A View from the Principal's Office: A Grounded-Theory Exploration of Principals' Perceptions of Non-Academic Barriers to Learning--Implications for School Social Work

Autor/in	Prather, JoNataye Arnitra
Titel	A View from the Principal's Office: A Grounded-Theory Exploration of Principals' Perceptions of Non-Academic Barriers to Learning--Implications for School Social Work
Quelle	(2010), (241 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Ohio State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-5797-6
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Suburban Schools; Principals; Administrator Attitudes; Grounded Theory; Barriers; Academic Achievement; Resource Staff; Parent Participation; Parent School Relationship; Inservice Education; Interpersonal Competence; School Social Workers; Qualitative Research; Interviews; Observation; Questionnaires; Data Analysis; Computer Software + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Principal; Schulleiter; Schulleistung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Berufsbegleitende Ausbildung; Interpersonale Kompetenz; Social work in school; Schulsozialarbeiter; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Fragebogen; Auswertung
Abstract	The importance of the principal has been found to be a critical factor in student and school success. School principal responsibilities traditionally encompass operations and management. However, many principals are unable to fulfill these expectations because of students' social and behavioral issues. Consequently, this qualitative study explored principals' perceptions, experiences, and resources needed to address non-academic barriers to learning. Tape-recorded semi-structured interviews, non-participant observations, and a demographic questionnaire provided the sources for data collection. The purposive sample was comprised of 19 principals from urban and suburban schools. Grounded-theory methods and a computer-assisted qualitative data analysis software program were used to analyze data. Following data analysis, four major themes emerged: (1) the hustle; (2) support from home; (3) it-factor; and (4) student baggage. Additionally, three sub-themes emerged: (a) relationship building; (b) the need for additional pupil-support services; and (c) university training. The findings revealed that principals believe that specific resources are needed to address non-academic barriers to learning, including: (1) additional pupil-support staff; (2) more parental involvement to bridge home to school; (3) collegiate courses on non-academic barriers; and (4)educator training on rapport-building skills. The results of this study provide information for educators to identify gaps in knowledge preparation to work more effectively with students and families. The results also inform educators of pupil-support service staff of appropriate methods for combating non-academic barriers to learning and providing resources in schools. This study is beneficial for school social workers for understanding the needs of education administrators, resource service gaps in school systems, and avenues to advocate for change with education reform policies. Recommendations for school social work research, practice, and education are included. [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