MARC 主機 00000nam  2200361   4500 
001    AAI9969121 
005    20120702095254.5 
008    120702s2000    ||||||||||||||||| ||eng d 
020    9780599738980 
035    (UMI)AAI9969121 
040    UMI|cUMI 
100 1  Pruim, David R 
245 10 Principals' perceived barriers and enhancements to 
       performance in their roles as instructional leaders in 
       rural, suburban, and urban settings:  A qualitative study 
300    149 p 
500    Source: Dissertation Abstracts International, Volume: 61-
       04, Section: A, page: 1246 
500    Director:  Janis Fine 
502    Thesis (Ph.D.)--Loyola University Chicago, 2000 
520    This dissertation examines three award-winning Illinois 
       elementary principals, on the "front lines" in their on-
       going efforts to improve instruction in their respective 
       schools. The main focus of this dissertation was the 
       barriers which impede them in their roles as instructional
       leaders, as well as the enhancements which advance their 
       instructional improvement efforts. This case study 
       research examined three such principals in three distinct 
       settings. One case took place in a distinctly rural 
       setting. The second case took place in a distinctly 
       suburban setting. The third case took place in a 
       distinctly urban setting 
520    The methodologies in this research were qualitative in 
       nature. Each award-winning principal was "shadowed" on the
       job for one week. Then, each principal gave the researcher
       a semi-structured interview of approximately two hours in 
       length. Finally, the researcher collected relevant 
       documents, related to the barriers and enhancements, in 
       their roles as the instructional leaders, in their 
       respective buildings. These three sources of information: 
       shadowing, interviews, and documents were then 
       triangulated as to their importance in terms of content 
       which illuminated either (or both) barriers and/or 
       enhancements in the roles of the three participating 
       principals, as instructional leaders at their various 
       school sites 
520    Two pieces of existing research acted as important 
       theoretical frameworks, within this dissertation. Kurt 
       Lewin's Force Field Analysis with its emphasis on helping 
       forces and hindering forces provided a mirror image to the
       concepts of barriers and enhancements, and, Thomas 
       Sergiovanni's Five Forces of Leadership provided areas of 
       exploration during the semi-structured interviews with 
       each participating principal 
520    Major findings were that all of the participating 
       principals were actively engaged as excellent 
       instructional leaders, within their schools. However, time
       (lack of enough of it to do all the many things expected 
       of them) and the fragmentation of it into small amounts---
       were generally common barriers amongst all three settings.
       The general enhancements to their roles as instructional 
       leaders, were found in their abilities to deal with 
       resistance/resistors effectively, cope with teacher 
       isolation, and get the overwhelming support of their 
       staffs and galvanize the entire organization towards their
       instructional improvement goals 
590    School code: 0112 
650  4 Education, Administration 
650  4 Education, Elementary 
690    0514 
690    0524 
710 2  Loyola University Chicago 
773 0  |tDissertation Abstracts International|g61-04A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
       advanced?query=9969121