Journal of K-12 Educational Research 51 Grounded theory uniquely lends itself to the collection of additional data as needed for the development of emerging theories because the emerging theories point the researcher in a particular direction based on emerging gaps in the theory (Glaser & Strauss, 1999). During the data collection, the researcher expanded the data set to include additional data sources through social media posts from Facebook and school board meeting minutes. The research questions that guided the current study were as follows: Research Question 1 (RQ1) How do district leaders use stakeholder perceptions to guide their actions? Research Question 2 (RQ2) What do the stakeholders within the community expect from district leadership of a fast-growing district? Research Question 3 (RQ3) What role does social media and communication play in the perceptions developed by stakeholders? Research Question 4 (RQ4) What perceptions do stakeholders have about the decisions being made by district leadership? Summary of Findings and Interpretation of Results The findings of the current study addressed a gap in the literature by expanding the research on how district leaders use stakeholder perceptions in the decision-making process while going through fast growth. The summary of the findings for the interviews are shown in Figure 1. Research Question 1 (RQ1) The researcher determined that getting stakeholders involved early on in the planning process is important. This allows the district leaders to understand perceptions of stakeholders as decisions related to fast growth are being made. Stakeholders are able to give input and leaders can then make changes in the decision, if necessary. Involvement from stakeholders allows district leaders to be proactive in their decision making. Research Question 2 (RQ2) A school district is an organization that, at the core, is a customer service organization. The stakeholders have expectations from the school district and district leaders. The stakeholders within the school district expect to receive communication about a variety of issues and decisions. The stakeholders within the fast growth school district recognize that change is a result of fast growth. The stakeholders want the opportunity to give input and feedback for the decisions that have to be made, as those decisions directly impact their families and communities. Stakeholders want a leader who has a welcoming temperament, a good work ethic, and someone who can make student-centered decisions. A leader who meets a stakeholders’ need to be involved in the planning and implementation process of district changes due to fast growth is necessary for success. Research Question 3 (RQ3) Stakeholders use a variety of avenues to both send and receive communication. Due to the nature of how stakeholders use communication, they expect a school district to communicate information through multiple techniques. How a district utilizes social media and communicates with stakeholders is critical to the development of stakeholder perceptions. If the school district is able to disclose information in a timely manner, share events happening in the district, and answer questions related to change in the district, the stakeholders feel a sense of connection to the district, which in turn generates positive perceptions. Research Question 4 (RQ4) Stakeholders have multiple perceptions and opinions about their school districts. Specifically, they have formed perceptions around the decisions being made by district leaders. When it comes to making decisions specifically about students, staff, facilities, programs, policies, and resources, the stakeholders will form perceptions, both positive and negative. Those perceptions will form based on stakeholders’ participation and the communication they receive about the changes that are occurring. Proactive Perceptions Theory Thick analysis of the multiple data points for each research question was conducted. Based on the evidence and analysis, the researcher formed a theory for fast growth
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