Prepared to Stay the Course? A Phenomenological Study of Catholic School Principals Who Stayed in the Profession for More than Five Years and Their Reflective Insights on Becoming 21st Century Education Leaders

Autor/in	Clausell, Brittany N.
Titel	Prepared to Stay the Course? A Phenomenological Study of Catholic School Principals Who Stayed in the Profession for More than Five Years and Their Reflective Insights on Becoming 21st Century Education Leaders
Quelle	(2022), (142 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Gwynedd Mercy University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-2866-6
Schlagwörter	Hochschulschrift; Dissertation; Principals; Catholic Schools; Persistence; Labor Turnover; Instructional Leadership; Leadership Responsibility; Administrator Education; Motivation; Stress Variables; Work Experience; Work Environment; Values; Ethics; Critical Thinking; Religion; Interpersonal Relationship; Self Efficacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Katholische Schule; Ausdauer; Instruction; Leadership; Bildung; Erziehung; Führung; psychologische; Motivation (psychologisch); Employment experience; Job experience; Occupational experience; Berufserfahrung; Arbeitsmilieu; Wertbegriff; Ethik; Kritisches Denken; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Self-efficacy; Selbstwirksamkeit
Abstract	The purpose of this qualitative, descriptive phenomenological study was to understand how seven Catholic School principals who exceeded the national average of those who stay in the role for more than five years, achieved professional longevity despite the challenges inherent in 21st Century Educational Leadership. Existing research in the field suggests that adequate preparation and high intrinsic motivation, despite challenges and stress on the job, are two key factors in achieving professional longevity. However, there is little research on what type of preparation is adequate and factors of the job experience, positively influence high enough intrinsic motivation to stay in the role when challenges and pressures of acting with ethics, problem-solving with morals, and critical thinking with independence are constantly juxtaposed against happiness and faith-based fulfillment of leadership development. This study, framed around two main research questions, guided by the "Four-Paradigms of Ethics" (Shapiro and Stefkovich, 1995; 2005; 2016), and analyzed through the descriptive phenomenological research methods of Creswell (2007; 2013; 2018) and Merriam and Tisdell (2016), revealed how seven Catholic School principals decided to stay in the profession and what it took to create a "win-win" avenue toward building trust and developing relationships over time, indicative of fostering a safe pathway for growing the organization through ethical adaptations and changes to the status quo without disrespecting tradition or the organization's leadership structure. Reflections of frustration and satisfaction of personal and professional preparation resources and experiences, perspectives on self-efficacy, specific sources of support, and avenues of faith-based intrinsic motivation were discussed. [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