A Multiple Case Study of Ethical Preparedness of Guam K12 Principals in High Poverty Public Schools

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Autor/in	Quitano, Elwin Champaco
Titel	A Multiple Case Study of Ethical Preparedness of Guam K12 Principals in High Poverty Public Schools
Quelle	(2016), (151 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-6973-8
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Ethics; Elementary Secondary Education; Poverty; Disadvantaged Schools; Public Schools; Educational Change; Standards; Ethical Instruction; Leadership Training; Educational Assessment; Beginning Principals; Qualitative Research; Knowledge Level; Competence; Educational Practices; Graduate Study; Accountability; Semi Structured Interviews; Cues; Coding; Guam + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Ethik; Armut; Public school; Öffentliche Schule; Bildungsreform; Standard; Ethics instruction; Teaching of ethics; Ethikunterricht; Führungslehre; Education; assessment; Bewertungssystem; Qualitative Forschung; Wissensbasis; Kompetenz; Bildungspraxis; Aufbaustudium; Graduiertenstudium; Hauptstudium; Verantwortung; Stichwort; Codierung; Programmierung
Abstract	The answer to effective formal principal preparation reform across the nation has been to adopt and implement the "Interstate School Leaders Licensure Consortium" (ISLLC) standards, which in most instances begins with graduate program courses and field training within higher learning institutions. Close adherence to Standard 5, a prioritized component of the ISLLC that emphasizes high levels ethical behavior among principals, remains a critical area of development that requires supplemental sub-criteria measurement in the form of selected AL constructs. Because there is currently limited research on ISLLC Standard 5 preparation outcomes as a result of poorly implemented graduate tracking and monitoring systems, other forms of measurement are necessary. By providing supplemental assessment of ISLLC Standard 5 through the lenses of relational transparency and balanced processing, ethical preparation levels among new principals can be better understood. The objective of providing supplemental assessment of Standard 5 was accomplished through this qualitative multiple case study. This study was conducted within the Guam Department of Education (GDOE), where nine new principals were interviewed about their personal knowledge, skills, abilities, experiences, and practices during graduate preparation programs and their daily leadership duties in association with relational transparency and balanced processing. The data obtained from 60-minute semi-structured interview questions, expert review, and non-verbal cues were categorized and exported to NVivo software, where nine identified themes were interpreted to answer two purposeful research questions. The results of the study indicate that the majority of new principal participants' perceptions were primarily weak or moderate in the area of relational transparency. In terms of balanced processing, new principals were primarily moderate in their perceptions for each categorical theme, with the highest intensity being in "standards and traditions." Overall, the study findings revealed that the majority of new principals failed to give adequate evidence of practice for both supplemental AL constructs in order to meet ISLLC Standard 5 criteria. The recommendations for future research includes the need for additional studies to be conducted surrounding two other AL constructs ("self-awareness" and "internalized moral perspective") as they apply to ethical preparation, and the need for additional studies in similar US territory or county school districts that have HPS that consistently show low academic outcomes. [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