An Exploration of the Micropolitics of Instructional Supervision

Autor/in	Kreinbucher, Charles E.
Titel	An Exploration of the Micropolitics of Instructional Supervision
Quelle	(2016), (199 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Pittsburgh
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-5771-5
Schlagwörter	Hochschulschrift; Dissertation; Principals; Semi Structured Interviews; Politics of Education; Elementary School Teachers; Teacher Supervision; Surveys; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Educational policy; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung
Abstract	Instructional supervision has been one of the most researched, and debated topics in education in the last several decades. It continues to be a topic of relevance, especially in Pennsylvania, where the 2013-2014 school year began with the introduction of the teacher supervision and evaluation framework, Act 82 of 2012 (PSBA, 2013). Instructional supervision is a political phenomenon and social construct, and at any time, conceptually and practically, it is a function of internal and external politics, serving as an advantage to some and a disadvantage for others (Blase & Blase, 2002). The forms that supervision takes, the frequency, approaches, goals, values or beliefs are reflected by those leading the organization. The use of a micropolitical lens holds great potential for understanding the critical processes and nuances of the supervisory practices. The purpose of this exploration were to describe the current supervision practices of elementary principals, examine the micropolitical strategies, values and use of power relationships, determine the micropolitical leadership approach of the respondents, and discover the changes in practice as a result of Pennsylvania Act 82 of 2012. This study was an exploration, involving survey and 11 follow up interviews. The survey was designed in a manner to quantify the Blase and Anderson Micropolitical Leadership Matrix (1995). The respondents, elementary principals in Western Pennsylvania, were mapped to a quadrant of the matrix. Responses were analyzed and follow up semi-structured interviews were conducted. From these data, several findings were determined. The findings indicate that principals reported that they lean towards an open style and transformational approach. The concepts of instructional supervision and evaluation are approached synonymously, and efforts to grow teachers is through the clinical supervision model and practice of walkthroughs. Finally, Pennsylvania Act 82 of 2012 is reported to have had a positive impact in technical approaches, yet core philosophy has not changed. [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