Abstract
The purpose of this qualitative phenomenological study was to explore how LGBTQ secondary public school administrators in California use the dimensions of centered leadership to find and create opportunities for connection, mentorship, career advancement, and joy at work. A conceptual model that incorporated the centered leadership model (CLM) and the construct of thriving was used for this study. A phenomenological design was used to explore the professional experiences of LGBTQ secondary public school administrators in California. Purposeful sampling with 10 (N = 10) LGBTQ administrators was conducted. Moustakas’s (1994) steps in phenomenological analysis including epoche, phenomenological reduction, imaginative variation, and synthesis were used to analyze the data. Validity and reliability were established through the use of peer collaboration, respondent validation, bracketing, reflexive journaling, and detailed description. Significant statements were identified from interview transcripts and resulted in 24 initial codes. From these codes, 12 formulated meanings were deduced, and after further synthesis, five overall themes emerged. Themes included (a) motivation and consistent, daily use of perceived strengths contribute to passion for work; (b) LGBTQ administrators view challenges optimistically, often relying on a combination of personal strengths, mindsets, values, and environmental context to shape their actions as a leader; (c) leadership presence is mediated by individual and contextual factors; (d) LGBTQ administrators do not actively seek out mentors or coaches who can influence career growth; rather they connect with other professionals based on their work context and factors associated with their LGBTQ identity; and (e) self-awareness, mindset, and restoring behaviors allow LGBTQ administrators to manage their energy and maintain motivation for the job. The CLM provided evidence that LGBTQ secondary public school administrators thrive at work. Future research centered on the work experiences of different types of administrators across education levels (i.e., elementary, district-level or higher education) or school types should be conducted to determine similarities and differences in thriving. Additionally, future studies examining the role of a marginalized identity with regards to seeking coaching or research around cultural politics and influence on thriving should be researched.