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作者 Pruim, David R
書名 Principals' perceived barriers and enhancements to performance in their roles as instructional leaders in rural, suburban, and urban settings: A qualitative study
國際標準書號 9780599738980
book jacket
說明 149 p
附註 Source: Dissertation Abstracts International, Volume: 61-04, Section: A, page: 1246
Director: Janis Fine
Thesis (Ph.D.)--Loyola University Chicago, 2000
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
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
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
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
School code: 0112
Host Item Dissertation Abstracts International 61-04A
主題 Education, Administration
Education, Elementary
Alt Author Loyola University Chicago
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