Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 5-16-2026

Abstract

This qualitative study examined how executive leaders at an urban community college in the Southwestern United States used motivating language in written communication. Community colleges face increasing complexity, including enrollment declines, limited resources, and heightened expectations for student success. In this context, written leadership communication helps align organizational goals, build trust, and reinforce institutional values. Motivating Language Theory served as the primary coding framework, with findings interpreted through the lens of Authentic Leadership and informed by AACC Leadership Competencies. Using qualitative document analysis and an AI-assisted workflow to support coding consistency, the study analyzed publicly available executive communications produced over a 24- to 36-month period at one large, urban, multi-campus community college. Findings indicated alignment with direction-giving, empathetic, and meaning-making language, as well as with selected Authentic Leadership and AACC dimensions.

Keywords

Motivating Language Theory, Authentic Leadership, executive written communication, community college leadership, AI-assisted qualitative analysis

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Trenia Walker

Second Committee Member

Andrea Hetrick

Third Committee Member

William 'Toby' Holmes

Fourth Committee Member

Nireata Seals

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