A Phenomenological Exploration of Superintendents' and Principals' Experiences in a Shared Professional Development Process

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Autor/in	Severson, John R.
Titel	A Phenomenological Exploration of Superintendents' and Principals' Experiences in a Shared Professional Development Process
Quelle	(2013), (233 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Western Michigan University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-6407-3
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Superintendents; Principals; Professional Development; Attitude Change; Instructional Leadership; Experience; Interpersonal Relationship; Phenomenology; Interviews; School Districts; Leadership Qualities; Leadership Styles; Thematic Approach; Best Practices; Teacher Administrator Relationship; Collegiality; Program Effectiveness; Teamwork + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Schulrat; Principal; Schulleiter; Attitudinal change; Einstellungsänderung; Instruction; Leadership; Bildung; Erziehung; Führung; Erfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; School district; Schulbezirk; Führungseigenschaft; Führungsstil; Themenzentrierter Unterricht; Kollegialität
Abstract	For this qualitative study, I explored and described how superintendents and principals interpreted and experienced a sustained professional development process focusing on instruction and student learning, a form of Elmore's Superintendents in the Classroom (SITC) Network. Specifically, I examined how the addition of principals in the SITC learning model experience changed the superintendents' and principals' knowledge and beliefs as well as their behavior in three areas: their individual experiences, the working relationship between superintendent and principal, and the way they now think about and encourage student learning. For this phenomenological study, superintendents and principals were selected and individually interviewed from five districts. The data gathered were deductively and inductively analyzed. Deductively, a literature-based framework was created using the concepts of (a) shared vision (Bennis & Nanus, 1985; Fullan, Bertani, & Quinn, 2004), (b) distributed leadership practices (Burns, 1978; Gordon, 2002; Kellogg, 2006; Walters & Marzano, 2006), and (c) professional learning communities (DuFour, DuFour, & Eaker, 2008; Muhammed, 2009; Sergiovanni, 2004). While literature reveals that superintendents have had success in the SITC program (Choy, 2003; City, Elmore, Fiarman, & Teitel, 2010; Elmore, 2000, 2004; Rallis, Tedder, Lachman, & Elmore, 2006), this study analyzed the inclusion of principals in the process as well. Through the data analysis process, I developed six themes: (a) leaders developed new views of instructional best practices, (b) new working relationships developed between the leaders and their teachers, (c) leaders adapted the SITC learning model's PLC processes, (d) leaders developed new appreciation for the value of working with their peers and colleagues, (d) the SITC training changed how the paired leaders work together, and (e) leaders adapted the SITC training's best practices onto their administrative teams' working processes. My study affirmed, added to, and disputed other research. In particular, I found the importance of principals joining a sustained shared professional development process with their superintendents as it changed them individually, changed how they worked together, and changed the relationship of the leaders as well as the functionality of the administrative team. [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