Career Advancement Experiences of Hispanic Secondary Principals in Suburban School Districts: A Phenomenological Study

Autor/in	Fernandez, Rick
Titel	Career Advancement Experiences of Hispanic Secondary Principals in Suburban School Districts: A Phenomenological Study
Quelle	(2013), (148 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sam Houston State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-2640-4
Schlagwörter	Hochschulschrift; Dissertation; Hispanic Americans; Principals; Administrator Attitudes; Secondary Schools; Suburban Schools; Career Development; Barriers; Motivation; Employment Level; Racial Differences; Qualitative Research; Phenomenology; Experience; Mentors; Family Influence; Educational Administration; Gender Differences; Instructional Leadership + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanoamerikaner; Principal; Schulleiter; Sekundarschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Berufsentwicklung; psychologische; Motivation (psychologisch); Beschäftigungsgrad; Rassenunterschied; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Erfahrung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Geschlechterkonflikt; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Purpose: The purpose of this study was to examine the perceptions and experiences of Hispanic secondary school principals who work in suburban school districts regarding their career advancement. Moreover, the objective of this research was to understand these Hispanic principals' motivational drivers and barriers regarding their career choices, as well as their perceptions of any external drivers and barriers they might have experienced throughout their careers. Additionally, the extent to which these principals might associate current occupational status and placement with perceived or experienced racial/ethnic barriers or biases was explored. Methodology: This study was conducted using a qualitative, phenomenological design. According to Moustakas (1994), a phenomenological study consists of participants' descriptions of series of shared experiences. The objective of analyzing shared experiences is to obtain a comprehensive understanding of a specific group of people (Moustakas, 1994). This qualitative method can help the researcher understand a group's shared experiences through interpretation of original data expressed by the participants because most phenomenological data are collected from series of open-ended questions and discourse between the researcher and participants (Moustakas, 1994). This qualitative design was selected due to the inductive nature of the interview process and the possible accumulation of rich data. Findings: Each participant described specific experiences regarding internal and external drivers and barriers and career advancement. The emergent themes from this investigation illustrated the struggles and achievements of the participants. Overall, the participants stressed the importance of mentors, family support, and a passion for educational leadership as important drivers in their educational career. Additionally, participants cited the themes of gender, leadership questioned, and career doubt as the most prohibitive to career advancement. Implications: Findings from this study have significant implications for school districts, leadership development programs, and Hispanic principals. Specifically, recruiting efforts of school districts, providing quality mentorships for principals, and the initiation of Hispanic networking organizations could provide new opportunities for aspiring administrators. [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