Date

2-13-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Traci Eshelman

Keywords

School Board, School Board Members, Florida, Governance, Policymaking, Training, Onboarding, Education, Board Trustees, School Districts, Onboarding, Ongoing Training, Mentoring

Disciplines

Educational Administration and Supervision | Educational Leadership

Abstract

This hermeneutic phenomenology study was conducted to explore Florida school board members’ perspectives on onboarding and ongoing training in governance and policymaking, emphasizing reflective interpretation to analyze participants' life experiences. The guiding theory for this study was Bass's theory of transformational leadership, which was relevant to school board governance and policymaking as it provided insights into democratic principles and leadership in public education. The central research question was: What were the lived experiences of school board members with onboarding and ongoing training in preparation for governance and policymaking in Florida? The data collection methods used triangulation through a questionnaire, an interview, and observation to obtain valuable insights. Data analysis involved coding to identify common themes until thematic saturation was achieved. Participant recruitment used a criterion sampling process open to all school districts. The study included 12 school board members who met the experience criteria until thematic saturation was reached. This study’s results underscore the need to improve onboarding and ongoing training for Florida school board members. Consistent, structured, and interactive programs aligned with the practical, political, and ethical demands of governance are essential for effective leadership. A comprehensive framework should include written guidelines, governance training, mentoring, quarterly sessions, and oversight by neutral statewide entities.

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