Literaturnachweis - Detailanzeige
| Autor/in | McEwen, Karen |
|---|---|
| Titel | A Phenomenology Study: Principals' Perception of Their Leadership Training and Experience in Preparing Them as Instructional Leaders to Impact Student Academic Achievement |
| Quelle | (2019), (239 Seiten)
PDF als Volltext Ed.D. Dissertation, Central Michigan University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-0883-1922-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Principals; Administrator Attitudes; Administrator Role; Leadership Training; Instructional Leadership; Academic Achievement; Urban Schools; Elementary Schools; School Effectiveness; Novices; Standards; Michigan |
| Abstract | A desperate need existed for leadership training and leadership experience to align their components according to the ELCC standards to improve effective teaching and learning that will intensify student achievement more quickly. The 2008 ISLLC, which were adopted by the National Policy Board for Educational Administration (NPBEA), consisted of six policy standards. The 2008 ISLLC standards were developed to orientate policy makers to adopt and impact resources for student achievement. The standards of 2008 were established to support the role of the principal as instructional leaders and the importance of sound educational leadership to raise achievement (CCSSO, 2008). In 2015, the ISLLC standards were revised based on the changing roles and responsibilities of the building principal and their name has been changed to the Professional Standards for Educational Leaders. In 2018, the new NELP standards included a revision of the 2015 standards, one for ethics and professional norms and one for equity, inclusiveness and cultural responsiveness (NPBEA, 2019). Building level principals had the responsibility for enhancing student achievement. However, based on research, principals had no direct effect on student achievement. House Bill 5223 (Michigan Comp. Law 380.124) added a new component to the school administrator's evaluation in 2008 that will make them accountable for student growth and assessment. Traditionally, principals were trained to be building managers but today school leaders are asked to understand, interpret and analyze data that will assist teachers in changing instruction to improve the goals of the district and the school in order to increase student achievement (Wilson, 2012). Principals were the first to concede that they need more to help prepare their teachers to improve instruction that will impact student achievement. Based on the findings, it was discovered that the leadership training, leadership experience and various pathways to administrative renewal and/or certification did not adequately prepare principals with the skills necessary to increase student academic achievement. Therefore, principals felt frustrated and experiences challenges while trying to make an impact on student academic achievement. Research questions for this study was based on: 1. What are the lived experiences of new instructional leaders in a low-performing urban elementary school, who participated in leadership training and gained leadership experiences?; and 2. How do new elementary school principals in low performing urban districts believe their leadership training or leadership experiences prepared them to be instructional leaders? This research study was a qualitative, phenomenological study with the emphasis on the lived experience of being a new instructional leader in a low performing urban elementary school who participated in a leadership program or gained leadership experience. The phenomenological study was to highlight and investigate the beliefs, feelings, thoughts, frustrations, and other emotions of the participants. Through data collection procedures, these lived experiences captured the administrator's perception of their training for the position of principal. My goal was to interview five newly assigned principals that were promoted to building level principal in the school district. The participants that were interviewed had an elementary background in education. During the interview, candidates were asked questions regarding their perception of their preparedness from their leadership training or leadership experience as it related to an instructional leader. The researcher used an interview protocol and an interview guide. The purpose of the interview protocol was used as the initial steps to guide the interview. The interview protocol consisted of a heading (date, time, location, interviewer, interviewee, and signed release), purpose of the research, what to say to begin, what should be said to conclude, reminders of taking notes and what to do following the interview. Researcher agrees to set aside their preconceptions. Reflexivity, a form of bracketing, allowed for the researcher to evaluate one-self so that the information obtained through the interview does not end up reported incorrectly and leading to bias interpretation about the data. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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