A Hermeneutical Phenomenological Study of the Role of New Secondary School Assistant Principals

Autor/in	Stanton, David Joseph, IV
Titel	A Hermeneutical Phenomenological Study of the Role of New Secondary School Assistant Principals
Quelle	(2012), (162 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-7377-2
Schlagwörter	Hochschulschrift; Dissertation; Assistant Principals; Middle Schools; Hermeneutics; Phenomenology; High Schools; Suburban Schools; Mentors; Beginning Principals; School Administration; Michigan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Principals; Stellvertretende Schulleitung; Middle school; Mittelschule; Mittelstufenschule; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; High school; Oberschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule
Abstract	This phenomenological study followed five secondary school assistant principals during the 2010-2011 school year. The participants range in age from their early 30s to early 50s, three of the participants serving as assistant principals in high schools; and two as assistant principals in middle schools. All five participants work in two school districts in Oakland County, Michigan, a suburban county northwest of Detroit and were promoted to administrative work within the past three years. The participants provided monthly calendars and journals along with discipline reports to demonstrate through their schedules, duties, and, most importantly, their own words, the experiences of new secondary school assistant principals. The study focused on these shared experiences of new administrators by allowing for the participants to voice their own words and thus add to the body of knowledge. This phenomenological study focused on the lack of mentoring capabilities for new administrators, specifically those in public secondary schools. [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	2017/4/10