40 Julie Dawes, EdD Habits of Highly Effective People: Be Proactive; Begin With the End in Mind; Put First Things First; Think Win-Win; Seek First to Understand, Then to Be Understood; Synergize; and Sharpen the Saw (Covey et al., 2014). One of the cornerstones of TLIM is that leadership is not just for a few, but instead that everyone can be a leader. TLIM teaches students to be in charge of their education by practicing the 7 Habits and setting and reaching their own goals. This allows teachers to then be in the position to provide a safe and nurturing environment to help students find their own gifts and talents (Logan, 2017). Research Design A case study approach was used to explore the process of implementing TLIM at Valley Ridge Elementary. According to Creswell and Creswell (2018), the researcher in a case study develops an analysis of a program, event, or activity of one or more individuals. The current study was a case study of one school, Valley Ridge Elementary, by interviewing staff members with varying positions throughout the school. One-on-one interviews with research participants were used as a way to gather information about participants’ personal experiences and attitudes regarding the implementation of TLIM and how they experienced, described, or perceived that TLIM affected 21st-century learning, SEL, and school culture. Interviews were conducted with 12 educators from the Valley Ridge staff. Participants were chosen from staff members, including K-5 teachers, special education teachers, ESL teachers, and the special programs teachers for music, P.E., computer science, library, and art. Research participants in the current study answered 13 open-ended questions to provide their perceptions of TLIM. Summary of Findings and Interpretation of Results Research Question 1 (RQ1): What are the perceptions of teachers in a Leader in Me school about how the program addresses 21st century skills? Several themes emerged during the participant interviews. The three main themes reported for RQ1 were collaboration, communication, and problem solving. These three themes were noted by the researcher after the analysis of the participant interviews using NVivo 12 for Mac. Collaboration The participants of the current study reported a positive perception of the effects on 21st-century skills when TLIM was implemented. Eleven of the 12 participants reported that collaboration, a 21st-century skill, was happening at Valley Ridge because of TLIM. One participant said, “I think that learning to collaborate and work with other people is learned with TLIM.” Communication The next emerging theme for RQ1 was communication. The participants of the current study reported a positive perception of the effects on 21st-century skills when TLIM was implemented. Eleven of the 12 participants from the current study reported that TLIM promoted communication and that students could communicate their learning and personal goals. Problem Solving The third emerging theme for RQ1 was problem solving. Eleven participants reported that TLIM helped students with the 21st-century skill of problem solving. Participants also reported that problem-solving skills allow the students to be more flexible in their learning and collaborating. Research Question 2 (RQ2): What are the perceptions of teachers in a Leader in Me school about how the program addresses social and emotional learning? Resolving Conflicts The participants of the current study reported a positive perception of the effects on SEL when TLIM was implemented. Eleven of the 12 participants reported that resolving conflicts, an SEL skill, was happening at Valley Ridge because of TLIM. Self-Regulation The next emerging theme for RQ2 was self-regulation. Participants reported that every classroom had a calm down corner where students could use strategies taught though TLIM to regulate their emotions.
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