Examining the Role of School Superintendents in Creating Sustainable Change through Principal Leadership

Autor/in	Whitley, Michele L.
Titel	Examining the Role of School Superintendents in Creating Sustainable Change through Principal Leadership
Quelle	(2022), (127 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8372-2
Schlagwörter	Hochschulschrift; Dissertation; Administrator Role; Superintendents; Principals; Educational Change; Leadership; Social Networks; Social Capital; Professional Development; Capacity Building + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulrat; Principal; Schulleiter; Bildungsreform; Führung; Führungsposition; Social network; Soziales Netzwerk; Sozialkapital
Abstract	Educational policy in the United States in the past decade has focused on eliminating the achievement gap by establishing legislation orienting educators toward research-based evidence and increased accountability at all levels of the system (Daly, Liou et al., 2014). Educational leaders play an important role in initiating and maintaining change, and leadership practice is imperative for educational reform (Weinbaum et al., 2012). The interconnection between the success and failure of reform initiatives in schools have rested in part on the fabric and dynamics of social relations (Daly, 2010). The purpose of this grounded theory, qualitative study is to examine how the understanding and use of social network theory is applied by superintendents as they build the capacity of principals so that change occurs and can be sustained to improve student outcomes. Daly's (2010) social network theory is the conceptual frame for this investigation. Key findings showed that all the participating superintendents deemed it necessary to be able to communicate, create vision, and serve as a model for leadership to build capacity of building principals to reach district goals. Superintendents also considered professional development, network ties, and information flow necessary to support principals' attainment of district goals with their staff. Lastly, superintendents believed that social networks and social capital within the organizational culture are necessary to sustain change. Several conclusions were identified from the findings. Superintendents believed it was necessary to build leadership capacity of principals through articulating vision and goals, long-term planning and empowering principals to lead initiatives. Superintendents modeled leadership and considered network ties when building social capital and accessing resources. Superintendents created structures for external and internal communication for information flow but did not explicitly reference the development of social networks. The development of social capital is necessary to sustain the attainment of district goals. Research regarding educational leadership and change is enhanced by this study as it provides ideas for leaders working with teams on how to apply social networks to create and sustain change in an organization. The focus on the relationship between central office and building principals to examine how the system interacts to achieve sustainable change through coordinated efforts is understudied and this research attempts to provoke thinking centered on systemic change efforts. [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	2024/1/01