evident. Merriam
and Tisdell (2015) described effective qualitative research as “emergent and flexible,” as the
researcher should be receptive and responsive to the changing conditions of the study. Study
designs for use in qualitative research settings are not an exact science; therefore, they should not
THE INFLUENCE OF LEADERSHIP 53
be scripted or have rigid plans for data collection. Settings where the research unfolds must be
organic, displaying intricate social hierarchies and networks. Due to these complexities, the
research design must have flexibility to record the variant happenings of activities within the
study. The inductive construction of contextualized meaning by the qualitative researcher is
accomplished through observations of events and settings in natural settings. Interviews are
recorded accounts of conversations with persons who provide descriptions of their feelings and
personal observations or opinions. The team also conducted various reviews of documents and
artifacts from the settings and organizations, recording data that fostered inductive construction
(Creswell, 2014; Merriam & Tisdell, 2009, 2015). Through this design, the researcher addressed
the research questions through qualitative data collection and analysis of the data, allowing the
researchers to understand processes, events, cultures, and social dynamics.
Research Questions
The purpose of research questions is to discover solutions to problems and fill gaps in
knowledge based on the review of literature (Creswell, 2014; Maxwell, 1996). The research team
developed four research questions to guide this study:
1. How do schools engage in SciFest while preparing students for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
THE INFLUENCE OF LEADERSHIP 54
This chapter describes how the research questions were addressed through the research
design, including the various settings, participant samples, methods of data collection, and
instruments employed for data collection and analysis. In addition, this chapter addresses the
validity, credibility, and trustworthiness of the study and articulates the ethical considerations
specific to this study. The first section explains the research design and provides a justification
for use of a mixed-methods approach incorporating both qualitative and quantitative methods.
The second section describes the USC research team who conducted the study in Ireland. The
third section describes the sample population and explains the participant selection process. The
fourth section describes the instrumentation and protocols used to conduct the interviews,
observations, and surveys. The fifth section outlines the data collection process and analysis. The
final section addresses ethical considerations of this research and provides an overview of the
USC Institutional Review Board (IRB) process, as well as a description of how the research team
adhered to USC guidelines.
Research Team
The research team for this study consisted of 13 doctoral students from the USC Rossier
School of Education under the direction of Dr. Michael Escalante. In an effort to receive
guidance and instruction, the team met on a monthly schedule to conduct and present a review of
the literature, establish research questions, and determine conceptual frameworks that would
contribute to the study. The team researched and discussed the influence of globalization policy
on the development of 21st-century skills through implementation of STEM education and
inquiry-based instructional practices, such as PBL, and student participation in science
competitions. The team discussed how participation in SciFest prepares students for the Leaving
Certificate Examination how it influences school leadership practices, female interest in STEM
THE INFLUENCE OF LEADERSHIP 55
courses, and stakeholders’ perceptions of the value of SciFest value. From this thematic group
approach, there are some similarities among the dissertations; however, the majority of the
studies are individualized and distinct.
Throughout the research process, the research team utilized a thematic group approach,
resulting in similarities among the team’s dissertations. Moreover, many of the protocols utilized
were built on and leveraged from the 2016 USC Executive Cohort, who conducted similar
research in Ireland. However, the research team’s conclusions were independent and unique to
each individual researcher.
Population and Sample
To select participants for this study, the research team used purposeful sampling
(Merriam & Tisdell, 2009, 2015). The population and sample included Irish educators, students,
political leaders, policymakers, and business and industry leaders of MNCs within Dublin and its
greater vicinity who have an interest in the future of Ireland’s education and work force.
Throughout fall and spring 2017-2018, the research team initiated monthly contact and
communication with Sheila Porter, founder and chief executive officer (CEO) of the SciFest
Project, and George Porter, chief financial officer (CFO) of SciFest. Through this established
relationship and with their valued assistance, purposefully selected site-level contacts were
initiated with school leaders to gain access to participants in the study. The team worked with the
contacts to establish an interview participant list to ensure participation by education, business
and industry, and government officials.
For the purpose of anonymity and in compliance with ethical standards, the actual name
of this researcher’s school is not used in this study, assigning the pseudonym PS. This researcher
was assigned to PS near Dublin, Ireland. With nearly 1,000 students, PS, a co-ed school, is
THE INFLUENCE OF LEADERSHIP 56
located in the western region of Ireland. The school hosts a variety of certificate tracks and
participates in Assessment for Learning (AFL). AFL involves data-driven instruction and
learning rooted in reason and logic that builds understanding in student learning gaps so teachers
can build and revise curriculum to support student achievement. AFL assesses what a student
knows in both formative and summative ways. Formative assessments are open and cumulative,
while summative assessments are closed and definitive.
PS has a traditional secondary program, much like an American high school. There are
four senior track programs, what Americans might call pathways. The first is the Traditional
Leaving Certificate Program, which is common for most students in Ireland. Another is the
Transition Year Program, which is designed to act as a bridge between the Junior Certificate and
Leaving Certificate programs. The third track is the Leaving Certificate Vocational Program,
which is designed to prepare students for the “world of work” and to become entrepreneurs. The
fourth track is the Leaving Certificate Applied Program, designed for students who are still
working on practical skills.
Educators and Students
In April 2018, the research team traveled to Ireland to gather data for the study. Research
team members interviewed and surveyed students, parents, teachers, and site educational leaders.
Participants were purposefully selected to ensure that participants would have appropriate
knowledge to provide data in order to address the study’s research questions (Merriam & Tisdell,
2015). In addition, the team conducted classroom observations at assigned schools in Dublin and
its greater vicinity, while also observing a SciFest competition. The research team gathered data
on the influence of leadership, globalization, and educational policy on the development of 21st-
century skills in STEM with students in Ireland’s educational system. The SciFest competition
THE INFLUENCE OF LEADERSHIP 57
was selected as an event for the study due to its high level of importance in the international
community and its prominent role in Ireland. The research team interviewed and surveyed
students, teachers, and site administrators who had participated in SciFest. The team surveyed
and interviewed the founder, CEO, and CFO of SciFest, and at assigned school sites, the team
interviewed, surveyed, and observed teachers, administrators, and students.
Business and Industry Leaders
During the visit to Ireland, research team members interviewed and surveyed
purposefully identified MNC executives. It is believed that these business and industry leaders
have influenced Irish educational policy and the need for 21st-century skills and STEM
(O’Hagan & Newman, 2014). These key participants led the research team to understand the
relationship between students who participate in STEM education and SciFest and the MNCs
that hire them.
Political Leaders and Educational Policymakers
There is significant evidence of the influence of Irish political leaders and educational
policymakers on the country’s educational system and direction (Donnelly, 2011). To understand
policy and its influence on education, the research team interviewed political leaders and
representatives of the Irish government to learn their perspectives on current educational
progress and future political direction. The research team purposefully selected leaders and
policymakers based on recommendations by the SciFest organizers, as well as local school
leaders (Appendix A).
Instrumentation
This predominantly qualitative research study required the researchers to serve as the
primary instruments for data collection. Using the researchers to collect the data allowed for an
THE INFLUENCE OF LEADERSHIP 58
inductive investigation that produced rich data regarding the influence of globalization and
educational policy on the development of 21st-century skills through implementation of STEM
education and SciFest on schools in Ireland (Creswell, 2014). The instrumentation included five
interview protocols (Appendixes B through F), two observation protocols (Appendixes G and H),
and four survey protocols (Appendixes I through L).
The main instrument for data collection was the interview protocol, which supported the
researchers in gathering information from educators, students, business and industry leaders, and
policy and political leaders. All members of the research team worked collaboratively to create
the research instrument protocols. In fall and spring 2017-2018, the researchers met to develop
interview protocols, including interview questions that were finalized prior to departure in April
2018. During the same period, the research team also developed a survey protocol, including
survey questions. The data gathered via interviews and surveys were triangulated through
implementation of an observation protocol developed in spring 2018.
The observation, interview, and survey protocols contained meaningful questions to help
the research team to conduct interviews, focus observations, and validate aligned survey
questions. These instruments allowed the team to understand the influence of globalization and
educational policy on the development of 21st-century skills through STEM education and
SciFest. The protocols were reviewed by officials from SciFest prior to the research team’s
departure to Ireland. This ensured that items were written in a manner that would be clear to
citizens of Ireland. For example, it was recommended that the term PBL be changed to inquiry-
based learning and that the term 21st-century skills be defined for study participants.
The protocols address how science and technology competitions, such as SciFest, have
influenced development of 21st-century skills through use of inquiry-based experiences and
THE INFLUENCE OF LEADERSHIP 59
STEM. The items were designed to determine how students’ participation in science and
technology competitions, such as SciFest, have prepared them for the Leaving Certificate
Examination and how that participation influences school leadership practices, female interest in
STEM courses, and stakeholders’ perceptions of SciFest’s value. All interview protocol
questions were aligned to the study’s research questions and theoretical frameworks.
The research team triangulated all data obtained through interviews, observations, and
surveys to increase the study’s internal validity (Merriam & Tisdell, 2015). These methods
allowed the researcher to understand how globalization and educational policy influence the
development of 21st-century skills and how SciFest prepares students, influences school
leadership, and encourages female interest in STEM. All participants were contacted via
recruitment or consent correspondence (Appendix A). All research instruments were submitted
to the USC IRB for approval in spring 2018. The IRB permitted the team to perform an
expedited study on human participants in a country other than the United States (IRB #UP-18-
00119).
Interview Protocols
The interview protocols (Appendices B through F) were developed using a
semistructured approach; each protocol incorporates Patton’s (2002) justification for using a
recording device, as well as an agreement to participate (Stringer, 2007). The questions were
created to guide the interview with the ultimate goal of obtaining deep meaningful data to
address each research question (Merriam & Tisdell, 2015; Patton, 2002). The interview protocols
were designed specifically to address each sample group: political leaders and educational
policymakers, business and industry leaders, school leaders, teachers, and students. Based on
THE INFLUENCE OF LEADERSHIP 60
Patton (2002) and Merriam and Tisdell’s (2015) work, the research team attempted to reduce the
number of yes/no questions and why questions to glean pertinent information from participants.
The research team aligned the interview questions to political and educational
policymakers, business and industry leaders, school leaders, teachers, and students with the four
research questions and the conceptual frameworks shown in Table 1. The questions were aligned
in the following format: In Section I, Questions 1 through 4 were aligned to Research Question
1, which addresses how schools engage in SciFest while preparing students for the Leaving
Certificate Examination. In this section, the first question was aligned with Wagner’s (2014)
framework for 21st-century skills and Bolman and Deal’s (2017) framework on leadership and
reframing organizations. The second question in Section I was aligned with Wagner’s (2014)
framework of globalization, Spring’s (2015) work on a global uniformity of schooling that
provides entrance into the global economy, and Bolman and Deal’s (2017) framework for
leadership. Questions 3 and 4 in Section I were aligned with Acker’s (1987) feminist theory.
Section II of the interview protocols included four questions to address Research
Question 2. All four questions in this section focused on how school leadership influences
participation in SciFest. Both Wagner’s (2014) and Bolman and Deal’s (2017) conceptual
frameworks were used in analyzing the data produced from the interview questions in this
section. The fourth question in Section II touched on all six frameworks.
Section III of the interview protocol addressed Research Question 3. All four questions in
this section focused on participation in SciFest and how it influences female students’ interest
with regard to enrolling in senior-level and third-level STEM courses. Each of the four questions
in this section was analyzed using the theoretical frameworks of feminist theory in education
(Acker, 1987). Questions 3 and 4 covered all six frameworks.
THE INFLUENCE OF LEADERSHIP 61
Table 1

Alignment of Interview Protocols to Research Questions (RQs) and Theoretical Frameworks

Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Bolman/Deal Acker Slough/Milam

Section I
1 x * * *
2 x * * * *
3 x * * * * *
4 x * * * * *

Section II
1 x * * *
2 x * * *
3 x * * * *
4 x * * * * * *

Section III
1 x * * *
2 x * * * *
3 x * * * * * *
4 x * * * * * *

Section IV
1 x * * * * * *
2 x * * * *
3 x * * * * * *
4 x * * * *

Section IV of the interview protocol addressed Research Question 4. All five questions in
this section were focused on what perceptions teachers, principals, parents, students, civic
leaders, college/university professors, and MNCs had with regard to the value of student
participation in SciFest. Questions 1 and 3 covered all six frameworks, while Question 5 was
specifically designed for students and parents. Freidman’s (2007) concepts of globalization,
along with Spring’s (2015) and Acker’s (1987) frameworks, were considered in analyzing
responses to Question 5.
THE INFLUENCE OF LEADERSHIP 62
Survey Protocols
According to Fink (2012), surveys are self-administered questionnaires, completed by
hand or using a computer, that gather information to describe, compare, or explain knowledge,
feelings, values, or behavior. Survey data can provide quantitative data that may be reliable and
usable in a study (Creswell, 2014).
The research team developed quantitative surveys to be distributed to school leaders or
teachers (Appendix I), political and/or business leaders (Appendix J), educational policymakers
(Appendix K), and students (Appendix L). The survey items were aligned with the study’s
research questions and formatted using a 6-point Likert-type response scale (Fink, 2012):
Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree, Don’t Know. Each survey item
targeted each participant group to enable the researcher(s) to acquire the best possible responses
to address the research questions: two items for Research Question 1, eight items for Research
Question 2, nine items for Research Question 3, and three items for Research Question 4. In
developing the survey questions, the following characteristics were considered to develop clear
and valid items: Jargon was avoided, standard grammar and syntax, including common Irish
terminology, were used, and items were kept concrete and appropriate to the participants’
experience (Fink, 2012).
All survey items were modified to be relevant to each participant group. The research
team aligned the survey items in the following manner. Items 1 and 3 were aligned with
Research Question 1, pertaining to how schools engage in SciFest while preparing students for
the Leaving Certificate Examination. These aligned to the four frameworks identified in the
following assignments: Friedman (2007; Items 3–7) and Spring (2015; Items 3–7) concerning
globalization, Wagner (2014; Items 1–7) for 21st-century skills, and Slough and Milam (2013;
THE INFLUENCE OF LEADERSHIP 63
Items 1–7) for STEM PBL. Survey Items 8–17 aligned to Research Question 2, pertaining to
how school leadership influences participation in SciFest.
Each survey item was aligned to the four frameworks in the following manner: Friedman
(2007; Items 6–8 and 17–22, 24) and Spring (2015; Items 1–8 and 17–24), Wagner (2014; Items
1–8), Bolman and Deal (2017; Items 2–13, 15–16, 18–20), and Acker (1987; 21–26). Survey
items 11–20 were aligned with Research Question 3 and related to how participation in SciFest
influences female students’ interest in enrolling in senior-level and third-level STEM courses.
Survey items 21–26 related to Research Question 4 regarding how participation in SciFest
influences female students’ interest in enrolling in senior-level and third-level STEM courses.
Alignment of the survey items to the research questions and the four frameworks is summarized
in Table 2.
Observation Protocols
According to Merriam and Tisdell (2015), observations take place in a location where a
phenomenon that is being studied can take on its natural form. Furthermore, an observation
enables a first-hand account of what an interview cannot provide. In this study, observation
protocols were developed to assist in data collection.
The observation protocols, in template form, were designed for this study to be flexible
and accessible for making quick notes. Understanding the importance of observational data, the
research team developed an observation protocol to use in classrooms in Ireland (Appendix G).
Through implementation of this protocol, the research team recorded and examined instructional
strategies in STEM classes and at multiple SciFest events and/or competitions (Appendix H).
The observation protocols developed by the research team focused on various
components that allowed team members to capture as much data as possible. The cited
THE INFLUENCE OF LEADERSHIP 64
Table 2

Alignment of Survey Protocols to Research Questions (RQs) and Theoretical Frameworks

Item RQ1 RQ2 RQ3 RQ4 Friedman Spring Wagner Bolman/Deal Acker Slough/Milam

1 x * * *
2 x * * * *
3 x * * * * *
4 x * * * * *
5 x * * * *
6 x x * * * * * *
7 x * * * * * *
8 x * * * * * *
9 x * *
10 x * * * *
11 x * * * *
12 x * * * *
13 x x * * * *
14 x * * *
15 x * * * * *
16 x * * *
17 x * * * * *
18 x * * * * * *
19 x * * * * *
20 x * * * * * *
21 x * * * * *
22 x * * * * *
23 x * * * * *
24 x * * * *
25 x * * * * *
26 x * * * * *

frameworks were applied to align the protocols to the various areas observed. The first section of
the observation protocols allowed researchers to gather basic information about the setting and
location and create a representation of the location, record an overview of the lesson, and
identify materials that were be used (Appendix G). The second section charts the conceptual
frameworks by Wagner (2014) and guided the researcher to focus on the seven skills for 21st-
century learning and inquiry-based learning within STEM (Appendix H). To capture data
thorough observations, the researchers noted actions and conversations as they recorded
THE INFLUENCE OF LEADERSHIP 65
comments based on the conceptual frameworks. The third section presents eight reflective
questions in the classroom observation protocol and eight questions in the SciFest protocol that
corresponded to three research questions. Each set of questions served as a guide for the
researcher to ensure that observations were capturing what the study was designed to understand.
Data Collection
The research team traveled to Ireland in April 2018 to complete in-person interviews,
conduct observations, and administer surveys at various sites. According to Creswell (2014), the
ability to collect data in the participants’ natural location is an advantage in using qualitative
research methods. As part of the data collection protocol, participants read a consent form that
described the purpose of the study and the measures ensuring confidentiality (Appendix M).
Consent was given verbally or in writing. Once permission was granted, interviews were
recorded. Interviews occurred in quiet office spaces and required 35 to 45 minutes for each
participant. Research team members informed participants that they could pause or terminate the
recording at any time. Research team members transcribed all recordings for coding purposes
and took notes during interviews to capture important points and comments made by
participants. The research team utilized observation and survey protocols during SciFest and at
assigned school sites, and surveys were administered via email, in classrooms, and at other
locations. Research team members administered and collected surveys immediately upon
completion to increase the response rate.
Merriam and Tisdell (2015) explained that triangulation consists of linking multiple
sources of data, including interviews, observations, and surveys. It was critical to triangulate the
data because research team members conducted observations at different sites. The research team
THE INFLUENCE OF LEADERSHIP 66
used three methods of triangulation described by Merriam and Tisdell (2015): multiple collection
methods, multiple sources of data, and multiple investigators.
Data Analysis
The collected data were examined to determine the influence of globalization and
educational policy on development of 21st-century skills through implementation of STEM
education and inquiry-based instructional practices, such as PBL, and student participation in
science competitions. The study also examined how participation in SciFest prepares students for
the Leaving Certificate Examination and influences school leadership practices, female interest
in STEM courses, and stakeholders’ perceptions of the value of SciFest.
As a case study, this research required detailed descriptions of settings and individuals
(Creswell, 2014). For the purposes of this study, the researcher followed Creswell’s (2014)
model for data analysis and interpretation of qualitative research. Creswell’s model was also
used to guide analysis of data gathered via the surveys. Each research team member used
individual data gathered from the assigned school, as well as data collected from political
leaders, educational policymakers, and business and industry leaders of MNCs who have an
interest in the future of Ireland’s education and work force. Each researcher organized and
prepared the data for analysis once the team returned to the United States. This process began
immediately with transcribing interviews, typing field notes, and sorting and rearranging data
into categories for accessibility. The second step was to read and reflect on the data to identify
emerging patterns, along with consistency of information. Next, the researchers labeled and
coded the information to identify themes and organize the data into chunks to create meaning.
At this stage, the researchers followed Creswell’s (2014) eight steps designed to facilitate
the coding process: (a) establish what is being read and comprehended and record ideas, (b)
THE INFLUENCE OF LEADERSHIP 67
select one document and create essential questions that support theory and inquiry, (c) list topics
and common themes after individually reviewing all documents, (d) establish codes that will
identify the data from the created list, (e) reduce the number of categories by identifying
similarities in data, (f) organize the established codes in alphabetical order, (g) perform
preliminary analysis after the data have been organized, and (h) recode data as necessary.
Creswell’s (2014) fourth step focuses on coding and generating a rich description from the data.
The fifth step provides an interpretation of the researcher-identified themes in the form of rich
descriptions or detailed identification of connected findings and themes. The final step is to
create meaning from the data. This step involves clarifying the reviewed literature and bringing
forth meaning and understanding that may support past research and identifying areas for further
research. This study was organized in a way to facilitate collection of data by the research team;
thus, it was crucial to monitor how data were collected and applied to the overall purpose of the
study.
As Merriam and Tisdell (2015) recommended, a database was established to serve as a
hub for data organization, editing, and accessibility to research team members throughout the
course of the study. The researchers ensured that all data and files were organized periodically
for quality assurance. This process ensured that the researchers had access to information related
to the focus and purpose of the study.
Validity, Credibility, and Trustworthiness
Merriam and Tisdell (2015) defined validity as the degree to which a study accurately
reflects the specific concept that the researcher is attempting to measure, whereas credibility
indicates the researcher’s conclusions supported by the research findings. Trustworthiness is the
evidence of both validity and credibility (Patton, 2002). The research team aligned its practices
THE INFLUENCE OF LEADERSHIP 68
with those recommended by Creswell (2014) as data are collected, analyzed, and interpreted. The
team confirmed the accuracy of the data with participants, resolve potential issues regarding
misuse of data, and refrained from using language containing bias in any aspect of the study. The
acknowledgment and focus on researcher bias minimized its impact on validity. Multiple data
points were used to increase the validity of the study’s findings through data triangulation.
Reliability
Merriam and Tisdell (2015) defined reliability as the degree to which research findings
can be repeated. Creswell (2014) suggested a series of procedures to ensure reliability of a
research study. Based on these suggestions, the researcher followed the prescribed process: (a)
Transcripts were analyzed to ensure that they had been transcribed accurately, (b) codes were
identified and analyzed to ensure uniformity and consistent definitions, (c) communication with
other coders on the research team occurred to document and share analyses, and (d) codes were
developed by other researchers to crosscheck and ensure accuracy.
Ethical Considerations
All members of the research team participated in the IRB process prior to traveling to
Ireland in April 2018. Research team members completed the Collaborative IRB Training
Initiative (CITI), an online training module that ensures that prospective researchers have an
adequate understanding of why ethics in research are important, particularly when studying
humans and protecting their interests and anonymity. In addition to reviewing past studies that
have been detrimental to human subjects, the training covered subject matter that taught the
researchers how to protect the physical and mental health of all participants. The training assisted
in ensuring that appropriate consent forms be made available to parents of students who will be
participating in the study.
THE INFLUENCE OF LEADERSHIP 69
The research team considered all aspects of protecting the names of students,
professionals, and institutions and assigned pseudonyms and aliases to ensure protection of each
person and place under the IRB guidelines while in Ireland.. The research team sent an
informational letter to the schools and described to parents of participating school children
regarding their child’s role in the study.
Chapter Summary
This chapter presented the methodology that was used in the study, including the research
design, research team, population and sample, and instrumentation. The method of data analysis
was described, along with considerations about validity, credibility and trustworthiness,
reliability, and ethical considerations.
THE INFLUENCE OF LEADERSHIP 70
Chapter 4: Results
The purpose of this study was to understand the influence of globalization and
educational policy on the development of 21st-century skills through implementation of STEM
education, instructional practices, and student participation in the SciFest science competition.
This study examined how school leadership influences student participation in SciFest while
preparing for the Leaving Certificate Examination. Also, the study has investigated how SciFest
influences female interest in STEM courses and stakeholder perceptions of SciFest’s value in
preparing students to compete in the 21st-century work force.
Chapter 2 presented a comprehensive review of literature relevant to this study. The
review addressed four main elements: globalization, leadership, 21st-century education, and
gender in education. The first element of this framework examined the history of globalization,
and how it has evolved throughout the years, causing the flattening of the world (Friedman,
2007). This theme described how Ireland responded to the effects of globalization and the role of
MNCs in Ireland’s educational system (Jacobson et al., 2006).
The second element examined the role of leadership and the key factors in success
(Fullan & Quinn, 2016). It addressed leadership’s influence on productivity, its forward
progression, and the need for presence (Merrill & Daugherty, 2010; Nir & Hameiri, 2014). Four
leadership frames (structural, human resources, political, and symbolic) were defined, and
multiple leadership theories and the importance of implementation were explained (Bolman &
Deal, 2017; Northouse, 2016).
The third and fourth elements of the framework contained two parallel themes. First, this
researcher explored 21st-century learning and the need for developing workers who can
collaborate, be creative, think critically, and solve problems (Wagner, 2014). Parallel to this
THE INFLUENCE OF LEADERSHIP 71
theme, the researcher examined feminist theories in education and the varied lenses for
understanding the role of gender in education and how it is affected by environments (Acker,
1987; Worell & Johnson, 1997).
In addition to the theoretical framework, the literature review provided background on
the development of Ireland’s educational system, an overview of the nation’s economic history,
and the processes of becoming a globalized market (Donnelly, 2011; O’Hagan & Newman,
2014). Chapter 2 analyzed the research literature in the areas of STEM, PBL, and science and
technology fairs.
This chapter reports results of data collected and analyzed for the study. The study was
guided by four research questions:
1. How do schools engage in SciFest while preparing for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
The researcher used four frameworks to analyze the data collected via surveys,
observations, and interviews. Application of these four frameworks assisted in addressing the
research questions. Freidman (2007) addressed the basic concepts of globalization and the
“flattening” effect, while Spring (2015) discussed a globalized education culture that fosters
uniformity, common tenets, and educational practices. Wagner (2014) connected learners and
THE INFLUENCE OF LEADERSHIP 72
workers with a defined illustration of 21st-century skills that are in demand in today’s globalized
world and work force. Bolman and Deal (2017) provided the lens for leadership and suggested
how to reframe organizations to initiate and manage change. Acker (1987) provided the lens for
feminism in education and the history of its progression and evolution.
This chapter begins with a synopsis of the study’s research design and participants.
Subsequently, a discussion of the findings related to each of the four research questions focuses
on emerging themes, the connection of those themes to the literature, and an analysis of the
supporting data from surveys, interviews, and observations. The chapter concludes with a
summary of the key findings related to the research questions.
School of Study
This study focuses primarily on one school near Dublin, Ireland, herein designated as PS.
Having nearly 1,000 co-ed students, PS hosts a variety of certificate tracks for a variety of
students from all backgrounds and academic levels. The school has a traditional secondary
program, much like an American high school; there are four senior track programs, which
Americans might identify as pathways. The first track is the Traditional Leaving Certificate
Program, which is common for most students. The second track is the Transition Year Program,
which is designed as a bridge between the Junior Certificate and the Leaving Certificate
programs. The third track is the Leaving Certificate Vocational Program, which is designed to
prepare students for the “world of work” and to become entrepreneurs. The fourth track is the
Leaving Certificate Applied program, designed fro for students who are working on practical
skills.
THE INFLUENCE OF LEADERSHIP 73
Research Design
The research team for this study was comprised of 13 doctoral students under the
direction of Dr. Michael Escalante. The team met monthly for guidance and instruction,
specifically to establish research questions, present research literature, and determine conceptual
frameworks. There may be some similarities among these dissertations due to the thematic group
approach; however, the majority of each individual group member’s study is individualized and
distinct to the researcher’s assigned school. The research team organized contacts for schools,
policymakers, and leaders in Ireland through SciFest Ireland’s CEO Sheila Porter and CFO
George Porter. This selection allowed the research team to select contacts purposefully to gain
access to study participants (Creswell, 2014). The research team worked with contacts to create
participant lists from education, business and industry, and government sectors for interviews
and surveys.
Study Participants
In accordance with the IRB protocol, participants’ names and the names of their
organizations were not used in order to maintain confidentiality (IRB Approval #16-00179).
Purposeful sampling (Merriam & Tisdell, 2009) was used to select participants for this
predominantly qualitative mixed-methods study. The participants included Irish teachers and
administrators, students, political leaders, educational policymakers, and business and industry
leaders of MNCs in Ireland. The method of purposeful sampling in qualitative research allows
for in-depth study of a problem (Patton, 2002).
Educators and Students
Participants were purposefully selected to ensure knowledge of science fairs in order to
provide data for the study’s research questions (Merriam & Tisdell, 2009). In addition, two
THE INFLUENCE OF LEADERSHIP 74
classroom observations at PS and a SciFest science and technology fair observation at Cork
Institute of Technology were conducted to capture data on the influence of globalization and
educational policy on the development of 21st-century skills through implementation of STEM
education, instructional practices, and student participation in the SciFest science competition in
Ireland. The researcher interviewed, surveyed, and observed students, teachers, and site
administrators. At PS, two teachers were interviewed, surveyed, and observed, two
administrators were interviewed and surveyed, 12 students were interviewed, and 56 students
were surveyed. In total, the research team interviewed and surveyed 1,295 students, 76 parents,
and 92 teachers and administrators (Table 3).
Business and Industry Leaders
During the research team’s visit to Ireland, team members interviewed and surveyed a
purposeful sample of executives affiliated with various MNCs. These participants helped the
research team to understand the relationship between students participating in PBL STEM,
SciFest participants, and the MNCs that seek to hire these students. Nineteen business and
industry leaders were interviewed and surveyed, including the founder/CEO and the CFO of
SciFest (Table 3).
Political Leaders and Policy Makers
According to O’Donoghue and Hartford (2011), political leaders and educational
policymakers in Ireland significantly influence the country’s educational system and trajectory.
To understand policy and how it influences education, the research team interviewed political
leaders and their appropriate representatives to garner relevant perspectives on current
educational issues and forward direction. The research team purposefully selected political
leaders and policymakers based on recommendations by the SciFest organizers and local school

THE INFLUENCE OF LEADERSHIP 75
Table 3

Summary of Participants, Their Organization/Position, and Data Types

Participants

Organization

Data type(s)

Students
12 students
56 students
1,295 students

PS
PS
Students from various schools

Interviews
Surveys
Surveys, interviews

Teachers/administrators
4 teachers/administrators
2 teachers/administrators
92 teachers/administrators

PS
PS
Irish teachers/administrators
from a variety of schools

Interviews
Surveys
Surveys, interviews
Parents: 76 Irish parents from a variety of
schools

Surveys, interviews
Business, industry leaders,
political leaders, and
policymakers: 31

Various organizations and
multinational corporations
Surveys, interviews

Note. PS = pseudonym for the individual school assigned to the researcher.

leaders. These recommendations allowed the research team to connect with persons who were
meaningfully involved with the Irish education system from a political or policymaking
perspective. Twelve political leaders and educational policymakers were interviewed and/or
surveyed (Table 3).
Findings for Research Question 1
Research question 1 asked, How do schools engage in SciFest while preparing for the
Leaving Certificate Examination? The purpose of this research question was to gain knowledge
about the current systems and processes as schools participate in SciFest while still being held
accountable for their students succeeding on the Leaving Certificate Examination. Gaining
THE INFLUENCE OF LEADERSHIP 76
knowledge of the overall influence of MNCs in Ireland’s education system, one can argue that it
is imperative to understand how policy is driving the practice of the implementation of STEM
education and inquiry-based methods in the classroom (Wagner, 2014). After examining the data
collected via surveys, interviews, and observations, one main theme emerged. There was clearly
a lack of consistency as to how schools do or should engage in SciFest while preparing students
for the Leaving Certificate Examination. Although many stakeholders saw value in SciFest, there
was no clarity as to exactly how it prepared students for the Leaving Certificate Examination.
Theme
Although there may be a connection between the Leaving Certificate Examination and
how schools engage in SciFest, there is an evident need for a more deliberate strategy in how one
should influence the other.
In the review of literature in Chapter 2, it was discussed that MNCs are the crux of
globalization as they have continued to expand, increasing international connections and
communication among countries, increasing humanity for neighbors, and fostering a
technological evolution. Stewart (1996) noted that the expanding world is increasing the
likelihood of international connections and communications among countries, fostering incessant
technological evolution. It was necessary to understand the process of globalization and its
impact in Ireland over time, as better-aligned expectations permeate the corporate world,
eventually influencing educational institutions regarding 21st-century skills.
It was anticipated that data related to Research Question 1 would explain this influence
first hand. Understanding the connection between the nationwide program of SciFest and how it
is interrelated with students taking the nationwide Leaving Certificate Examination, the research
team sought to learn how the two coexisted. The research team sought to learn how the two may
THE INFLUENCE OF LEADERSHIP 77
be connected. Currently, the Leaving Certificate Examination is regarded as the single most
important assessment in Ireland for students as they seek to enter college, so it is urgent that
many do well on this examination.
Survey Items 1 and 3 addressed Research Question 1, asking how participation in SciFest
prepared students to be successful on the Leaving Certificate Examination. Item 3 asked whether
teachers encouraged SciFest participation in order to support student success on the Leaving
Certificate Examination. Only 5% of the students at PS strongly agreed that SciFest prepared
students to be successful on the Leaving Certificate Examination (Table 4), while 27.5% agreed,
35% were neutral, 15% disagreed, 2.5% strongly disagreed, and 6% did not know. This differed
from all schools as a whole, where 7.15% strongly agreed, 34% agreed, 30% were neutral, 19%
disagreed, 3.5% strongly disagreed, and 6.3% did not know.
Parents, students, school administrators, teachers, policymakers, and MNC leaders were
more aligned with the responses by all schools combined (Table 5) but differed from PS, where
15.4% of parents strongly agreed and 20% of educators strongly agreed, while 0% MNCs,
policymakers, or politicians strongly agreed. While 45% of parents and 52% of educators agreed,
while 80% of MNCs, policymakers, and politicians agreed, one must consider the small sample
size of MNCs, policymakers, and politicians, as only 5 participants completed the survey. For the
third item in the survey, parents and educators were consistent with the majority, strongly
agreeing or agreeing, while MNCs, policy makers, and politicians differed (1 was neutral, 2
disagreed, 1 strongly disagreed, and 1 did not know).
Chapter 2 discussed how MNCs have played a key role in Ireland’s economic and
educational landscape as the country has continued to transform through engagement in strategic
economic actions, policy decisions, and business partnerships that have ignited economic
THE INFLUENCE OF LEADERSHIP 78

Table 4

Students’ Survey Responses Indicating How Schools Engage in SciFest While Preparing
Students for the Leaving Certificate Examination

Survey item and response categories

PS
n %

All schools
n %

Participation in SciFest prepares students to be
successful on the Leaving Certificate
Examination.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

2 5.00
11 27.50
14 35.00
6 15.00
1 2.50
6 15.00

85 7.15
402 33.84
359 30.22
225 18.94
42 3.54
75 6.31

Teachers encourage participation in SciFest
activities to support student success on
Leaving Certificate examinations.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

4 10.53
15 39.47
10 26.32
2 5.26
1 2.63
6 15.79

223 18.77
526 44.28
243 20.45
119 10.02
23 1.94
54 4.55

Note. PS = pseudonym for the individual school assigned to the researcher.

THE INFLUENCE OF LEADERSHIP 79
Table 5

Survey Responses by Parents of Students, Compared to Responses by School Administrators,
Teachers, Representatives of Multinational Corporations (MNCs), Politicians, and
Policymakers Indicating How Schools Engage in SciFest While Preparing Students for the
Leaving Certificate Examination

Survey item and response categories

Parents of
students
n %

School adminis-
trators or teachers
n %

MNCs, politi-
cians, policy-
makers
n %

Participation in SciFest prepares
students to be successful on the
Leaving Certificate examination.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

16 15.43
47 45.19
21 20.19
9 8.65
1 0.96
10 9.62

16 20.00
42 52.50
10 12.50
6 7.50
1 1.25
5 6.25

0 0.00
4 80.00
0 0.00
0 0.00
0 0.00
1 20.00

Teachers encourage participation in
SciFest activities to support student
success on state examinations.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

23 22.55
44 43.14
17 16.67
6 5.88
1 0.98
11 10.78

20 25.00
38 47.50
12 15.00
5 6.25
2 2.50
3 3.75

0 0.00
0 0.00
1 16.67
3 50.00
1 16.67
1 16.67

prosperity and influential education reform efforts throughout the entire nation (Dorgan, 2006).
Ireland has participated in an interdependent model with the Organization for European
Economic Cooperation (OEEC). This collaborative model has had a role in developing a sound
European economy (Wickham, 1980). Throughout this transformation, Ireland has welcomed
and respected the significant economic benefits, employing systemwide strategies to attract
multinational enterprises. The inconsistencies of perceptions found in the survey data from PS,
THE INFLUENCE OF LEADERSHIP 80
the collective body of schools, MNCs, parents, policymakers, and politicians were supported in
the interviews conducted as part of this study.
Interview comments by students at PS showed that, although many agreed that SciFest
was helpful, there still was not a clear connection regarding how schools engage in SciFest while
preparing students for the Leaving Certificate Examination. Interview Items 1 through 4 were
designed to garner qualitative data to address this question. Although many expressed that
SciFest was good for students overall in preparing them for the Leaving Certificate Examination,
there was inconsistent evidence to explain specifically how the program prepared them for the
Leaving Certificate Examination.
Educators at PS expressed that the background knowledge students gain while
participating in SciFest is useful in selecting a topic for the Leaving Certificate Examination.
Teacher 1 at PS stated, “I think when they [students] take ownership of the topic they choose . . .
they become experts in that particular area” (interview, April 19, 2018). This quote depicts the
potential relationship caused by engagement in SciFest. A student may find motivation through a
project in SciFest that influences the choice of subject matter for the Leaving Certificate
Examination. The same teacher said, “They don’t just learn what they’re doing, . . . they learn
the background, they question themselves, they question each other before the project, so they do
become experts.” This quote reiterates the depth that students attain in their subject matter and
how that plays a role in choosing a course of study. However, another teacher at PS stated,
I treat SciFest and the exam as two separate entities . . . one doesn’t really prepare for the
other. SciFest is more about building the skills around science. I think for the students on
the Leaving Certificate who have chosen to do science . . . that’s why they’re doing
SciFest. (interview, April 19, 2018)
THE INFLUENCE OF LEADERSHIP 81
This teacher maintained that students elected to participate in SciFest because they already had
an interest in the subject and might be selecting a science-focused subject to test on the Leaving
Certificate Examination anyway.
Another concern expressed by interview participants was that SciFest took time away
from core instruction. When asked whether SciFest takes away from the core instruction and
preparation for the Leaving Certificate Examination, Student 7 stated,
It did leave me behind . . . in class notes, because we try to meet up outside of school, but
we just kind of struggled with that. . . . We missed out on . . . I think it was almost an
entire topic, because we were working on SciFest and so far we haven’t been able to
catch up on those notes. (interview, April 19, 2018)
This quote speaks to a lack of organization with regard to how SciFest participation can affect
students in their core classes.
Student 4 expressed that, due to the amount of time she put into her project, she found it
difficult to balance her schoolwork and participation in SciFest. However, Student 3 stated,
Especially the first time around, I struggled with balancing it, but you develop it [the
project] better the second time. So again, with class, the whole class kind of delayed a
little bit. But we were able to catch up again, but not all the time. (interview, April 19,
2018)
This quote further illustrates a possible perception that students who participate in SciFest may
fall behind in school.
The business leaders, educational policymakers, and politicians who were interviewed
expressed a need for a shift from traditional methods such as the Leaving Certificate
Examination to a more project-based approached to learning. The interviews of MNC
THE INFLUENCE OF LEADERSHIP 82
representatives followed the same line of questions. Questions 1 through 4 were designed to gain
qualitative data on perceptions of how schools engage in SciFest while preparing for the Leaving
Certificate Examination. An employee from Boston Scientific responded,
Speaking from my own experience, sitting down in a class, being lectured on stuff, just
having information thrown at you, it’s probably fine for 10% of the kids who are looking
at it. But a lot of the pupils, they like the hands-on stuff, and it’s by doing that they learn,
which is why something like this [SciFest] is invaluable. Because in the end, they’re
given an idea, they take some information, they go away, they research it themselves . . .
you could probably ask any of these kids the information that they’ve learned here, 3, 4
years from now, they’ll still remember all of it or 99% of it. Whereas, if you’re inside the
lecture hall, just getting information thrown at you, half of them walk out the door and
they’ve forgotten about it. (interview, April 20, 2018)
This depicts how many MNC leaders felt about SciFest versus the traditional school
model, which the Leaving Certificate Examination supports. One educational education
policymaker stated,
The Leaving Cert is seen as a very high-stakes exam, so that would be the priority in
many classrooms . . . completing the required amount of content. . . . So you may find
that teachers are less engaged to put extra onus on students to get involved in
competitions if they don’t want to. (interview, April 16, 2018)
This quote speaks to the overly emphasized importance of the Leaving Certificate Examination
in Ireland. Although this MNC leader expressed that learning through participation in SciFest
was relevant and meaningful, he clearly communicated the priority of the Leaving Certificate
Examination.
THE INFLUENCE OF LEADERSHIP 83
During one observation at PS, the researcher visited a physics class with all boys. The
classroom was organized in a lecture style hall where nine students were seated in straight rows.
The teacher delivered a lecture and conducted an experiment. SciFest was not addressed, nor was
there evidence of SciFest in the room. There was no evidence that described how the school
might engage in SciFest while preparing students for the Leaving Certificate Examination. The
content was preparing students for the physics Leaving Certificate Examination.
At PS, all fourth-year and transition-year students have the opportunity to participate in
SciFest; however, participation in SciFest after the transition year is voluntary and few students
participate. Students are involved in a variety of other school activities and were driven by the
demands of future Leaving Certificate examinations. A more traditional approach to content,
including low-level facts recitation, was evident at PS, as well as at several other schools in the
study due to preparation for high-stakes examinations that occur at the end of Senior Cycle.
Despite the demands that these examinations place on students and schools, all stakeholder
opinions seemed to express a need for better alignment with the research by Freidman (2007),
Spring (2015), and Wagner (2014) acknowledging the importance of STEM education and 21st-
century skills development through SciFest that may help them to be successful in future careers.
Summary, Research Question 1
After examining the data collected via surveys, interviews, and observations, it was
evident that there was a lack of consistency regarding how schools do or should engage in
SciFest while preparing students for the Leaving Certificate Examination. Many stakeholders,
through surveys and interviews, consistently expressed great value in SciFest, as it offered a
litany of practical skills and increased interest in STEM-related courses of study and possible
THE INFLUENCE OF LEADERSHIP 84
careers. However, evidence did not support a clear relationship between the Leaving Certificate
and SciFest.
MNC leaders expressed uncertainty about the validity of the Leaving Certificate and were
much more impressed by the students whom they met through SciFest competition, as these
students demonstrated to them the 21st-century skills needed to succeed in their workplace.
Students put great value in the Leaving Certificate, but this was due to the high-stakes nature of
the examination. All stakeholders understood the high stakes of the Leaving Certificate and its
implications for one’s future; since it was a prevalent reality, it seemed to take precedence over
everything else.
Findings for Research Question 2
Research Question 2 asked, How does school leadership influence participation in
SciFest? The purpose of this research question was to yield information about how the various
levels school of leadership, whether teacher or administrator, play a role in overall participation
in SciFest. In examining the data collected via surveys, interviews, and observations, two
prevalent themes emerged. First, school leadership at both the teacher level and the administrator
level plays a major role in the overall success of SciFest with regard to motivation and allocation
of resources. Second, narrowing the focus to teachers, it is clear that they play a critical role in
the overall success of SciFest. This was especially prevalent when considering Bolman and
Deal’s (2017) human resource frame.
Theme 1
Theme 1 was that leadership capacity and perception at all levels in the organization play
a critical role in the overall success of SciFest. The review of literature explored the many facets
of leadership and how it influences system reform. According to Fullan (2004), there are five
THE INFLUENCE OF LEADERSHIP 85
factors to consider with regard to system reform: (a) knowledge, skills and dispositions of
individuals; (b professional community; (c) program coherence; (d) technical resources; and (e)
the school principal. Leadership plays a critical role in implementation of effective STEM
programs. There is a definite need to understand the role of leadership practice and how it is used
to support implementation of effective programs such as SciFest.
The survey contained eight items designed to address Research Question 2. Relevant to
the theme, Item 4 on the survey asked whether school leaders employ strategies to positively
influence school participation in SciFest. Forty-one percent of PS students agreed or strongly
agreed, while 60% of students from all schools agree or strongly agreed (Table 6). Twenty-three
percent of PS students were neutral, while 22.5% of students from all schools were neutral.
Seven percent of PS students disagreed and 0% of PS students strongly disagreed, while 6.77%
of students from all schools disagreed and 1.86% strongly disagreed. Twenty-eight percent of PS
students answered that they did not know, while 8.46% of students from all school answered that
they did not know.
Survey data collected from parents of students, teachers, administrators, MNC
representatives, policymakers, and politicians supported the perception that, for the most part,
school leaders employ strategies to positively influence school participation in SciFest. That is,
78.43% of parents strongly agreed or agreed, while 74% of school administrators and teachers
strongly agreed or agreed and 66.67% of MNC representatives, policymakers, and politicians
strongly agreed or agreed. Of the combined three groups surveyed, 19% disagreed or strongly
disagreed and 28.7% stated that they did not know (Table 7).
Table 8 displays specific strategies that school leaders may or may not employ to increase
participation in SciFest. Among PS students, strategies that scored more than 40% yes responses

THE INFLUENCE OF LEADERSHIP 86
Table 6

Students’ Survey Responses Indicating Whether School Leaders Influence Participation in
SciFest

Survey item and response categories

PS
n %

All students
n %

School leadership employs strategies to
positively influence school participation in
SciFest
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

3 7.69
13 33.33
9 23.08
3 7.69
0 0.00
11 28.21

190 16.07
524 44.33
266 22.50
80 6.77
22 1.86
100 8.46

Note. PS = pseudonym for the individual school assigned to the researcher.

Table 7

Survey Responses by Parents of Students Compared to Responses by School Administrators,
Teachers, Representatives of Multinational Corporations (MNCs), Politicians, and Policy-
makers Regarding Whether Schools Engage in SciFest While Preparing Students for the
Leaving Certificate Examination

Survey item and
response categories

Parents of
students
n %

School adminis-
trators or teachers
n %

MNC reps,
politicians,
policymakers
n %

School leadership employs strategies to
positively influence school participa-
tion in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

28 27.45
52 50.98
8 7.84
3 2.94
0 0.00
11 10.78

20 25.00
43 53.75
11 13.75
4 5.00
1 1.25
1 1.25

0 0.00
4 66.67
1 16.67
0 0.00
0 0.00
1 16.67

THE INFLUENCE OF LEADERSHIP 87
Table 8

Responses to Item Regarding Strategies That School Leaders Employ to Increase Participation
in SciFest

Strategy

Yes
n %

No
n %

Don’t know/unsure
n %

Student incentives
PS
All schools

Teacher incentives
PS
All schools

Instructional materials
PS
All schools

Instructional coaches
PS
All schools

Held informational meetings
PS
All schools

Promotes SciFest on social media
PS
All schools

Family science nights
PS
All schools

Alignment of curriculum to exit exam
PS
All schools

Recruitment of partners/sponsors
PS
All schools

20 50.00
724 62.90

16 41.03
548 47.40

20 50.00
753 65.08

13 33.33
538 46.58

16 41.03
528 45.64

19 50.00
462 39.79

1 2.70
86 7.45

9 23.68
327 28.61

8 21.05
289 25.17

2 5.00
157 13.46

4 10.26
167 14.45

5 12.50
148 12.79

10 25.64
308 26.67

11 28.21
359 31.03

6 15.79
427 36.78

24 64.86
879 75.17

11 28.95
294 25.72

11 28.95
422 36.76

18 45.00
285 24.44

19 48.72
441 38.15

15 37.50
256 22.13

16 41.03
309 26.75

12 30.77
270 23.34

13 34.21
272 23.43

12 32.43
189 16.38

18 47.37
52 245.67

19 50.00
437 38.07

THE INFLUENCE OF LEADERSHIP 88
Table 8 (continued)

Strategy

Yes
n %

No
n %

Don’t know/unsure
n %

Schoolwide student recognitions
PS
All schools

Schoolwide teacher recognitions
PS
All schools

Real-world applications
PS
All schools

Use of technology to promote
science learning
PS
All schools

14 40.00
704 61.22

13 35.14
499 48.05

18 48.65
544 48.05

22 59.46
849 73.51

4 11.43
157 13.65

3 8.11
254 22.13

4 10.81
233 20.21

3 8.11
137 11.86

17 48.57
289 25.13

21 56.76
395 34.41

15 40.54
366 31.74

12 32.43
169 14.65

Note. PS = P\pseudonym for the individual school assigned to the researcher.

were student incentives, teacher incentives, instructional materials, informational meetings,
promoting SciFest on social media, schoolwide student recognitions, real-world applications, and
use of technology to promote science learning. Among students from all schools, strategies that
scored more than 40% yes response were student incentives, teacher incentives, instructional
materials, instructional coaches, informational meetings, schoolwide student recognitions,
school-wide teacher recognitions, real-world applications, and use of technology to promote
science learning. The highest-scoring strategies of PS students that received a no response were
family science nights, alignment of curriculum to the Leaving Certificate Examination, and

THE INFLUENCE OF LEADERSHIP 89
recruitment of partners/sponsors (Table 8). For students at all schools, the highest-scoring
strategies that received a no response were family science nights, promotes SciFest on social
media and recruitment of partners/sponsors (Table 8).
Table 9 explored perceptions of the leadership’s capacity among teachers, obtaining
information as to how students viewed teachers’ inclination(s) to employ strategies that
positively influence school participation in SciFest. As shown in Table 9, 13.89% of PS students
strongly agreed and 38.90% agreed, while 23.55% of students from all schools strongly agreed,
and 47.9% agreed. Also, 19.44% of students at PS remained neutral, while 15.43% of students at
all schools remained neutral. More than 11% of PS students disagreed or strongly disagreed,
while more than 6% of students at all schools disagreed or strongly disagreed; 16.67% of PS
students answered that they did not know, while 6.41% of students at all schools answered that
they did now know (Table 9).

Table 9

Students’ Survey Responses Indicating How School Leadership Influences Participation in
SciFest

Survey item and response categories

PS students
n %

All students
n %

Teachers at my school employ strategies to
positively influence school participation in
SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

5 13.89
14 38.89
7 19.44
3 8.33
1 2.78
6 16.67

235 23.55
478 47.90
154 15.43
49 4.91
18 1.80
64 6.41

Note. PS = pseudonym for the individual school assigned to the researcher.
THE INFLUENCE OF LEADERSHIP 90
Comparing responses by parents of students, school administrators, teachers, MNC
representatives, policymakers, and politicians to survey Item 5 showed that 73.17% of parents,
94.37% of school administrators and teachers, and 75% of MNC representatives, political
leaders, and policymakers strongly agreed or agreed (Table 10). Neutral responses were given by
11% of parents, 1.4% of educators, and 0% of MNC representatives and political/policy leaders.
Question 9 of the survey asked whether school leadership had a positive on SciFest at school;
45.16% of PS students and 66.1% of students from all school agreed or strongly agreed. Only
3.23% students and 6.94% of students from all schools disagreed or strongly disagreed; 25.81%
of PS students and 10.14% of all students did not know; and 25.81% of PS students and 16.81%
of students from all schools were neutral (Table 11).

Table 10

Survey Responses by Parents of Students Compared to Responses by School Administrators,
Teachers, Multinational Corporation (MNC) Representatives, Politicians, and Policymakers
Indicating Perceptions as to Whether Teachers Employ Strategies to Positively Influence
School Participation in SciFest

Survey item and
response categories

Parents of
students
n %

School adminis-
trators or teachers
n %

MNC reps,
politicians,
policymakers
n %

Teachers employ strategies to
positively influence school
participation in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t know

22 26.83
38 46.34
9 10.98
1 1.22
0 0.00
12 14.63

33 46.48
34 47.89
2 2.82
0 0.00
1 1.41
1 1.41

2 50.00
1 25.00
0 0.00
0 0.00
0 0.00
1 25.00

THE INFLUENCE OF LEADERSHIP 91
Table 11

Students’ Survey Responses Indicating How School Leadership Influences Participation in
SciFest

Survey item and response categories

PS students
n %

All students
n %

School leadership is a positive influence on
SciFest competitions at my school.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

4 12.90
10 32.26
8 25.81
1 3.23
0 0.00
8 25.81

233 20.73
510 45.37
189 16.81
58 5.16
20 1.78
114 10.14

School leadership provides support,
including time, materials, and training for
participation in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

5 16.13
9 29.03
8 25.81
2 6.45
0 0.00
7 22.58

265 23.87
452 40.72
156 14.05
91 8.20
35 3.15
111 10.00

Note. PS = pseudonym for the individual school assigned to the researcher.

The survey item asked participants whether school leadership provides support, including
time, materials, and training, for participation in SciFest. Responses showed that 45.16% of PS
students agreed or strongly agreed, while 66.1% of students of all schools agreed or strongly
agreed; 6.45% of PS students disagreed, while 11.35 disagreed or strongly disagreed; 22.58% of
PS students did not know, while 10% of students from all schools did not know; and 25.81% of
PS students were neutral, while 16.81% of students from all schools were neutral (Table 11).
THE INFLUENCE OF LEADERSHIP 92
Table 12 shows responses by parents of students, school administrators, teachers, MNC
representatives, political leaders, and policymakers to the same survey question. With regard to
school leadership’s influence on SciFest, 70.41% of parents, nearly 82% of teachers and
administrators, and 80% of MNC representatives, political leaders, and policymakers agreed or
strongly agreed; 3.06% of parents, 5.19% of teachers and administrators, and 0% of other
respondents disagreed or strongly disagreed.
The interview data from the students supported the survey data regarding the theme that
leadership at both the teacher and administrative levels plays a major role in the overall success
of SciFest with regard to student motivation and allocation of resources. Student 2 said, “When
we’re in the PE hall, with all our different projects, our principal was going around. And you
knew he was interested in them” (interview, April 19, 2018). This quote articulates the student’s
perception of leadership’s engagement, which in this case was meaningful in reinforcing both the
human resource and symbolic frames (Bolman & Deal, 2017).
When asked what challenges school leaders face in supporting their school’s participation
in SciFest, Student 6 stated, “Some science teachers, they stay after school and give up their time
to let us use the labs for experiments and working together because some of us can’t go to each
other’s houses” (interview, April 19, 2018). This quote depicts how leaders are offering time and
resources to ensure the success of SciFest.
When asked about the principal’s influence on SciFest, Teacher 2 stated,
Our school principal this year has been really supportive, and actually we had a different
principal last year, she was also really supportive of us running SciFest. We do it a little
bit bigger than some schools do; we do a small school class science fair; top three from
each class then go into a whole school science fair, and then from there we enter SciFest

THE INFLUENCE OF LEADERSHIP 93
Table 12

Responses by Parents, School Administrators or Teachers, and Representatives of
Multinational Corporations (MNCs), Politicians, and Policymakers Indicating How School
Leadership Influences Participation in SciFest

Survey item and
response categories

Parents of
students
n %

School adminis-
trators or teachers
n %

MNC reps,
politicians,
policymakers
n %

School leadership is a positive
influence on SciFest competitions at
my school.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t know

19 19.39
50 51.02
10 10.20
2 2.04
1 1.02
16 16.33

22 28.57
41 53.25
8 10.39
4 5.19
0 0.00
2 2.60

0 0.00
4 80.00
0 0.00
0 0.00
0 0.00
1 20.00

School leadership provides support,
including time, materials, and train-
ing for participation in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t know

21 21.43
53 54.08
7 7.14
3 3.06
0 0.00
14 14.29

8 10.67
37 49.33
17 22.67
5 6.67
2 2.67
6 8.00

0 0.00
2 40.00
1 20.00
1 20.00
0 0.00
1 20.00

at college. So the whole school wins SciFest . . . . Our principal has . . . given me time to
organize it, giving us money so we can buy prizes, which encourages students to then
take part again next year . . . . He also was down at the SciFest at school for the entire
duration. (interview, April 19, 2018)
THE INFLUENCE OF LEADERSHIP 94
This quote depicts many elements with regard to the organizational and human resource frames,
as the teacher discussed the time and money allotted and how the school has made this an
annually calendared event (Bolman & Deal, 2017).
Educational policymakers and business leaders agreed that leadership by teachers and
administrators plays a major role in the overall success of SciFest. One policymaker said,
Like any leader in any organization can establish a culture, and it can endorse, support,
create time. I know of one particular school not too far away from here, for example,
where the teacher, or the principal teacher, gave a specific time off to teachers who were
supporting teachers on their projects. (interview, April 18, 2018)
This policymaker articulated the need for leadership to establish culture and offer resources,
which can be categorized as the human resource and organizational frames (Bolman & Deal,
2017).
Another policymaker responded,
I think the school leadership has a huge influence. . . . I think . . . it was the year before,
they (a school) actually had the most entries in SciFest, and the principal there is a former
chemistry teacher. It’s the first thing he tells you when you go in the door, “Look at all
these plaques.” . . . So yeah, I think . . . the leadership has a huge influence, not just with
this, but for any initiative that they want to introduce into the school. If they’re behind the
initiative, then they’re going to support it in many ways to allow it to happen. (interview,
April 17, 2018)
This policymaker clearly illustrates the role of leadership at the principal level and how it can
have a major influence on the success of SciFest. There also seems to be a perception that having
a background in science may increase the likelihood of success.
THE INFLUENCE OF LEADERSHIP 95
The two classroom observations did not yield much data in relation to this research
question. However, the observations recorded at a SciFest competition provided additional
support to the survey and interview data that indicated that leadership at both the teacher and
administrative levels plays a major role in the overall success of SciFest with regard to student
motivation and the allocation of resources. Teachers and school leaders at the competition were
seen to support students in setting up presentations and providing supplies as needed.
Theme 2
Teachers are the driving force in determining the success of SciFest. Throughout the
review, Bolman and Deal’s (2017) four frames for reframing organizations were discussed.
Evidence of Bolman and Deal’s human resource frame was significantly represented throughout
the data. This frame focuses on the power of people. The human resource frame is a leadership
approach that relies on employee support, individual empowerment through distributive
leadership, staff development, and overall responsiveness to employee needs to build overall
capacity and organizational competence. Employee morale is a significant factor in determining
success within this frame, along with overall conflict among staff members. In order to be
successful in SciFest, leadership plays a role at all levels of the organization; at the teacher level,
it was agreed that one must employ a variety of strategies to ensure the success of SciFest.
Several yes/no questions were asked of student survey participants with regard to specific
strategies that teachers may be employing at their school to ensure that SciFest is implemented.
One item asked whether the teacher employed the strategy of inquiry-based learning; 30.88% of
PS students answered yes and 6.12% answered no, while 83.47% of students from all schools
answered yes and 16.53% answered no (Table 13).

THE INFLUENCE OF LEADERSHIP 96
Table 13

Students’ Responses to Item: Check All Strategies That Teachers Employ at My School

Survey item and response categories

Yes
n %

No
n %

Inquiry-based learning
PS
All schools

Before or afterschool clubs
PS
All schools

Science competitions
PS
All schools

Independent study
PS
All schools

Real-world applications
PS
All schools

Use technology to promote science
education
PS
All schools

27 30.88
909 83.47

23 58.97
669 59.36

31 79.49
960 84.36

29 80.56
952 84.70

24 66.67
675 63.03

28 80.00
901 81.03

10 6.12
180 16.53

16 41.03
458 40.64

8 20.51
178 15.64

7 19.44
172 15.30

12 33.33
396 36.97

7 20.00
211 18.97

Note. PS = pseudonym for the individual school assigned to the researcher.

The next item addressed clubs that met before or after school. The research team
anticipated that some teachers might have clubs that would allow time for students to work on
projects before or after school so the teacher could offer extra support. Responses showed that
58.97% of PS students answered yes and 41.03% answered no, while 59.36% of students from
all schools answered yes and 40.64% answered no (Table 13). This provided significant evidence
THE INFLUENCE OF LEADERSHIP 97
that teachers are working beyond their regular workday to offer SciFest participants extra time to
complete projects.
The next item addressed science competitions; 79.49% of PS students answered yes and
20.51% answered no, while 84.35% of students from all schools answered yes and 15.64%
answered no (Table 13). These data indicate that teachers are increasing opportunities for
competition among students.
The next item addressed independent study, based on the presumption that many students
must conduct research and improve projects to be competitive; 80.56% of PS students answered
yes and 19.44% answered no, while 84.7% of students from all schools answered yes and 15.3%
answered no (Table 13). These data suggest that independent study is a significant strategy that
teachers employ.
Many of the projects that were observed illustrated current problems and demonstrated
real-world applications for solving those problems. In response to this item, 66.67% of PS
students answered yes and 33.33% answered no, while 63.03% of students from all schools
answered yes and 36.97% answered no (Table 13).
The last item in Table 13 addressed the use of technology to promote science education;
80% of PS students answered yes and 20% answered no, while 81.03% of students from all
schools answered yes and 18.97% answered no (Table 13). These data indicate that teachers are
using technology to promote science education.
Table 14 shows how teachers and administrators responded to the same survey items. The
data indicate the theme that teachers are the driving force in determining the success of SciFest.
With regard to the strategies that teachers employ at school, 98.72% of teachers and
administrators answered yes to inquiry-based learning, while only 1 participant answered no;
THE INFLUENCE OF LEADERSHIP 98
54.55% answered yes to before or afterschool clubs, while less than half answered no; 96.1%
answered yes to science competitions at their schools, while 3.95% answered no; 96.05%
answered yes to using the strategy of independent study, while 3.95% answered no; 82.43%
answered yes to real-world applications, while 17.57% answered no; and 94.74% answered yes
to the use of technology to promote science education, while 5.26% answered no (Table 14).

Table 14

Teachers’ Responses to Item: Check All Strategies That Teachers Employ at School

Survey item and response categories

Yes
n %

No
n %
Inquiry-based learning
Before or afterschool clubs
Science competitions
Independent study
Real-world applications
Use technology to promote science education

77 98.72
42 54.55
74 96.10
73 96.05
61 82.43
72 94.74

1 1.28
35 45.45
3 3.90
3 3.95
13 17.57
4 5.26

Based on the human resource frame of Bolman and Deal (2017), one must consider
emphasis on the human side of the organization and the importance of the interpersonal and
intrapersonal dynamics that give teacher leaders a sense of fulfillment. The human resource
frame focuses on what schools and people do to and for one another. Most of the SciFest projects
that were observed had real-world context, using real-world processes, tools, and quality
standards that could make a significant impact. They connected to students’ concerns, interests,
THE INFLUENCE OF LEADERSHIP 99
and identities (Slough & Milam, 2013). Teachers played a major role in guiding projects to
ensure that students were making choices about the products that they created, how they worked,
and how they used their time (Slough & Milam, 2013). Through interviews and observations, it
was evident that this process was designed, guided, and supported by the teachers.
Interview comments by PS students and students from all schools in the study supported
that teachers were the pillar for successful SciFest competition. One strategy that was evident
was the enthusiasm that teachers displayed about the SciFest competition, along with the interest
that they displayed in individual student’s projects. Student 2 stated,
My science teacher, he’s really enthusiastic about SciFest, and that’s what got me really
interested in it. And when we first started making the project, he was really interested in
it, so I think that that made me more interested in it, and it kind of made me tell myself if
a teacher really liked it, then there’s a good chance that a lot of other people will like it.
(interview, April 19, 2018)
This quote indicates that teachers can influence students’ perceptions by actively engaging
students with positive language that motivates them and improves their self-esteem.
Another student provided evidence that teachers are going beyond their contractual work
duties to support students. Student 4 stated,
Our science teacher, she was really helpful. She was like, “Yeah, you can use my
classroom after school.” So that was real helpful because, with my group, I wasn’t with
my friends, so I couldn’t go to their houses. But she was saying, “Here’s my room.”
(interview, April 19, 2018)
Teachers at PS were allowing students to use their classrooms beyond the instructional day so
they could work independently to complete their projects.
THE INFLUENCE OF LEADERSHIP 100
Administrators and teachers at PS provided evidence through interviews that reinforced
the role of the teacher in contributing to the success of SciFest. The principal at PS spoke about
the commitment of teachers: “Those teachers put in hours and hours and hours before school,
after school in order to help these kids reach their potential” (interview, April 19, 2018). The
principal clarified that this is a “delegated duty” that he does not take on himself, showing that he
relies entirely on his teachers to facilitate SciFest. Teacher 2 from PS discussed the skill sets
required for a teacher in the classroom: “The collaboration aspect of SciFest . . . link it back to
curriculum, the teacher in particular facilitates this by allowing class time and encouraging step-
by-step methods to get the experiment done” (interview, April 19, 2018). This statement
illustrates the needed skill set of a teacher as a leader in the classroom to ensure the successful
completion of students’ projects through a classwide work plan. Teacher 2 added, “SciFest is run
primarily by teachers in the classroom” (interview, April 19, 2018). This quote speaks to the
level of perceived ownership and responsibility that teachers perceive with regard to SciFest, a
key indicator of culture around the competition. Teacher 2 from PS also stated,
I suppose everyone has a curiosity, and I suppose it’s a teacher’s job, really, to sort of
foster that and facilitate that and encourage that level of curiosity so that it can be linked
to something that would not only benefit them in life, but also in an exam that they would
inevitably have to do . . . and when they’re (students) choosing the topics, in conjunction
with their teacher helping them, they can become interested and hopefully continue on
from there. (interview, April 19, 2018)
This quote speaks to the role of guidance that teachers acquire as they progress through SciFest
in their classroom, implementing strategies that connect the content and engage students.
THE INFLUENCE OF LEADERSHIP 101
When referring to participation in science competitions in general, one policymaker
stated, “It could even be a local, school-based competition…any of these are going to help in
students’ engagement, I feel. But ultimately, who drives that will be the ethos of the school, the
ethos of the teacher” (interview, April 17, 2018). This quote speaks to culture and the driving
forces of motivation, specifically identifying the teacher as having a key role in influencing
students’ participation.
During observations at PS near Dublin and the SciFest competition that the research team
attended in Cork, Ireland, it was evident that teachers played a critical role in supporting and
guiding students throughout the competition. At PS specifically, two teachers were the main
drivers of SciFest, ensuring that their students were completing their projects in a timely manner,
providing resources, and guiding them with actionable feedback. In one teacher’s classroom at
PS, the teacher had students organized in groups to promote communication and collaboration.
During the second observation at PS, the teacher had students conduct a physics experiment to
demonstrate an equation that they were reviewing. Although the two teachers were not covering
SciFest specifically, they were employing strategies conducive to being successful in SciFest.
Summary, Research Question 2
School leaders at all levels, including administrators and teachers, played a major role in
the overall success of SciFest. This was evident through the lens of Bolman and Deal (2017), as
stakeholder provided evidence that supported the structural, human resource and symbolic
frames. Leadership that is visible, actively engaged, and supportive was a key ingredient in
making SciFest work at PS. Allocation of time and resources was critical, but also influenced the
overall culture among teachers and students. Both groups expressed the importance and
THE INFLUENCE OF LEADERSHIP 102
appreciation of their teachers and administrators who gave them time, space, and supplies to
make SciFest work.
With regard to the human resource frame, teachers played a major role, as they had to
demonstrate a level of knowledge and passion to go above and beyond to support students,
guiding their projects and being present throughout the process. Students expressed the
importance of teachers who helped them to mold their projects, making them more competitive
and rigorous. Moreover, this was evident at the SciFest competitions as students reported the
amount of time that they had put into their projects with the help of their teachers.
Findings for Research Question 3
Research Question 3 asked, How does participation in SciFest influence female students’
interest in enrolling into senior-level and third-level STEM courses? The purpose of this
research question was to yield information about how participation in SciFest might influence
female students’ choices with regard to pathways in STEM. The survey and interview data
related to this question indicated that female students may have received guidance from parents
or school personnel to participate in SciFest but the data did not indicate clearly that such support
was causal to female students selecting coursework in STEM-related subject areas. This theme
emerged from much of the survey data and interviews.
Theme
Female SciFest participants are motivated to participate in SciFest through parental
guidance, school support, and possibly female role models.
The reviewed literature about the influence of SciFest on female participants’ selection of
STEM-related fields of study was aligned with the theme for Research Question 3: Female
participants tend to seek coursework in STEM-related areas. Acker (1987) explored three
THE INFLUENCE OF LEADERSHIP 103
frameworks of feminism and education, which she named liberal, socialist, and radical theories.
Acker argued that the purpose of liberal feminists in education is to eliminate barriers that
prevent girls from reaching their full potential; however, radical and socialist feminists claim that
this framework does not go far enough, paying insufficient attention to labor norms and the
effects of patriarchy in society. The second framework discussed in Chapter 2 articulates how
socialist feminists in education are strongly influenced by neo-Marxist trends in the sociology of
education. This theory looks critically at the idea of skills that are determined by sex and
occupational placement. The third framework articulates that radical feminists in education
desire everything from the first two frameworks but this theory goes a step farther in aiming for
abolition of gender as an oppressive cultural reality (Acker, 1987).
Surveys from PS indicated that more students did not agree than agreed that female
students who participate in SciFest tend not to select mathematics-based or technology-based
projects (Table 15). However, it should be noted that 20.69% of PS students and 26.02% of all
students responded that they did not know (Table 15).
On the same two survey questions, the trend continued, indicating that the majority of
participants disagreed or strongly disagreed, while fewer agreed or strongly agreed with the
statement; 26.53% of parents of students disagreed or strongly disagreed and 11.22% agreed or
strongly agreed. However, 49.% did not know. Also, 22.38% of school administrators and
teachers disagreed or strongly disagreed, while 18.91% agreed or strongly agreed; 29.73% of this
group did not know. The majority of MNCs, policymakers and politicians disagreed (Table 16).
The second question asked whether school leadership actively encourages and recruits
female students to participate in SciFest. Table 17 disaggregates survey data by gender and
making a comparison between students at PS and students at all participating schools. The
THE INFLUENCE OF LEADERSHIP 104

Table 15

Students’ Responses Indicating That Female Students Were Supported in Participating in
SciFest

Survey item and response categories

PS students
n %

All students
n %

Female students who participate in SciFest
tend not to select maths-based or techno-
logy-based projects.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

1 3.45
4 13.79
4 13.79
8 27.59
6 20.69
6 20.69

63 5.73
135 12.28
187 17.02
221 20.11
207 18.84
286 26.02

My school actively encourages and recruits
female students to participate in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

8 20.69
8 27.59
5 17.24
2 6.90
1 3.45
7 24.14

370 33.70
322 29.33
156 14.21
37 3.37
35 3.19
178 16.21

Note. PS = pseudonym for the individual school assigned to the researcher.

THE INFLUENCE OF LEADERSHIP 105

Table 16

Responses by Parents of Students, School Administrators or Teachers, and Representatives of
Multinational Corporations (MNCs), Politicians, and Policymakers Indicating That Female
Students Were Supported in Participating in SciFest

Survey item and
response categories

Parents of
students
n %

School adminis-
trators or teachers
n %

MNC reps,
politicians,
policymakers
n %

Female students who participate in
SciFest tend not to select maths-
based or technology-based projects.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

2 2.04
9 9.18
12 12.24
18 18.37
8 8.16
49 50.00

3 4.05
11 14.86
21 28.38
12 16.22
5 6.76
22 29.73

0 0.00
0 0.00
1 25.00
3 75.00
0 0.00
0 0.00

School leadership actively encourages
and recruits female students to partici-
pate in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

15 15.46
37 38.14
9 9.28
5 5.15
1 1.03
30 30.93

22 29.73
12 16.22
24 32.43
6 8.11
1 1.35
9 12.16

1 20.00
2 40.00
1 20.00
0 0.00
0 0.00
1 20.00

THE INFLUENCE OF LEADERSHIP 106
Table 17

Students’ Responses Indicating That Female Students Were Supported in Participating in
SciFest

Survey item and response categories

PS students
Males Females

All students
Males Females

Female students are encouraged by their
parents to participate in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

1
0
2
1
2
4

1
9
2
2
0
2

26
52
76
10
9
198

146
197
164
58
15
143

My school actively encourages and recruits
female students to participate in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

2
3
2
1
0
2

2
5
3
1
1
4

66
99
64
10
19
115

304
224
91
28
15
59

My school actively employs strategies to
increase female participation in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

2
1
2
1
0
3

1
4
4
2
0
5

38
64
84
23
18
145

144
218
146
81
15
113

Note. PS = pseudonym for the individual school assigned to the researcher.

differences in responses indicate a gender gap in perceptions of how female students are
encouraged by their parents to participate in SciFest. At PS only 1 male strongly agreed that
female students were encouraged by their parents, whereas 10 female students agreed or strongly
agreed. At all schools, 78 male students and 343 female students agreed or strongly agreed. The
THE INFLUENCE OF LEADERSHIP 107
second question asked whether schools actively encourage and recruit female students to
participate in SciFest. At PS, 5 males and 7 females agreed or strongly agreed, while 165 males
and 528 females agreed or strongly agreed.
The third question asked students whether their schools actively employed strategies to
increase female participation in SciFest. At PS, 3 males agreed and 5 females agreed or strongly
agreed; among students from all schools, 102 males and 3625 females agreed or strongly agreed.
It is important to note that there were many more female survey respondents, but the trend was
that a greater proportion of females than males agreed or strongly agreed with the statements.
Table 18 displays responses to the same questions by parents and administrators and
teachers of all students surveyed and at SciFest. Parents are disaggregated by the gender of their
child. For the first question, one will note that among parents of male children who are
participating in SciFest, 14 agreed or strongly agreed that female students are encouraged by
parents to participate in SciFest; however, among parents of female students, the number was 36
who agreed or strongly agreed. Among administrators and teachers, 34 agreed or strong agreed
with this statement. One must note that many across the board answered that they did not know.
For the second questions, 18 parents of male students agreed or strongly agreed with the
statement that their child’s school actively encourages and recruits female students to participate
in SciFest, however, 34 female students agreed or strongly agreed with the statement as did 34
teachers and administrators. One should note that on this statement, 24 teachers and
administrators answered neutral and 9 did not know. The final survey question in Table 18 that
addressed perceptions of how the school may actively employ strategies to increase female
participation in SciFest yielded 14 parents of male students who agreed or strongly agreed and
22 of female students who agreed or strongly agreed. 36 teachers and administrators agreed or
THE INFLUENCE OF LEADERSHIP 108
strongly agreed. In all three of these questions, it was evident that parents of male students were
more likely to answer I don’t know (Table 18). Among administrators and teacher, the highest
responses were in the neutral zone.

Table 18

Parents’ and Administrators/Teachers’ Responses Indicating That Participation in SciFest
Influences Female Students’ Interest in Enrolling in Senior-Level and Third-Level Courses in
Science, Technology, Engineering, and Mathematics (STEM)

Survey item and response categories

Parents of
Males Females

Administrators/
Teachers

Female students are encouraged by their
parents to participate in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

4
10
5
1
0
25

9
27
4
1
0
9

13
21
21
0
0
9

22
12
24
6
1
9

11
25
28
1
0
9
The school actively encourages and recruits
female students to participate in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

7
11
4
3
0
19

8
26
5
2
1
10
The school actively employs strategies to
increase female participation in SciFest.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

4
10
3
1
0
24

6
17
6
7
0
16

THE INFLUENCE OF LEADERSHIP 109
Interview comments by students, teachers, administrators, representatives of MNCs,
policymakers, and political leaders provided evidence that female participants understand the
value of support and motivation when participating in SciFest and STEM-related fields. When
asked, “How has SciFest affects female students’ interest in continuing their study in STEM
fields in the senior level and/or third level if at all?” Female Student 4 responded,
I definitely think it has positive impact, because I know especially the projects I’ve done
the last 2 years, I definitely have more interest in all different parts of science because of
SciFest. . . . I think a lot more girls in the class have wanted to go further again this year
because they enjoyed it last year, so they want to try different areas of science, so if they
tried one, they tried a completely different one. It definitely makes you want to go further
than your education, to leaving certificate and to third level. (interview, April 19, 2018)
This quote speaks directly to how SciFest has influenced female students, as this female student
clearly has increased her overall interest in science.
Female Student 9 mentioned that females are included in SciFest: “It kind of like sparked
our interest in science . . . when we were at SciFest. . . . It shows that even females have a part in
it, it’s just not . . . males only” (interview, April 19, 2018). This student referred to a former
NASA astronaut who was a guest speaker at a SciFest competition. She related how this changed
her perspective on the potential of females in science fields.
Although most teachers said that participation in SciFest increased interest and
participation in STEM-related fields and courses, there was some evidence that the interest was
imbalanced in certain areas, such as biology and physics. At PS, Teacher 1 stated,
They [girls] tend to do very good pieces of work. Interest has always been high for
biology. I think for chemistry and physics not so much. I think that’s always the
THE INFLUENCE OF LEADERSHIP 110
challenge that we face, and I think that’s something to focus on. (interview, April 19,
2018)
Teacher 1 claimed that the female participants’ projects were usually of a higher quality;
however, he noted that there seemed to be less interest in chemistry and physics among female
students. At first, Teacher 2 at PS felt participation did not make a “massive difference,” but as
the question was explored, she stated,
I know one [female], SciFest has made a big difference to her regarding a science career.
She won last year, and she was in transition year at the time with a physics project. And
all along through the year, she was going to do biology for senior cycle, and then she
chose physics instead. (interview, April 19, 2018)
This statement conflicted somewhat with Teacher 1’s statement; however, this occurred only
rarely. Overall, female students were clearly absent from physics and chemistry classes at PS.
Never the less, Teacher 2’s statement alludes to the possibility that participating in SciFest can
change the perceptions held by a student, whether female or male.
When asked about the influence of SciFest participation on female students’ interest in
STEM-related coursework and careers, one MNC leader noted that SciFest has exposed female
students to various fields in science and technology. He related a conversation with a female
student, hearing how her interest in a career was transformed because of participation in SciFest:
Now she’s being introduced to this whole new engineering future. She would have never
done it only by learning about biomedical engineering, which was a bit of a traditional
pathway. It is quite inspiring to hear a student’s perception, and how what she wanted to
do changed. . . . [SciFest] has definitely shaped their future. (interview, April 19, 2018)
THE INFLUENCE OF LEADERSHIP 111
This MNC leader was referring to a female SciFest participant with whom he had spoken on the
day of the Cork SciFest competition. This quote shows how opportunity can change perception.
A policymaker stated,
I think though if you have . . . a female student in a post-primary school, I’d say if you
have participated in SciFest or any of the science competitions, there’s more of a chance
of you following a career in that particular area, applying to a college for a science-
related field. (interview, April 19, 2018)
This quote speaks to the connection between SciFest and a possible course of study. However,
one could argue as to whether interest in science is a prerequisite to choosing to participate.
Summary, Research Question 3
The evidence gathered for Research Question 3 clearly supports the idea that SciFest has
an influence on female students and their perceptions of science-related fields. However, there
was clear variance regarding the depth of this influence. While many of stakeholders agreed that
participation in SciFest changed female students’ interest and possibly their career path, it was
difficult to identify the true origin of this logic. Did SciFest cause female students to become
more interested in STEM-related fields or coursework, or were they already on that path?
Although one female student talked about her change in perception, it was not clear whether she
would change her path entirely. One teacher noted that one female student had changed majors
completely because of SciFest; however, the data did not show this as a consistent trend.
Overall, it was clear that participation in SciFest was beneficial to female students. This
was true in observation of the SciFest competition in Cork, where well more than half of the
participants were females. SciFest, in itself, supports many elements of Acker’s (1987) theories
on feminism. SciFest is eliminating barriers, which is in line with liberal feminist theory. It is
THE INFLUENCE OF LEADERSHIP 112
attempting to transform labor norms by exposing female participants to female role models in
science. This was evident as one student related that she heard a female astronaut talk about her
career and patriarchy in society.
Findings for Research Question 4
Research Question 4 asked, What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors, and MNCs have regarding the value of student
participation in SciFest? This research question was designed to yield data that showed various
stakeholders’ perceptions of the overall value of SciFest and quite possibly its influence on
students and the acquisition of 21st-century skills in general. It could be reasonable assumed that
placing a high value on educational competitions that are STEM driven might prepare students to
enter the work force. As articulated in Chapter 2, one 21st-century skill proposed by Wagner
(2014) involves the intrinsic nature of curiosity and imagination. Ideally, SciFest fosters such
skills, and such attributes allow people to possess a drive and motivation to be involved in
critical thinking while applying imagination and creativity to solve problems or answer essential
questions. These are needed attributes that help participants to be successful, better defining the
competitive edge in an increasingly globalized knowledge-based economy (Spring, 2014;
Thurow, 2000; Wagner, 2014).
Theme
Teachers, principals, parents, students, political leaders, policymakers, and
representatives of MNCs see great value in students participating in SciFest.
Around the world, STEM education has shifted the classroom from traditional lecture-
style teaching to a student-centered approach that employs PBL rooted in inquiry (Breiner et al.,
2012). As the world progresses, MNCs, policymakers, political leaders, and school leaders have
THE INFLUENCE OF LEADERSHIP 113
been convinced that a STEM curriculum should mirror the work of real-world scientists and
engineers, while others contend that it should improve students’ use of technology and overall
understanding of how things work (Breiner et al., 2012; Bybee, 2010). It was evident that across
all stakeholder groups who were interviewed, surveyed and observed that all found great value in
SciFest and what it is doing for Irish education and the future of Ireland’s economy. Evidence
indicated that perceptions of SciFest were strongly positive, and many agreed that participation
in the program was supporting students in attaining 21st-century skills.
The survey data showed that a variety of stakeholders saw value in students participating
in SciFest. Half of the students at PS and 68.44% of students at all participating schools agreed
or strongly agreed that SciFest provides opportunities for students to develop 21st-century skills
(Table 19). Also, 32.14% of PS students and 54.86% of all students agreed or strongly agreed
that participants in SciFest demonstrated skills needed to obtain careers in STEM-related fields.
Third, 25% of PS students and 55.4% of all students agreed or strongly agreed that SciFest
participation enhances STEM educational development in students. Fewer PS students than all
students who agreed or strongly agreed with all three of these items (Table 19).
Survey data from parents, educators, administrators, teachers, policymakers, and political
leaders indicated overall value of students participating in SciFest. Among parents of students,
78% agreed or strongly agreed that SciFest provides opportunities for students to develop 21st-
century skills (Table 20). Among school administrators and teachers, 98.67% agreed or strongly
agreed, and all representatives of MNCs, politicians, and policymakers agreed or strongly
agreed. For the second statement, “Participants in SciFest demonstrate skills needed to obtain
careers in STEM fields,” 41.66% of parents, 96% of educators, and all representatives of MNCs,
politicians, and policymakers agreed or strongly agreed (Table 20). For the third statement,
THE INFLUENCE OF LEADERSHIP 114

Table 19

Students’ Survey Responses Indicating That Teachers, Principals, Parents, Students, Civic
Leaders, College-University Professors, and Representatives of Multinational Corporations
(MNCs) See Great Value in Students Participating in SciFest

Survey item and response categories

PS students
n %

All students
n %

SciFest provides opportunities for students
to develop 21st-century skills
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

3 10.71
11 39.29
5 17.86
2 7.14
1 3.57
6 21.43

248 22.75
498 45.69
149 13.67
57 5.23
16 1.47
122 11.19

Participants in SciFest demonstrate skills needed
to obtain careers in STEM fields
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

2 7.14
7 25.00
8 28.57
3 10.71
1 3.57
7 25.00

180 16.65
413 38.21
215 19.89
54 5.00
21 1.94
198 18.32

SciFest participation enhances STEM
educational development in students
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

3 10.71
4 14.29
7 25.00
2 7.14
1 3.57
11 39.29

162 14.96
438 40.44
222 20.50
49 4.52
17 1.57
195 18.01

Note. PS = pseudonym for the individual school assigned to the researcher.

THE INFLUENCE OF LEADERSHIP 115
Table 20

Responses by Teachers, Principals, Parents of Students, Civic Leaders, College-University
Professors, and Representatives of Multinational Corporations (MNCs) Indicating Great
Value in Students Participating in SciFest

Survey item and
response categories

Parents of
students
n %

School adminis-
trators or teachers
n %

MNC reps,
politicians,
policymakers
n %

SciFest provides opportunities for
students to develop 21st-century
skills.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

11 22.00
28 56.00
3 6.00
1 2.00
0 0.00
7 14.00

35 46.67
39 52.00
0 0.00
1 1.33
0 0.00
0 0.00

3 60.00
2 40.00
0 0.00
0 0.00
0 0.00
0 0.00

Participants in SciFest demonstrate
skills needed to obtain careers in
STEM fields.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t know

4 8.00
33 66.00
6 12.00
1 2.00
0 0.00
6 12.00

34 45.33
38 50.67
1 1.33
1 1.33
0 0.00
1 1.33

3 60.00
2 40.00
0 0.00
0 0.00
0 0.00
0 0.00

SciFest participation enhances STEM
educational development in students.
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

7 14.29
30 61.22
6 12.24
0 0.00
0 0.00
6 12.24

34 45.33
36 48.00
2 2.67
0 0.00
1 1.33
2 2.67

3 60.00
2 40.00
0 0.00
0 0.00
0 0.00
0 0.00

“SciFest participation enhances STEM educational development in students,” 75.51% of
parents, 93.33% of educators, and all representatives of MNCs, politicians, and policymakers
THE INFLUENCE OF LEADERSHIP 116
agreed or strongly agreed. (Table 20). All three groups agreed or strongly agreed with all three
statements.
Survey data supported the theme that students at both PS and all schools held great value
in participation in SciFest. Among PS students 21.43% agreed or strongly agreed that SciFest
provided opportunities to develop skills needed in a global economy. Although this was
significant, it was a lower percentage than that of students at all schools, where 52% agreed or
strongly agreed (Table 21). For the next item, “Students benefit from participation in SciFest,”
35.72% of students at PS and 68.7% of all students agreed or strongly agreed (Table 21).

Table 21

Students’ Responses Indicating Great Value in Students Participating in SciFest

Survey item and response categories

PS students
n %

All students
n %

SciFest provides opportunities to develop
skills needed in a global economy
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

2 7.14
4 14.29
8 28.57
3 10.71
1 3.57
10 35.71

165 15.29
395 36.61
245 22.71
80 7.41
28 2.59
166 15.38

Students benefit from participation in SciFest
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

4 14.29
6 21.43
9 32.14
1 3.57
1 3.57
7 25.00

309 28.53
435 40.17
163 15.05
39 3.60
24 2.22
113 10.43

Note. PS = pseudonym for the individual school assigned to the researcher.

THE INFLUENCE OF LEADERSHIP 117
Among parents, school administrators, teachers, representatives of MNCs, politicians,
and policymakers, there was strong agreement with these survey items; 71.42% of parents,
92% of educators, and 80% of representatives of MNCs, politicians, and policymakers agreed or

strongly agreed that SciFest provides opportunities to develop skills needed in a global economy
(Table 22). Also, 82% of parents, 92% of educators, and all representatives of MNCs, politicians,
and policymakers agreed or strong agreed that students benefit from participation in SciFest.

Table 22

Responses by Teachers, Principals, Parents of Students, Civic Leaders, College-University
Professors, and Representatives of Multinational Corporations Indicating Great Value in
Students Participating in SciFest

Survey item and
response categories

Parents of
students
n %

School adminis-
trators or teachers
n %

MNC reps,
politicians,
policymakers
n %

SciFest provides opportunities to
develop skills needed in a global
economy
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

6 12.24
29 59.18
4 81.60
1 2.04
0 0.00
9 18.37

32 42.67
37 49.33
4 5.33
1 1.33
0 0.00
1 1.33

3 60.00
1 20.00
0 0.00
0 0.00
0 0.00
1 20.00

Students benefit from participation in
SciFest
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I Don’t Know

15 30.00
26 52.00
3 6.00
0 0.00
0 0.00
6 12.00

52 70.27
22 29.73
0 0.00
0 0.00
0 0.00
0 0.00

4 80.00
1 20.00
0 0.00
0 0.00
0 0.00
0 0.00

THE INFLUENCE OF LEADERSHIP 118
The interview data from students, teachers, representatives of MNCs, politicians, and
policymakers supported the survey data regarding the theme that teachers, principals, parents,
students, civic leaders, college-university professors, and representatives of MNCs see great
value in students participating in SciFest. When asked how student participation in SciFest
benefits students, Student 2 responded, “SciFest improves my confidence . . . and after getting
this far [in the SciFest competition], I’ve been more interested in science, and I’ve been
understanding the subject a lot more” (interview, April 19, 2018). This quote articulates how
students place value in SciFest and more important, the socioemotional connection with regard to
self-confidence. When asked whether SciFest influenced a career choice, Student 4 said,
I think with planning out career choices, when you try a certain STEM or science and you
develop it and you enjoy it, you start thinking about how you could get a career in that
science field, or how could you go further with it. I know from my (SciFest) project I was
trying a different field of science . . . . Many kind of look to see if this could be a career,
and explore different kinds of careers. (interview, April 19, 2018)
This quote speaks to the connection that students are making about the positive effects of being
exposed to the many components of SciFest and the process and its overall influence in shaping
perceptions on career choices. When asked, “Why do you participate in SciFest?” Student 6
responded,
My sister, she had no interest in science. And after SciFest, she wanted to do four
courses. She’s doing biology and chemistry . . . in first year. SciFest can change your
mind from not being interested in science at all, not caring about it, to doing science in
college and studying science and wanting to be a scientist. (interview, April 19, 2018)
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This quote shows how students can be transformed as SciFest significantly influences their
choices of a course of study in college.
Teachers and administrators saw great value in SciFest, as was evident in the interviews.
When PS Administrator 2 was asked “How does SciFest influence a student’s choice of
coursework, college and career choices?” He responded,
I can allow them to work in an area of interest that they never would have worked in
before. And because it’s completely student driven and student orientated and student led,
it really allows them to get to what they’re really interested in, the core of what they want
to find out or what their interests might be. So therefore, it can often have an impact on
them then going on to study that subject at senior cycle in terms of their leaving
certificate exams, and then subsequently study it at third level and move it on and
particularly into their career and their jobs. (interview, April 19, 2018)
In this quote the administrator addressed the influence of SciFest on students’ interest in
choosing a course of study.
When asked, “What is the role of SciFest in the development of 21st-century skills?”
Teacher 2 at PS stated,
Collaboration is massive in it. Not only are they [students] communicating with each
other, but they’re communicating with me, telling me what their idea is, explaining it to
me if I don’t get it, researching it and coming back and showing me the research again.
So I think there is massive collaboration there. (interview, April 19, 2018)
In this quote, Teacher 1 speaks to 21st-century learning and the value of SciFest in attaining such
skills.
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Summary, Research Question 4
When exploring, 21st-century skills, Wagner (2014) expanded on the intrinsic nature of
curiosity and imagination. At its core, SciFest fosters such skills, allowing students to think
critically and be creative as they are charged with solving problems that answer essential
questions. Through the interviews, surveys, and observations, it was evident that all participants
in this study attributed significant value to SciFest. It was also clear that SciFest was exerting a
positive influence on Irish education and the future of Ireland’s economy by supporting students
in attaining much-needed 21st-century skills. MNC representatives were particularly enthusiastic
about the positive role of SciFest in helping Irish students to be competitive in today’s globalized
work force.
Chapter Summary
The data reported in this chapter was a combination of reiterations of the citations from
the literature reviewed in Chapter 2, data collected from stakeholders via surveys, recordings of
interview data, and observations of classrooms and a SciFest competition in April 2018. Data
collected by the group of researchers and at this researcher’s specific school, PS, were analyzed
to address the four research questions:
1. How do schools engage in SciFest while preparing for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
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4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
The data were analyzed and aligned to the four research questions and the four
frameworks that guided the research. The first element of this framework examined the influence
of globalization in education through the lens of work by Friedman (2007) and Spring (2014).
The second element examined the findings through the lens of work by Bolman and Deal (2017),
examining the four leadership frames: structural, human resources, political, and symbolic. The
third element, bifurcated, examined feminist theory in education along with 21st-century skills
(Acker, 1987; Wagner, 2014). Wagner (2014) explored 21st-century learning and the need for
developing workers who can collaborate, be creative, think critically, and solve problems
(Wagner, 2014), while Acker (1987) examined feminist theories in education and the varied
lenses for understanding the role of gender in educational environments (Acker, 1987).
Data related to Research Question 1 revealed one main theme: Although there may be a
connection between the Leaving Certificate Examination and how schools engage in SciFest, it is
evident that there is a need for a more deliberate strategy in how one should influence the other.
The reviewed literature and collected data indicated that many stakeholders were acutely aware
of the shift that has taken place globally and deeply understand the value of 21st-century skills.
However, as the work force evolves and skill sets transform to meet the needs of innovation in
order to stay competitive on a global scale, there are still burdens such as the Leaving Certificate
Examination. Some contend that this high-stakes assessment is limiting or impeding acquisition
of skills, while others view the examination as a mainstay that is simply a requirement that one
must meet to achieve access to higher education.
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Data related to Research Question 2 produced two themes: (a) Leadership capacity and
perception at all levels in the organization play a critical role in the overall success of SciFest,
and (b) teachers are the driving force in determining the success of SciFest. First, leadership
plays a critical role in implementation not only of effective STEM programs but also of effective
programs in general. The Bolman and Deal (2017) framework offers a roadmap to reframing
organizations; as schools take on SciFest implementation, effectiveness can be measured
objectively through this multifaceted framework. Applying these frameworks to the data, the role
of leadership in the success of SciFest was evident. Moreover, leadership qualities in the lower
tier of leadership were just as evident through values in organizations that displayed clear
characteristics of the human resource, symbolic, political, and structural frames (Bolman & Deal,
2017).
Analysis of data related to Research Question 3 identified one significant theme: Female
SciFest participants are motivated to participate in SciFest through parental guidance, school
support, and possibly female role models. It was clear that SciFest influenced female students
and their perceptions of STEM-related courses and careers. However, there was variance in the
extent of this influence and the possible causes. Overall, data supported that SciFest was
beneficial to female students; at the SciFest competition in Cork, well more than half of the
participants were females.
Data related to Research Question 4 produced one major theme: Teachers, principals,
parents, students, political leaders, policymakers, and MNC representatives saw great value in
students participating in SciFest. Overall, stakeholders agreed that SciFest was positively
influencing Irish education and the economy. Perceptions across all stakeholder groups revealed
significant understanding of the connection between students’ participation in SciFest and their
THE INFLUENCE OF LEADERSHIP 123
attainment of 21st-century skills. MNC representatives particularly expressed the need for STEM
competitions and contended that such projects were truly preparing students for the work force.
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Chapter 5: Conclusions and Recommendations
Chapter 5 presents conclusions based on the findings and recommendations for future
research. This chapter addresses the following: the purpose of the study, research questions,
methodology, a summary of the findings, implications of the study, recommendations for
practice, and areas for future research.
Chapter 1 articulated the purpose of the research and the questions used to support
inquiry, the statement of the problem, limitations, and definitions of key terms. Chapter 2
provided a review of literature that correlated with the theoretical framework that was chosen to
drive the study. The literature review provided a background of Ireland’s historical, economic,
and educational history and delineated how that related to Friedman’s (2007) and Spring’s
(2014) depiction of globalization. Bolman and Deal’s (2017) leadership frames were explored,
along with Acker’s (1987) views on feminism and Wagner’s (2014) illustration of 21st-century
skills. Chapter 3 described the methodology used in this study, including the research design, the
population, sampling procedures, instruments of data collection, and tools for analysis. Chapter 4
reported the data to address the four research questions and provided analysis of the five themes
that emerged.
Purpose of the Study
The purpose of this study was to understand the influence of globalization and
educational policy on development of 21st-century skills through implementation of STEM
education, instructional practices, and student participation in the Irish science competition
SciFest, which is held annually in Ireland. This study examined how globalization has influenced
education through a variety of lenses. As this researcher explored the impact of globalization, the
framework illustrated a sequence to a narrower focus on school leadership and its role in
THE INFLUENCE OF LEADERSHIP 125
successful participation in SciFest while preparing Irish students for the Leaving Certificate
Examination. The study also investigated how SciFest influenced female interest in STEM
courses and careers, as well as stakeholder perceptions of SciFest’s value in preparing students to
compete in the 21st-century work force.
Research Questions
The study was driven by four research questions:
1. How do schools engage in SciFest while preparing for the Leaving Certificate
Examination?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into
senior-level and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders,
college/university professors, and MNCs have regarding the value of student participation in
SciFest?
Review of Methodology
This case study used a mixed-methods approach, incorporating both qualitative data
through interviews and observations and quantitative data through surveys. These methods
garnered feedback from government officials, educational leaders, business leaders, students, and
parents of students, all of whom resided in Ireland. The research questions guided the study in
relation to what the team wanted to understand (Maxwell, 2012). Using the researcher as the
primary instrument in data collection and analysis, an inductive investigation was conducted to
gather a broad yet deep description of the events and participants in the appropriate environments
(Merriam, 2015; Merriam & Tisdell, 2015).
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Summary of Findings
A review of the data and subsequent analysis, which consisted of reviewing and coding
surveys, interviews, and observations, identified five themes related to the four research
questions.
Findings for Research Question 1
Research Question 1 asked, How do schools engage in SciFest while preparing for the
Leaving Certificate Examination? In Ireland, it is clear that globalization has transformed not
only the economy but also the education system. The growth of SciFest is a prime example.
SciFest began in one classroom with a handful of participants. Today, thousands of students
across Ireland take part, and MNCs have taken notice. As MNCs have become foundational
players in the work force and education, it is apparent that it is crucial to produce Irish workers
with adept 21st-century skills to ensure continuance of Ireland’s economic transformation
(Dorgan, 2006; Friedman, 2007; Wagner, 2014).
The theme related to Research Question 1 was, that although there may be a
connection between the Leaving Certificate Examination and how schools engage in SciFest,
it is evident that there is a need for a more deliberate strategy in how one should influence the
other. Evidence to support this theme can be found in the student responses to Items 1 and 3
on the survey. Item 1 was “Participation in SciFest prepares students to be successful on the
Leaving Certificate Examination.” At this researcher’s school, PS, only 33.5% of the students
agreed or strongly agreed with this statement. This contrasted with responses by students from
all schools, which was about 40%. It was clear that, at PS especially and somewhat at all
schools, the majority of students were not sure whether participation in SciFest prepares them
for the Leaving Certification Examination.
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Item 2 stated, “Teachers encourage participation in SciFest activities to support student
success on Leaving Certificate examinations.” Student perceptions were more consistent, as
more than half of PS students and 53% of students from all schools agreed or strongly agreed.
Based on these data, it can be concluded that students see teachers as encouraging students to
take part in SciFest. Furthermore, the students stated that teachers were asking them to
participate so they can score higher on their Leaving Certificate Examination.
Related to this theme, there were inconsistencies in the interviews, as Teacher 1 at PS
stated, “I think when they [the students] take ownership of the topic they choose . . . they become
experts in that particular area” (interview, April 19, 2018). However, Teacher 2 at PS described
the Leaving Certificate and SciFest as “two separate entities,” choosing not to correlate them
(interview, April 19, 2018). Some students stated that participating in SciFest was taking away
from the time needed for core instruction. Student 7 stated,
It did leave me behind . . . in class notes, because we try to meet up outside of school, but
we just kind of struggled with that. . . . We missed out on . . . I think it was almost an
entire topic, because we were working on SciFest and so far we haven’t been able to
catch up on those notes.
This quote indicates variance in the results for Research Question 1 and structural deficiencies
when considering assessment, curriculum, and overall programmatic alignment.
The majority of parents, educators, policymakers and MNC representatives agreed or
strongly agreed that participation in SciFest is preparing students for the Leaving Certificate
Examination. Across the board, more than 60% of these respondent groups were in agreement;
however, variance was evident. During the interviews, participants appeared to be open to the
possibility that SciFest better prepared students for the Leaving Certificate Examination but they
THE INFLUENCE OF LEADERSHIP 128
were not able to articulate how this was accomplished. Participants agreed that SciFest may help
students to understand content more deeply, which might lead to better preparation for the
Leaving Certificate Examination.
MNC representatives understood the importance of the Leaving Certificate Examination
and its role in gaining access to university; nevertheless, there was a stronger belief that PBL
through SciFest better supported retention over time. One MNC representative stated,
You could probably ask any of these kids the information that they’ve learned here, 3, 4
years from now, they’ll still remember all of it or 99% of it. Whereas, if you’re inside the
lecture hall, just getting information thrown at you, half of them walk out the door and
they’ve forgotten about it.”
This view was somewhat validated in classroom observations, where teachers were observed
delivering content to students in a limited fashion for the main purpose of “passing” the Leaving
Certificate Examination.
In summary, although there may be a connection between the Leaving Certificate
Examination and how schools engage in SciFest, the collected data made it clear that there is a
need for a more deliberate strategy in how one should influence the other. Ireland has continued
to transform its policy, economy, education system, and work force at a rate unparalleled to other
countries in the developed world. However, there is still room for growth as assessments such as
the Leaving Certificate Examination remain in place, even when many may not fully
comprehend or appreciate the assessment’s value.
Findings for Research Question 2
Research Question 2 asked, How does school leadership influence participation in
SciFest? Essential to this question was understanding the various frames developed by Bolman
THE INFLUENCE OF LEADERSHIP 129
and Deal (2017) and how leadership was playing a role in influencing the overall success of
SciFest and attainment of 21st-century skills. Findings related to this question revealed two
themes: (a) Leadership capacity and perception at all levels in the organization play a critical role
in the overall success of SciFest, and (b) teachers are the driving force in determining the success
of SciFest.
Leadership capacity. Bolman and Deal (2017) disaggregated leadership into four
theoretical frames: structural, human resources, political, and symbolic. Understanding these
frames is critical to understanding the multifaceted process in reframing and/or reorganizing
organizations. As Ireland has shifted in the past 10 years, analyzing leadership through these
lenses helps to clarify strategies and objectively measure overall effectiveness throughout a
system.
Based on data from all stakeholders, it was evident that school leaders were employing
strategies to influence school participation in SciFest positively. Understanding the perceptions
of leadership was foundational to the next piece of the survey that delineated the leadership
strategies that were specifically employed as they aligned to the Bolman and Deal (2017)
framework. More than 40% of the students at PS and more than 60% of all students, more than
78% of parents, nearly 78% of educators, and nearly 67% of MNC representatives and
policymakers agreed or strongly agreed that school leaders were attempting strategies to
influence school participation positively. It was clear that, across the spectrum, stakeholders
viewed leadership as a vital role in making SciFest work.
Another significant component of the survey data was shown in Table 8. For this part of
the survey, respondents were asked to select specific strategies that leadership at their school was
actually employing. At PS the leading strategy was use of technology to promote science
THE INFLUENCE OF LEADERSHIP 130
learning. This was corroborated in classroom observations at PS, as Teacher 2 distributed laptops
to all students during the lesson. In the Bolman and Deal (2017) framework, this would be
assigned to the structural frame and, arguably, to the human resource frame, as the school
provided resources in an organized and consistent manner. The classroom teachers integrated
technology in the development and delivery of the lesson. As at PS, students from all schools
selected technology as the leading strategy, followed by instructional materials. These data
support the assertion that perceptions of good leadership may be rooted in structural and human
resource support. Simply stated, students need materials to work and they need teachers who
know how to utilize the materials.
Perceptions of leadership in teaching were consistent with overall leadership, as 52% of
PS students and 71% of all students from all schools agreed that teachers delivered strategies that
positively influenced participation in SciFest. This held true for parents, MNC representatives,
policymakers, and educators. Regarding how the school’s leadership had an overall positive
influence on SciFest participation, 45% of PS students and 65% of all students agreed or strongly
agreed that the school’s leadership had a positive influence. These data support the assertion that
students value the importance of leadership and its influence on programming.
Teachers as the driving force. The second theme related to Research Question 2 was
that teachers are the driving force in determining the success of SciFest. At PS, it was clear that
the principal delegated the majority of the SciFest duties to two teachers. The role of the
principal at that point was to provide time for the teachers and students to plan and work. The
principal clearly took on a symbolic role, attending the SciFest event when the school competed.
However, it was mentioned by both teachers and students that the principal spent time on the day
of the contest walking to each project that students had completed, asking questions, and
THE INFLUENCE OF LEADERSHIP 131
allowing the students to make a full presentation. However, as related to the day-to-day work, the
data showed that the teachers were taking the lead. This was especially evident during
interviews, as Student 2 stated that her teacher “got me really interested,” and “he’s really
enthusiastic.” This student explained that, if her teacher was interested in what she was doing,
others would be interested, too. The data indicated that teachers were employing a variety of
strategies for successful implementation of SciFest, such as having afterschool clubs, science
competitions, real-world applications, and technology to promote science learning.
Summary. It was evident that the perceptions of leadership at all levels were
instrumental and critical to the overall success of SciFest. From the data at the administrative
level, SciFest is successful when both teachers and students have the structural means and
needed resources, within the human resource frame as it relates to needed skills. However,
actively taking the role at the right time as a symbolic leader was appreciated by stakeholders.
Findings for Research Question 3
Research Question 3 asked, How does participation in SciFest influence female students’
interest in enrolling into senior-level and third-level STEM courses? Essential to this question
was understanding Acker’s (1987) three feminist theoretical frameworks—social, liberal, and
radical—and how each may coincide with aspects of female participation in STEM-related fields
and coursework. Findings related to this question supported the idea that female SciFest
participants were motivated to participate in SciFest through parental guidance, school support,
and possibly female role models. However, survey data were not entirely clear, since many
participants were not female or would not have knowledge of how female students are
encouraged to participate in SciFest. This would also be true of parents of male students. Unless
these parents were to experience certain events first hand, it would be difficult to know and or to
THE INFLUENCE OF LEADERSHIP 132
describe how females were encouraged to participate in SciFest. However, through interviews
and other survey questions, there was significant evidence that females were encouraged and had
access to female teachers and female role models that could have influenced their participation in
SciFest.
Recognizing these limitations, the survey data were disaggregated by gender. Responses
showed that the majority of PS female students agreed or strongly agreed that female students
were encouraged by their parents to participate in SciFest. Female students at all schools agreed
or strongly agreed that their school actively encouraged and recruited female students to
participate in SciFest. The majority of parents of female students felt the same.
Support for female participation in SciFest was also evident in the interviews, as female
students expressed how SciFest had led them to be more interested in science and STEM-related
fields. Student 4 stated that her interest in science had increased: “I definitely have more interest
in all different parts of science because of SciFest. . . . I think a lot more girls in the class have
wanted to go further.” This sentiment was shared by many female students, who appreciated the
exposure that SciFest gave them not only to varied content but also to female role models with
careers in STEM-related fields.
Teachers, administrators, and MNC representatives supported this theme as they spoke
specifically about the quality of female students’ work. There was a consensus that female
students took more time with their projects, paying closer attention to the details, visual aspects,
and artistic presentation, which made the projects more appealing. At PS, a former female
student had won the prior year’s competition. Throughout this study, it was clear that female
participation in SciFest was respected and honored by all stakeholders.
THE INFLUENCE OF LEADERSHIP 133
In summary, it was evident that participation in SciFest was especially beneficial to
female students and that Ireland has become a globalized society on the cutting edge not only of
innovation but also of gender equality. These findings support many elements of Acker’s (1987)
theories on feminism as barriers were clearly eliminated, in line with liberal feminist theory.
Ireland is continuing to transform labor norms as programs such as SciFest provide female
participants exposure to STEM-related pathways.
Findings for Research Question 4
Research Question 4 asked, What perceptions do teachers, principals, parents, students,
civic leaders, college/university professors, and MNCs have regarding the value of student
participation in SciFest? Wagner (2014) defined seven fundamental survival skills that students
will need in the 21stcentury: (a) critical thinking and problem-solving abilities, (b) collaboration
across networks, (c) agility and adaptability, (d) initiative and entrepreneurship, (e) effective oral
and written communication, (f) accessing and analyzing information, and (g) curiosity and
imagination. Wagner contended that mastering such skills will make students competitive adults
on the global stage. Understanding the elements, drivers, and necessity for 21st-century skills is
instrumental in analyzing the overall value of student participation in SciFest.
The theme that emerged related to Research Question 4 was that teachers, principals,
parents, students, political leaders, policymakers, and MNC representatives see great value in
students participating in SciFest. All stakeholders in surveys, interviews, and observations
communicated the value of SciFest and its importance to Ireland’s economic prosperity. With
regard to 21st-century skills, more than 50% of PS students and 68% of students from all schools
agreed or strongly agreed that SciFest provided opportunities for students to develop 21st-
century skills. Parents, educators, MNC representatives, and policymakers collectively shared
THE INFLUENCE OF LEADERSHIP 134
this sentiment. This finding was supported through interviews when discussing how SciFest
influenced career and college choices in STEM-related fields. Student 4 stated that SciFest had
helped her to start thinking about how she could attain a career in the science field in which she
was completing a SciFest project. She was actively exploring how she could go “farther with it”
(interview, April 19, 2018). An administrator at PS noted that SciFest allowed students to work
in an “area of interest” in which they had not worked before (interview, April 19, 2018). He
reported that SciFest often had an impact on students going on to study a subject in senior cycle
in terms of their Leaving Certificate Examinations. He contended that this could influence what
students study at the third level as they move on to careers (interview, April 19, 2018).
In summary, as Wagner (2014) expanded on the intrinsic nature of curiosity and
imagination, there seems to be a direct correlation between 21st-century learning and the
academic demands of SciFest. Students, educators, parents, MNC representatives, and
policymakers agreed that SciFest requires students to think critically, be creative, communicate,
and collaborate as they solve essential problems that answer relevant questions that connect to
the world and their lives on a personal level. Through the interviews, surveys, and observations,
it was evident that all participants in this attributed significant value to SciFest.
Limitations of the Study
This case study was designed to understand the influence of globalization and educational
policy on development of 21st-century skills through implementation of STEM education,
instructional practices, and student participation in the annual science competition SciFest in
Ireland. This study was limited in the fact that the 9-day visit to Ireland afforded only a 1-day
visit to PS. The study was delimited to those who were identified as having participated in the
THE INFLUENCE OF LEADERSHIP 135
SciFest competitions. The limited time spent at PS presented a challenge to draw in-depth
conclusions from participants.
Practical Implications
School leaders influence outcomes that may be indirect and mediated through various
means; the strategies that they employ connect directly with their school’s productivity (Nir &
Hameiri, 2014). As many might assume, leadership is the key driver in facilitating “system
reform” (Fullan, 2004; Fullan & Quinn, 2016). Understanding the dynamics of leadership
through a researched-based lens is one component, as one must understand the political and
policy-driven pressures from the local ground level all the way to the global level.
This study lends support to the literature that, in accordance with Friedman (2007) and
Spring (2014), students, educators, policymakers, and MNC representatives provided evidence of
understanding the globalized world and why they were being guided to emphasize skills that they
were teaching, learning, and hiring. On the other hand, participants provided data showing a lack
of consistency with regard to the alignment between SciFest and the Leaving Certificate
Examination. It is widely accepted that mandated assessments may be ineffective and a
significant cause of stress (Banks & Smyth, 2015). However, in the case of Ireland’s Leaving
Certificate Examination, research has shown that students who study a discipline broadly are
more likely to perform successfully on the Leaving Certificate Examination (Baird, Caro, &
Hopfenbeck, 2016). Therefore, it seems logical that a clear alignment should take place,
connecting SciFest directly with specific content on the Leaving Certificate Examination. Doing
this could increase overall participation and support throughout the country.
THE INFLUENCE OF LEADERSHIP 136
This case study indicates that, where SciFest is successful, elements of the Bolman and
Deal (2017) framework have been implemented. The evidence provides support that leadership
at both the administrative and teacher levels plays a vital role in the success of SciFest.
Leaders were clear as to why SciFest was important to their students and how it
supported attainment of 21st-century skills while helping Ireland to become a major competitor
on a global scale. Ensuring that Bolman and Deal’s (2017) structural and human resource frames
are implemented with fidelity is critical to success.
Another implication for practice is to consider how gender in STEM education
throughout Ireland is influencing and being influenced by various elements such as teachers,
MNCs, and perceptions of career fields. Based on the findings of this study, there is a definite
need to look closely at why female students are not selecting physics. Although female
participation in SciFest outnumbered male participation, there is still an inclination for female
students to choose biological fields of study and males to choose physics. This was clear in the
observations, when this researcher observed a physics class of all males. These findings connect
with Acker’s (1987) feminist frameworks on many levels, as the example of the single-sex, all-
male, physics class supports the notion that barriers still exist for females, aligning with liberal
feminist ideology.
The final implication is that SciFest is beneficial to Ireland, supporting students in
attaining much-needed 21st-century skills. Connecting the literature to the data in this study,
participants from all groups communicated that participating in SciFest was helping students in
the areas of communication, collaboration, and creativity. In the observation, it was evident that
connectivity is a major piece, as students had access to technology to promote science learning,
accessing and analyzing information and being allowed space to develop an entrepreneurial spirit
THE INFLUENCE OF LEADERSHIP 137
through PBL. MNCs communicated clearly that this is what they need to staff their work force
for future generations.
Recommendations for Future Research
This case study identified two areas in which future study would be beneficial for a
research team in Ireland. The data from this study clearly indicated some misalignment between
SciFest and/or PBL in general and how that may co-exist with the Leaving Certificate
Examination. Currently, at PS, students who completed Junior Year Cycle have the option for a
transition year. Those students who chose to participate in SciFest were able to participate fully.
A transition year was viewed as a lower-stakes year in which students can select topics of
interest to prepare them for the following year’s Senior Cycle, in which they would be sitting for
the high-stakes Leaving Certificate Examination. A longitudinal study could look at success rates
for those students who compete in SciFest during the transition year. The question this research
team was not able to answer was, “Do students who participate in SciFest perform better on the
Leaving Certificate Examination than those who do not?”
The second recommendation for future research is to look more deeply at gender
inequality in physics courses. While female participation in science has increased dramatically in
the past 10 years, there are content areas with distinct discrepancies. Overall, female SciFest
participants outnumbered male participants, but this was not the case in enrollment in physics
classes; males still outnumber female students in physics. It is suggested that researchers
examined why this may be the case, as it could be an issue with societal perceptions, access to
female role models, or barriers that are not clear to this researcher.
THE INFLUENCE OF LEADERSHIP 138
Conclusion
Beginning with the famed Celtic Tiger era in the mid-1990s, Ireland has continued to
embrace MNCs, accepting the global shift and the demand for workers who have mastered 21st-
century skills (Grant et al., 2013). As this shift has been the impetus of change in Irish policy, a
domino effect has begun to transform the classroom instructional model, making it akin to PBL
and real-world skills.
This qualitative study analyzed the influence of globalization, educational policy on the
development of students’ 21st-century skills through implementation of STEM education and
inquiry-based instructional practices such as PBL, and student participation in science
competitions. The study also examined how participation in SciFest prepares students for the
Leaving Certificate Examination and influences school leadership practices, female interest in
STEM courses, and stakeholder perceptions of the value of SciFest.
THE INFLUENCE OF LEADERSHIP 139
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THE INFLUENCE OF LEADERSHIP 149
Appendix A: Recruitment Letter to Principal
Dear [CONTACT NAME],
My name is [USC STUDENT’S NAME] and I am currently [USC STUDENT’S TITLE/POSITION],
located in the United States. I am also a doctoral student at the University of Southern California (USC).
In April, 2018, I will travel with 12 other doctoral students from USC to Ireland as part of a research team
led by Dr. Michael Escalante.
Your name was provided to me as an innovative leader running an exemplary program. Recently, Sheila
Porter, CEO of SciFest, contacted you or a representative at your school to request your participation in a
1-day study. From April 16 to 19, 2018, another doctoral student and I hope to visit [NAME OF
SCHOOL/INSTITUTION] to talk with, observe, and survey willing students, teachers, and you.
This study’s ultimate goal is to understand how schools and SciFest are helping students to develop 21st-
century skills, particularly in the fields of science, technology, engineering, and maths (STEM). We are
interested in STEM education as a means of producing knowledge-ready workers and citizens prepared
for the 21st-century. Expanding on prior studies, we hope to understand how leadership and increased
female participation influence broader acquisition of 21st-century skills and/or pursuit of STEM in
college-career. Furthermore, we aim to understand the influence of globalization and multinational
corporations on schools throughout Ireland.
The following questions will guide our research:

1. How do schools engage in SciFest while preparing students for the state examinations?
2. How does school leadership influence participation in SciFest?
3. How does participation in SciFest influence female students’ interest in enrolling into senior-level
and third-level STEM courses?
4. What perceptions do teachers, principals, parents, students, civic leaders, college/university
professors, and multinational corporations (MNCs) have regarding the value of student
participation in SciFest?
Please know that participation during our visit will be entirely voluntary, confidential, and nonevaluative.
If you would like, at the completion of the overall study, I would be more than happy to provide a copy of
the final dissertation results and conclusions report.
Thank you for considering my request and taking your valuable time to read this correspondence; without
your help, this experience would not be possible. May I request that you reply at your convenience via
email to [USC STUDENT’S EMAIL] to provide a contact number and preferred time for me to call you
to discuss details about my visit to [NAME OF SCHOOL/INSTITUTION].
Sincerely,
[USC STUDENT’S NAME]
Doctoral Candidate
Rossier School of Education
University of Southern California
THE INFLUENCE OF LEADERSHIP 150
Appendix B: Political Leader/Educational Policy Maker Interview Protocol

Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time:___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century work force.
For clarification, we are particularly interested in the fields of science, technology, engineering,
and maths (STEM). Students need 21
st
-century skills to compete in a global work force and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes among the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations

1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
state examinations. How would you respond to that?
THE INFLUENCE OF LEADERSHIP 151
II. The influence of school leadership on SciFest participation

1. If possible, talk to me about instances that you are aware of when school leadership
influenced students to participate in SciFest.
2. What leadership qualities are important in getting schools to participate in SciFest?
3. What challenges do you think school leaders face in supporting their school’s participation in
SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses

1. How has SciFest affected female students’ interest in continuing their study in STEM courses
in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
THE INFLUENCE OF LEADERSHIP 152
Appendix C: Business and Industry (MNCs) Interview Protocol
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century work force.
For clarification, we are particularly interested in the fields of science, technology, engineering,
and maths (STEM). Students need 21st-century skills to compete in a global work force and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations

1. What is your opinion of the ideal way to prepare students for the state examinations while
participating in SciFest at the same time?
2. What strategies should schools employ to prepare students for SciFest while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
state examinations. How would you respond to that?

II. The influence of school leadership on SciFest participation
THE INFLUENCE OF LEADERSHIP 153

1. If possible, talk to me about instances you are aware of when school leadership influenced
students to participate in SciFest.
2. What leadership qualities are important in getting schools to participate in SciFest?
3. What challenges do you think school leaders face in supporting their school’s participation in
SciFest?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses

1. How has SciFest affected female students’ interest in continuing their study in STEM fields
in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What do you see as some of the advantages of female student participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit your organization, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
THE INFLUENCE OF LEADERSHIP 154
Appendix D: School Leader Interview Protocol
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century work force.
For clarification, we are particularly interested in the fields of science, technology, engineering,
and maths (STEM). Students need 21st-century skills to compete in a global work force and
economy; these 21st century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations

1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the state examinations?
3. How does participation in SciFest influence preparation for the state examinations?
4. Some principals say that SciFest takes away from the core instruction and preparation for the
state examinations. How would you respond to that?

II. The influence of school leadership on SciFest participation
THE INFLUENCE OF LEADERSHIP 155

1. Talk to me about instances, if any, when your leadership has influenced participation in
SciFest.
2. What leadership qualities are important in getting your school to participate in SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses.

1. How has SciFest affected female students’ interest in continuing their study in STEM fields
in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. How does SciFest contribute to Ireland’s economic prosperity, if at all?
THE INFLUENCE OF LEADERSHIP 156
Appendix E: Teacher Interview Protocol
Interviewer: ____________________________ Date: _______________________________
Interviewee: ____________________________ Location: ___________________________
Job Title: _______________________________ Contact Information: __________________
Length of Time in Your Position: _________________________________________________
Start Time: _____________________________ End Time: ___________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female student’s interest in STEM courses and stakeholder
perceptions of SciFest’s value in preparing students to compete in the 21st-century work force.
For clarification, we are particularly interested in the fields of science, technology, engineering,
and maths (STEM). Students need 21st-century skills to compete in a global work force and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
I. Schools’ engagement in SciFest while preparing students for the state examinations

1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies are employed to prepare students for SciFest at your school while preparing
students for the state examinations?
3. Are you finding that participation in SciFest influences preparation for the state
examinations? Please describe this influence.
4. Some teachers might say that SciFest takes away from the core instruction and preparation
for the state examinations. How would you respond to that?

THE INFLUENCE OF LEADERSHIP 157
II. The influence of school leadership on SciFest participation

1. Talk to me about instances, if any, where your school principal or other school leaders have
influenced participation in SciFest.
2. What leadership qualities does your principal demonstrate in getting your school to
participate in SciFest?
3. What challenges does your school principal, or other school leaders, face in supporting the
school’s participation in SciFest?
4. If you worked at a school where the principal was considering implementing SciFest, what
advice would you give them?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses

1. In your opinion, how has SciFest affected female students’ interest in continuing their study
in STEM fields in the senior level and/or third level, if at all?
2. Why do you believe female students participate in SciFest?
3. What are examples of the advantages that female students get when they participate in
SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. What is your perception of the benefit that students may get from participation in SciFest?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. If I were a student at this school and I were trying to decide on a college major (third-level
course of study), how would SciFest influence my decision?
4. What is your opinion of SciFest’s contribution to Ireland’s economic prosperity?
THE INFLUENCE OF LEADERSHIP 158
Appendix F: Student/Parent Interview Protocol
Interviewer: ____________________________ Date: ______________________________
Interviewee: ____________________________ Location: ___________________________
Select One: Student______ Parent _______ Contact Information: _________________
(Child’s) Gender:_____________________ (Child’s) Grade:______________________
(Child’s) School:______________________________________________________________
Start Time: _____________________________ End Time: __________________________
Introduction:
[Introduce yourself and your affiliation.]
During this conversation, we hope to learn more about [insert affiliation] and your experiences
with regard to SciFest participation in Ireland. The ultimate goal of this study is to understand
the influence of globalization and educational policy on the development of 21st-century skills
through implementation of STEM education, instructional practices, and student participation in
the SciFest science competition. The study examines how school leadership influences student
participation in SciFest while preparing for the state examinations. Additionally, this study
investigates how SciFest influences female students’ interest in STEM courses and stakeholders’
perceptions of SciFest’s value in preparing students to compete in the 21st-century work force.
For clarification, we are particularly interested in the fields of science, technology, engineering,
and maths (STEM). Students need 21st-century skills to compete in a global work force and
economy; these 21st-century skills include critical thinking, collaboration, effective oral and
written communication skills, and creativity.
Your comments will remain confidential. We would like to record this interview to ensure the
accuracy of our conversation. The recording will be used only by our research team to review
responses and to provide an opportunity to code themes between the various respondents. The
information recorded will never be made public by any means. Do we have your consent to
record?
This interview will last approximately 45 minutes. Do you have any questions before we begin?
THE INFLUENCE OF LEADERSHIP 159
I. Schools’ engagement in SciFest while preparing students for the state examinations

1. What is the ideal way to prepare students for the state examinations while participating in
SciFest at the same time?
2. What strategies are utilized to prepare students for SciFest at your (child’s) school while
preparing students for the state examinations?
3. How does participation in SciFest influence students’ preparation for the state examinations,
if at all?
4. Some say that SciFest takes away from the core instruction and preparation for the state
examinations. How would you respond to that statement?

II. The influence of school leadership on SciFest participation

1. Talk to me about instances, if any, when school leadership has influenced your (child’s)
participation in SciFest.
2. What leadership qualities are important in getting your (child’s) school to participate in
SciFest?
3. What challenges do school leaders face in supporting their school’s participation in SciFest?
4. Suppose I am a new principal and I am considering implementing SciFest at my school.
What would you say?

III. The influence of SciFest participation on female students’ interest in enrolling into
senior-level and third-level STEM courses.

1. How has SciFest affected female students’ interest in continuing their study in STEM courses
in the senior level and/or third level, if at all?
2. Why do you believe that female students participate in SciFest?
3. What do you see as some of the advantages of female students’ participation in SciFest?
4. What, if any, barriers exist for female students’ participation in senior-level and third-level
STEM courses?

IV. The value of student participation in SciFest

1. How does student participation in SciFest benefit students, if at all?
2. What is the role of SciFest in the development of 21st-century skills, if any?
3. How does SciFest influence students’ college and career choices?
4. Why do you (does your child) participate in SciFest?
5. (Parent Only) How does SciFest contribute to Ireland’s economic prosperity, if at all?
THE INFLUENCE OF LEADERSHIP 160
Appendix G: Classroom Observation Protocol
Date: _______________________ Location of Observation: ___________________________
Teacher Observed: _________________________ Time of Observation: __________________
Class Size (total students): ________________ Males ______ Females ______
Class Title and Grade Level: ______________________________________________________
DESCRIPTION/DIAGRAM
OF CLASSROOM

- Position of student desks

- Position of teacher’s desk

- Whiteboard

- Grouping of students

- Technology

- Tables, computers, shelves

- Wall displays, decorations

* Reflection on how physical
space promotes 21st
-
century
skills

FRONT OF CLASSROOM

Overview of Lesson (Learning Objective for the Day):

Instructional Materials Used:

Additional Classroom Information:
THE INFLUENCE OF LEADERSHIP 161

21st-Century
Skills
(Wagner, 2008)
STEM/
Inquiry-Based
(Slough &
Milam, 2013)
Actions and Comments
Observed
Observer Comments
Critical Thinking
and Problem
Solving
Making
Content
Accessible

Collaborating
Across Networks
Making
Thinking
Visible

Agility and
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepreneurialism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral and
Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other Observations

THE INFLUENCE OF LEADERSHIP 162
Reflection Questions:

1. RQ1: What evidence exists of STEM education and 21st-century skill development?

2. RQ1: What evidence exists of inquiry-based learning strategies?

3. RQ1: What evidence is there in preparing students for the state examinations?

4. RQ1: How does the teacher integrate elements of SciFest during the lesson?

5. RQ3: How are female students engaged in STEM activities in the classroom?

6. RQ1: What is the nature of student interactions in class?

7. RQ1: How is the teacher engaging students in STEM education?

8. Are there additional questions for the teacher?
THE INFLUENCE OF LEADERSHIP 163
Appendix H: SciFest Observation Protocol
Date: April 20, 2018 Location of Fair: Cork Institute of Technology
Time of Observation: ______________________
Number of Students Participating: ____________ Males ______ Females ______
Grade Level of Students Participating: ______

DESCRIPTION/DIAGRAM
OF FAIR

- Position of student projects

- Grouping of students/themes

- Technology

- Tables, computers

- Wall displays, decorations

* Reflection on how physical
space promotes 21st-century
skills
FRONT OF FAIR

Overview of Events/Themes:

Additional SciFest Information:

THE INFLUENCE OF LEADERSHIP 164

21st -Century
Skills
(Wagner, 2008)
STEM/
Inquiry-Based
(Slough &
Milam, 2013)
Actions and Comments
Observed
Observer Comments
Critical Thinking
and Problem
Solving
Making Content
Accessible

Collaborating
Across Networks
Making
Thinking
Visible

Agility and
Adaptability
Helping
Students Learn
from Others

Initiative and
Entrepreneurial-
ism
Promoting
Autonomy and
Lifelong
Learning

Effective Oral
and Written
Communication

Accessing and
Analyzing
Information

Curiosity and
Imagination

Other
Observations

THE INFLUENCE OF LEADERSHIP 165
Reflection Questions:

1. RQ1: What evidence exists of STEM education and 21st-century skill development?

2. RQ1: What evidence exists of inquiry-based learning strategies?

3. RQ1: What evidence is there in preparing students for the state examinations?

4. RQ1: How does the teacher integrate elements of SciFest during the lesson?

5. RQ3: How are female students engaged in STEM activities in the classroom?

6. RQ1: What is the nature of student interactions in class?

7. RQ1: How is the teacher engaging students in STEM education?

8. Are there additional questions for the teacher?
THE INFLUENCE OF LEADERSHIP 166
Appendix I: Survey Protocol for School Administrator or Teacher

Date: ___________________ Location of Survey: ____________________________________

Select One: School Administrator ______ Teacher ___________

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global work force and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful
on the state examinations. SA A N D SD DK

2. School leadership encourages participation in SciFest to support
student success on the state examinations. SA A N D SD DK

3. Teachers encourage participation in SciFest activities to support
student success on the state examinations. SA A N D SD DK

4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK

THE INFLUENCE OF LEADERSHIP 167

4a. Check all strategies that school leadership employs at your school: Yes No
Common planning time
Department meetings
Professional development
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Held informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

THE INFLUENCE OF LEADERSHIP 168
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK

5a. Check all strategies that teachers employ: Yes No
Inquiry-based learning
Before or after school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest activities
with the state examinations. SA A N D SD DK

7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK

8. School leadership effectively communicates to all stakeholders
a shared vision for implementing SciFest competitions
at the school. SA A N D SD DK

9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK

10. School leadership allocates adequate financial resources
to effectively implement SciFest at my school. SA A N D SD DL

11. School leadership provides support, including time, materials,
and training, for participation in SciFest. SA A N D SD DK

THE INFLUENCE OF LEADERSHIP 169
12. Female students who participate in SciFest tend not to
select maths-based or technology-based projects. SA A N D SD DK

13. I actively encourage and recruit female students to
participate in SciFest. SA A N D SD DK

14. Female students are encouraged by their parents to
participate in SciFest. SA A N D SD DK

15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK

16. My school actively employs strategies to increase
female participation in SciFest. SA A N D SD DK

17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK

18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK

19. SciFest influences the development of female students’
interest in enrolling into third-level STEM courses. SA A N D SD DK

20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK

21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK

22. Participants in SciFest demonstrate skills needed to
obtain careers in STEM fields. SA A N D SD DK

23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK

24. SciFest provides opportunities to develop skills needed
in a global economy. SA A N D SD DK

25. Students benefit from participation in SciFest. SA A N D SD DK

26. MNCs are an important partner in SciFest. SA A N D SD DK
THE INFLUENCE OF LEADERSHIP 170
Appendix J: Survey Protocol for Political Leader, Business Leader, or Policy Maker

Date: ___________________ Location of Survey: ____________________________________

Select One: Political Leader ______ Business Leader___________ Policy Maker___________

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global work force and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful
on the state examinations. SA A N D SD DK

2. School leadership encourages participation in SciFest to
support student success on the state examinations. SA A N D SD DK

3. Teachers encourage participation in SciFest activities to
support student success on the state examinations. SA A N D SD DK

4. School leadership employs strategies to positively influence
school participation in SciFest. SA A N D SD DK
THE INFLUENCE OF LEADERSHIP 171

4a. Check all strategies that school leadership employs at your
school:
Yes No Don’t
Know
Common planning time

Department meetings

Professional development
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Family Science Nights
Alignment of curriculum to exit exam
Actionable feedback to teachers to improve science instruction
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

THE INFLUENCE OF LEADERSHIP 172
5. Teachers at my school employ strategies to positively influence
school participation in SciFest. SA A N D SD DK

5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest activities
with the state examinations. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates a shared vision
to all stakeholders for implementing SciFest at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources
to effectively implement SciFest in schools. SA A N D SD DK
THE INFLUENCE OF LEADERSHIP 173
11. School leadership provides support, including time, materials,
and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. School leadership encourages and recruits female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. Schools actively employ strategies to increase female
students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate skills needed to obtain
careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational development
in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in SciFest. SA A N D SD DK
THE INFLUENCE OF LEADERSHIP 174
Appendix K: Survey Protocol for Parent Of Second-Level Student
Date:____________________ Location of Survey:____________________________________

Your child’s gender: Female_____ Male_____

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.

STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global work force and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: A teaching method in which students gain knowledge and skills by working
for an extended period of time to investigate and respond to an engaging and complex question, problem,
or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).
School Leadership: Principal, other school administrator, or SciFest lead teacher.
SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful on the
state examinations. SA A N D SD DK
2. The school leadership at my child’s school encourages
participation in SciFest to support student success on the
state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the state examinations. SA A N D SD DK
4. The school leadership at my child’s school employs strategies
to positively influence school participation in SciFest. SA A N D SD DK
THE INFLUENCE OF LEADERSHIP 175

4a. Check all strategies that the school leadership employs: Yes No Don’t
Know
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Held informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

5. Teachers at my child’s school employ strategies to
positively influence school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based Learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
THE INFLUENCE OF LEADERSHIP 176
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest
activities with the state examinations. SA A N D SD DK
7. School leadership develops a shared vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates to all stakeholders
(students, parents, teachers, etc.) a shared vision for
implementing SciFest competitions at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my child’s school. SA A N D SD DK
10. School leadership allocates adequate materials and resources
to effectively implement SciFest at my child’s school. SA A N D SD DK
11. School leadership provides support, including time, classroom
materials, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology-based projects. SA A N D SD DK
13. My child’s school actively encourages and recruits female
students to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
16. My child’s school actively employs strategies to increase
female students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
THE INFLUENCE OF LEADERSHIP 177
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female student’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed
to obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK
24. SciFest provides opportunities to develop the skills
needed in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
THE INFLUENCE OF LEADERSHIP 178
Appendix L: Survey Protocol for Student Participant in Science Competition

Date: _____________________ School: _________________________________________

Directions: Please read the terms and definitions below prior to proceeding to the questions. Once you
have read the terms and definitions, proceed to survey items 1–26 and rate your opinion next to each
statement.
STEM: Science, Technology, Engineering, and Maths.
21st-Century Skills: Skills that students need to compete in a global work force and economy, including
critical thinking, collaboration, adaptability, initiative, effective oral and written communication skills,
ability to access and analyze information, and curiosity and imagination.
Inquiry-Based Learning: Learning through teaching methods in which students gain knowledge and
skills by working for an extended period of time to investigate and respond to an engaging and complex
question, problem, or challenge.
MNC: Multinational corporation.
Globalization: The increased interaction and integration of multinational companies from other countries
and their influence on education and policy in Ireland (e.g., Intel).

Background Information:

Have you taken part in a @School science competition? Yes No

Have you taken part in a @College science competition? Yes No

You are: Male______ Female______ Decline to State______

SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; DK = Don’t Know

1. Participation in SciFest prepares students to be successful on the
state examinations. SA A N D SD DK
2. The school leadership at my school encourages participation
in SciFest to support student success on the state examinations. SA A N D SD DK
3. Teachers encourage participation in SciFest activities to support
student success on the state examinations. SA A N D SD DK
4. The school leadership at my school employs strategies to
positively influence school participation in SciFest. SA A N D SD DK
THE INFLUENCE OF LEADERSHIP 179

4a. Check all strategies that the school leadership employs at
your school:
Yes No Don’t
Know
Student incentives
Teacher incentives
Instructional materials
Instructional coaches
Held informational meetings
Promotes SciFest on social media
Family Science Nights
Alignment of curriculum to exit exam
Recruitment of partners/sponsors
Schoolwide student recognitions
Schoolwide teacher recognitions
Real-world applications
Use of technology to promote science learning
Other:

THE INFLUENCE OF LEADERSHIP 180
5. Teachers at my school employ strategies to positively
influence school participation in SciFest. SA A N D SD DK
5a. Check all strategies that teachers employ: Yes No Don’t
Know
Inquiry-based learning
Before- or after-school clubs
Science competitions
Independent study
Science Olympiads (series of events)
Interdisciplinary teaching
Family Science Nights
Real-world applications
Use of technology to promote science learning
Other:

6. School leadership works with teachers to align SciFest
activities with the state examinations. SA A N D SD DK
7. School leadership develops a shared-vision for implementing
SciFest at the school. SA A N D SD DK
8. School leadership effectively communicates to all stakeholders
(students, parents, teachers, etc.) a shared-vision for
implementing SciFest competitions at the school. SA A N D SD DK
9. School leadership is a positive influence on SciFest
competitions at my school. SA A N D SD DK
10. School leadership allocates adequate financial resources to
effectively implement SciFest at my school. SA A N D SD DK
THE INFLUENCE OF LEADERSHIP 181
11. School leadership provides support, including time,
classroom materials, and training, for participation in SciFest. SA A N D SD DK
12. Female students who participate in SciFest tend not to select
maths-based or technology- based projects. SA A N D SD DK
13. My school actively encourages and recruits female students
to participate in SciFest. SA A N D SD DK
14. Female students are encouraged by their parents to participate
in SciFest. SA A N D SD DK
15. Female students have access to female role models who
influence their participation in SciFest. SA A N D SD DK
16. My school actively employs strategies to increase female
students’ participation in SciFest. SA A N D SD DK
17. SciFest influences the development of female students’
interest in enrolling into senior-level STEM courses. SA A N D SD DK
18. Female students have access to female role models who
influence their enrollment in senior-level STEM courses. SA A N D SD DK
19. SciFest influences the development of female students’ interest
in enrolling into third-level STEM courses. SA A N D SD DK
20. Female students have access to female role models who
influence their enrollment into third-level STEM courses. SA A N D SD DK
21. SciFest provides opportunities for students to develop
21st-century skills. SA A N D SD DK
22. Participants in SciFest demonstrate the skills needed
to obtain careers in STEM fields. SA A N D SD DK
23. SciFest participation enhances STEM educational
development in students. SA A N D SD DK
24. SciFest provides opportunities to develop skills needed
in a global economy. SA A N D SD DK
25. Students benefit from participation in SciFest. SA A N D SD DK
26. MNCs are an important partner in promoting SciFest. SA A N D SD DK
THE INFLUENCE OF LEADERSHIP 182
Appendix M: Information Sheet for Exempt Research

University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089

THE INFLUENCE OF GLOBALIZATION, LEADERSHIP, AND SCIENCE AND
TECHNOLOGY FAIRS ON STUDENTS’ ACQUISITION OF 21ST-CENTURY SKILLS
AND THEIR COLLEGE-CAREER PURSUIT OF SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS MAJORS-CAREERS IN SCHOOLS IN IRELAND

You are invited to participate in a research study conducted by Dr. Michael Escalante, Professor
of Clinical Education, principal investigator and faculty advisor, from the University of Southern
California. This study is entirely student funded and the data collected will to be used to produce
individual doctoral dissertations for the co-investigators listed below at the University of
Southern California. Please read through this form and ask any questions you might have before
deciding whether or not you want to participate.

PURPOSE OF THE STUDY
Influence of globalization, leadership, and science fairs on the female student acquisition of 21st-
century skills and their college-career pursuit of STEM majors-careers in schools in Ireland.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you could be asked to participate in any combination of the
following activities: a 15-minute online survey; a 45-minute audiotaped face-to-face interview; a
45-minute classroom observation (teachers/students only); and/or a 10-minute observation at
SciFest in Cork, Ireland (students/parents/teachers/principals only). You are not obligated to
answer any questions that cause you discomfort.

POTENTIAL RISKS AND DISCOMFORTS
There are no potential risks to your participation; however, you may feel uncomfortable
answering some of the questions. You do not have to answer any question you do not want to.

ALTERNATIVES TO PARTICIPATION
You may elect to participate in the interview process and not be audio recorded. In addition, you
may elect not to participate. Your relationship with your school/employer will not be affected
whether you participate or not in this study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
There are no anticipated benefits to your participation. We hope that this study will help
researchers and policy-makers to better understand the drivers that increase the likelihood of
students pursuing studies in Science, Technology, Engineering and Maths (STEM) while
acquiring 21
st
Century Skills necessary for all citizens.
THE INFLUENCE OF LEADERSHIP 183

PAYMENT/COMPENSATION FOR PARTICIPATION
There is no payment for your involvement in the study. However, the co-investigator to your
site, might provide tchotchkes (swag) from the University of Southern California or create a
lottery for your participation in the study.

CONFIDENTIALITY
Survey and observation data will be anonymous for all groups. Interview protocols for teachers,
principals and students collect identifiers. However, any identifiable information obtained in
connection with this study will remain confidential. Responses will be coded with a false name
(pseudonym) and maintained separately. The audiotapes of interviews will be destroyed once
they have been transcribed.

Interview protocols for business leaders, government officials and educational policy makers
collect identifiers (participant names/job titles/time in position and contact information). Only
names and titles will be identifiable in the study. The audiotapes of interviews will be destroyed
once they have been transcribed.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION
Principal Investigator:
Dr. Michael Escalante, Clinical Professor, University of Southern California, mescalan@usc.edu

Co-investigators:
Jonathan Blackmore, Director, Covina-Valley Unified School District, jblackmo@c-vusd.org
Roger Brossmer, Assistant Superintendent, Downey Unified School District, brossmer@usc.edu
Elizabeth Eminhizer, Assistant Superintendent, Covina-Valley Unified School District,
eminhize@usc.edu
Raquel Gasporra, Assistant Superintendent, Whittier City School District, gasporra@usc.edu
Jennifer Graziano, Director, Compton Unified School District, jgrazian@usc.edu
Jason Hasty, Director, Los Angeles County Office of Education, jhasty@usc.edu
Chris Hollister, Assistant Superintendent, Chaffey Joint Union High School District,
chollist@usc.edu
Veronica Lizardi, Director, Downey Unified School District, vlizardi@usc.edu
Robert McEntire, Assistant Superintendent/CBO, Covina-Valley Unified School District,
rmcentir@usc.edu
Josh Randall, Assistant Superintendent, Sulphur Springs Union School District,
jirandal@usc.edu
Wayne Shannon, Assistant Superintendent, Downey Unified School District, twshanno@usc.edu
Marc Trovatore, Director, West Covina Unified School District, trovator@usc.edu
Diana Velasquez, Director, Los Angeles County Office of Education, vela983@usc.edu
THE INFLUENCE OF LEADERSHIP 184
IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street, #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

Abstract (if available)

Abstract Globalization has continued to influence the Irish education system as the presence of multinational corporations (MNCs) demand competent 21st-century skilled workers. Amidst this educational transformation, Irish students are required to demonstrate 21st-century skills in science, technology, engineering, and mathematics (STEM) courses through project-based learning (PBL) strategies. With these changing systematic and political pressures, leadership must adapt accordingly as it continues to play a major role in the success of programs related to STEM, such as SciFest. ❧ This study examined how students and school leadership participate in SciFest while preparing students for the Leaving Certificate Examination. Second, this study explored the influence of globalization and educational policy on the development of 21st-century skills through STEM education and instructional practices. Third, this study investigated the significance of gender and how it related to influencing female students’ choice of STEM education and their course of study. Fourth, this study explored how stakeholders and MNCs valued participation in SciFest. Fifth, this study investigated how SciFest influenced stakeholders’ perceptions of SciFest’s value in preparing students to compete in the 21st-century work force. ❧ The principal findings of this predominantly qualitative study indicated that, even though Ireland is continuing to grow as a global competitor, there is still a need for alignment with regard to educational policy and developing students who are truly competitive 21st-century workers. This study’s findings highlighted the critical role of leadership in transforming organizations, while also showing how STEM-related fields are supporting gender equality in the Irish work force. The study articulates a wide range of stakeholder values in Ireland’s SciFest competition.

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Asset Metadata

Creator Hasty, Jason Lewis (author)

Core Title The influence of leadership on the development of 21st century skills throughout Irish schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/23/2019

Defense Date 03/11/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century learning,21st century skills,education,exam,females in STEM,gender,gender equality,Globalization,instruction,Ireland,Irish,leadership,Learning and Instruction,OAI-PMH Harvest,organizational management,PBL,project based learning,project-based learning,Schools,science competition,science fair,SciFest,STEM,student achievement,teaching,transforming organizations

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Escalante, Michael (committee chair), Castruita, Rudy M. (committee member), Doll, Michele (committee member), Garcia, John (committee member), Hinman, Charles (committee member)

Creator Email jason_hasty@yahoo.com,jhasty@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-141325

Unique identifier UC11676761

Identifier etd-HastyJason-7220.pdf (filename),usctheses-c89-141325 (legacy record id)

Legacy Identifier etd-HastyJason-7220.pdf

Dmrecord 141325

Document Type Dissertation

Format application/pdf (imt)

Rights Hasty, Jason Lewis

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA