A Different Kind of Leader for a Different Kind of School? A Study of Two Early College High Schools in North Carolina

Autor/in	Wynn, William H., III
Titel	A Different Kind of Leader for a Different Kind of School? A Study of Two Early College High Schools in North Carolina
Quelle	(2016), (120 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-2281-2
Schlagwörter	Hochschulschrift; Dissertation; Educational Administration; Dual Enrollment; High School Students; College Students; Instructional Leadership; Associate Degrees; Leadership Styles; Nontraditional Education; School Administration; Interviews; Principals; Administrator Attitudes; Focus Groups; Teacher Attitudes; Transformational Leadership; Teacher Administrator Relationship; Administrator Education; High Schools; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsverwaltung; Schuladministration; Schulverwaltung; Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; Non-traditional education; Alternative Erziehung; Interviewing; Interviewtechnik; Principal; Schulleiter; Lehrerverhalten
Abstract	Early College High Schools (ECHS) allow students to combine high school and college curriculum and graduate with a high school diploma and transferable college credit, with students in many cases earning associate's degrees. ECHS schools have a tendency to focus on students that have been underserved in the education system. Currently there is a large amount of research and literature on school leadership and traditional high school principal leadership styles (Walters, Marzano, & McNulty, 2003), however, there is minimal research on leadership styles in nontraditional academic environments like ECHS schools. With over 70 ECHS schools in existence and plans to establish more in North Carolina, there will be a need for school leaders to lead nontraditional or "innovative" schools like Early College High Schools. For this study, two ECHS schools were identified in North Carolina. Interviews with the ECHS principals of these two schools as well as focus groups of staff and teachers of these schools were conducted. Findings of this study conclude that school leadership in the two North Carolina ECHS schools identified is situational, with ECHS principals invoking characteristics of various leadership styles, including transformational, transactional, authoritative, and "laissez-faire". The teachers and staff at the two ECHS schools had accurate perception of their respective principal's leadership styles. Recommendations are made with implications on how policy makers, educational leaders, and college preparation programs can prepare future high school principals to lead traditional high schools and nontraditional high schools like Early College High School. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01