A Study of District Leadership Practices in the Principal Professional Learning Community

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Autor/in	Miller, Danielle G.
Titel	A Study of District Leadership Practices in the Principal Professional Learning Community
Quelle	(2012), (95 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Nevada, Las Vegas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-3259-4
Schlagwörter	Hochschulschrift; Dissertation; Instructional Leadership; Qualitative Research; Urban Schools; School Districts; Communities of Practice; Principals; Academic Achievement; Disadvantaged Schools; Educationally Disadvantaged; Minority Group Students; Elementary Schools; Educational Legislation; Federal Legislation; Interviews; Adult Learning; Learning Theories; Cooperation; Leadership Effectiveness; Educational Improvement; Educational Change; Positive Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Instruction; Leadership; Bildung; Erziehung; Führung; Qualitative Forschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Community; Principal; Schulleiter; Schulleistung; Elementary school; Grundschule; Volksschule; Bildungsrecht; Schulgesetz; Bundesrecht; Interviewing; Interviewtechnik; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Co-operation; Kooperation; Führungseffizienz; Teaching improvement; Unterrichtsentwicklung; Bildungsreform
Abstract	This qualitative study was implemented in an urban, Title I school district in the southern portion of the United States. The problem the study addressed was that the various phenomena pertaining to the implementation of the principal professional learning community (PPLC), as perceived by the 14 participating elementary school principals, had not been examined to determine their influence. Qualitative data were acquired from the principals through personal interviews. Findings suggested that, with the regular opportunities for principals to share ideas and thoughts with their colleagues, PPLC participants perceived improved performance involving (a) the attributes of high skillfulness and high participation within the leadership capacity matrix described by Lambert (1998, 2003); (b) leadership capacity in daily practices, as reflected in adult learning theory (Knowles, Holton, & Swanson, 1998); (c) the collaborative nature of school leadership, empowerment, and the centrality of student learning, 3 of the 4 guiding principles of effective leadership identified by the Council of Chief State School Officers (1996); (d) continuous school improvement, as noted in the ISLLC Standard 1 (Council of Chief State School Officers, 1996); (e) the ability to make positive changes in their school communities; and (f) the 7 leadership skills identified by Reeves (2006). Responses further indicated that the initial PPLC was reflective of instructional leadership, collaboration, student achievement, and campus management, 4 attributes comprising the school based PLC model. The primary emphasis of participants' responses embraced the collaboration and overall learning that occurred. This finding was profound, given the belief that the principalship is a position, in many ways, of isolation. Based on findings, the researcher recommends the ongoing development and implementation of the PPLC. The researcher additionally recommends this study be replicated at the end of a 3-year period, and that findings be compared to those derived from the current study to determine whether participants' perceptions of related phenomena have changed. Once results are derived from the recommended study, a determination can be made whether to continue the PPLC. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01