Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Leadership and Innovation

First Advisor

Martin Martinez, Ed.D.

First Committee Member

Jennifer Geiger, Ed.D.

Second Committee Member

Cory Rayala, Ed.D.

Abstract

This study examined how coaching-based leadership (CBL) communication practices were associated with participants’ perceptions of communication, collaboration, and engagement within a hybrid higher education work environment. Grounded in constructivist leadership theory (CLT), CBL, and action research (AR), the study explored how intentional shifts in leader communication behaviors influenced team interactions over time. Using a qualitative AR design, I partnered with a higher education administrative leader and their team in a hybrid setting. The participant group included the leader and their direct reports. Data were collected across iterative AR cycles through semistructured interviews, observational data, and participant reflection journals. Data analysis involved a combination of inductive and deductive coding to identify recurring patterns across participant experiences. Findings suggested small, intentional adjustments in leader communication—particularly increased use of inquiry, active listening, and reflective dialogue—were associated with shifts in interaction patterns from more directive communication toward inquiry-based dialogue. Participants described increased perceptions of psychological safety, stronger team cohesion, and greater ownership and autonomy. These shifts were not uniform across all participants and developed gradually over time through consistent communication practices and ongoing reflection. This study contributes to the literature by examining CBL communication within a hybrid higher education context and highlighting how everyday communication practices may shape team dynamics. The findings underscored leadership communication as an ongoing, relational practice and offer practical implications for leaders seeking to support trust, collaboration, and shared responsibility in distributed work environments.

Pages

194

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