Female Leadership at High-Poverty, High-Performing Schools: Four Case Studies

Autor/in	Reynolds, Shirley Ann
Titel	Female Leadership at High-Poverty, High-Performing Schools: Four Case Studies
Quelle	(2009), (173 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Missouri - Saint Louis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-6099-1
Schlagwörter	Hochschulschrift; Dissertation; Rating Scales; Comparative Analysis; Leadership; Principals; Teaching Methods; Poverty; Academic Achievement; Women Administrators; African Americans; Females; Urban Schools; Administrator Effectiveness; Case Studies; Interviews; Observation; Administrator Attitudes; Teacher Administrator Relationship; Scores; Disadvantaged Schools; Teacher Attitudes; Measures (Individuals) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rating-Skala; Führung; Führungsposition; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Schulleistung; Weibliche Führungskraft; Afroamerikaner; Weibliches Geschlecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Lehrerverhalten; Messdaten
Abstract	This mixed methods study examined the leadership abilities of four African American female principals in an urban setting. The purpose of the mixed methods study was to observe, describe and analyze how the principals have been effective leaders in their respective high-poverty, high-performing elementary schools (K-5). The qualitative methodology utilized for this study was in the form of four individual case studies. This part of the study included structured interviews and observations. The tape-recorded interviews consisted of open-ended interview questions developed by the researcher about the principals' work and school. The gathered data has provided a "thick description" (Geertz, 1973) of each female principal's personal view about her own principalship. Five emerging themes surfaced from the data collected from personal interviews as a result of comparative analysis. The themes that emerged were as follows: work relations; taking charge; attitude of acceptance and challenge; developing and empowering others and emphasis on academic achievement. A survey was used for the quantitative method of the study. "The Audit of Principal Effectiveness--APE" (Valentine, J. & Bowman, M. 1988) a self-administered instrument delivered by the investigator to all four schools was collected from a total of ninety-seven teachers and staff members (counselor and secretary). All participants rated their principals on a rating scale of 1-9 on individual forms. The "APE" survey was developed by Valentine & Bowman to describe the leadership skills of building principals. The "APE" survey was also designed as a valid, reliable, practical instrument to obtain teachers' perceptions of principal effectiveness. This instrument has eighty items, which provide data for nine component factors of principal effectiveness. The mean scores of each component factor were used for cross-analysis in this portion of the study. The principals' range of scores fell within the high-end of moderately effective (7.21) and highly effective (8.77) on a scale of 1 to 9. This combined qualitative and quantitative methodologies provided a thorough investigation of how four female principals contributed to the successes of their high-poverty, high-performing schools. The study also answered the research question, "How have these female principals been effective at their high-poverty, high-performing schools?" [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	2017/4/10