Date

11-11-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Ireremena Felix-Otuorimuo

Keywords

Arts-Based Mentorship, Adaptive Leadership, Adult Leadership Development, Community Engagement, Emotional Intelligence, Collaborative Learning, Reflective Practice, Transformative Learning

Disciplines

Educational Leadership | Leadership Studies

Abstract

The purpose of this transcendental phenomenological study was to understand the leadership development experiences of adult mentors participating in arts-based volunteer programs serving suburban youth in community settings. The theory guiding this study provided a framework for examining how experiential arts-based volunteerism facilitated leadership development through reflective practice and relational engagement. The central research question guiding this study was: How do adult mentors experience leadership development through participation in arts-based volunteer programs serving suburban youth? This qualitative study employed a transcendental phenomenological design to explore the lived experiences of 10 adult mentors engaged in arts-based volunteer programs within suburban communities. Data were collected through semi-structured interviews, reflective journals, and organizational document analysis and were analyzed using Moustakas’ phenomenological reduction process. Findings revealed five major themes: Emotional Growth in Leadership, Development of Problem-Solving Skills, Collaborative Communication and Relational Mentoring, Growth in Communication and Adaptability, and Leadership Identity Transformation. Participants described leadership development as a process shaped by emotional awareness, reflective practice, communication, adaptability, relationship-building, and service-oriented mentoring. The study setting included community arts centers and arts-based youth programs in suburban regions.

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