Murray State Theses and Dissertations

Abstract

This phenomenological study investigated how educational leaders conceptualize and influence Career Readiness Indicators (CRI) in Alabama high schools. As Alabama places increasing emphasis on College and Career Readiness (CCR), this research explored how leaders’ lived experiences affect initiatives designed to prepare students for postsecondary achievement. Drawing on Transformational Leadership Theory and Distributed Leadership Theory, the study examined leadership practices associated with work-based learning, soft skills development, academic preparedness, and career-readiness outcomes. Semi-structured interviews were conducted with educational leaders from Alabama school systems recognized for exemplary CCR performance. Data were analyzed using a phenomenological approach to identify shared leadership experiences and practices. Four principal findings emerged. First, leaders prioritized work-based learning opportunities and industry partnerships to broaden student access to career experiences. Second, leaders fostered a culture of high expectations through data-driven decision-making and collective accountability for CCR outcomes. Third, participants identified the development of soft skills as essential and implemented opportunities for students to enhance their communication, teamwork, professionalism, and problem-solving abilities. Fourth, academic competence was promoted through dual enrollment, Advanced Placement coursework, assessment preparation, and individualized student advising. The findings indicate that effective implementation of career readiness relies on distributed leadership, collaborative partnerships, and a unified vision for student success. Implications include expanding work-based learning, increasing access to dual enrollment, strengthening career coaching, and embedding soft-skills development throughout the educational experience.

Year manuscript completed

2026

Year degree awarded

2026

Author's Keywords

College and Career Readiness, Career Readiness Indicators, educational leadership, transformational leadership, distributed leadership, work-based learning, Alabama high schools

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Dr. Randal Wilson

Co-Director of Dissertation

Teresa Clark

Committee Chair

Dr. Randal Wilson

Committee Member

Teresa Clark

Committee Member

Dr. Ashley Bowling

Document Type

Dissertation

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