An Examination of the Professional Development of Experienced Principals and Aspiring Principals in Long Island, New York Public Schools

Autor/in	Bullock, Gay
Titel	An Examination of the Professional Development of Experienced Principals and Aspiring Principals in Long Island, New York Public Schools
Quelle	(2012), (216 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-6773-7
Schlagwörter	Hochschulschrift; Dissertation; Principals; Professional Development; Elementary Secondary Education; Experience; Administrator Role; Decision Making; Supervision; Qualitative Research; Inquiry; Administrator Attitudes; Interviews; Coding; Archives; School Districts; Work Environment; Program Effectiveness; Administrator Characteristics; Influences; Teaching Experience; School Community Relationship; Persistence; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Erfahrung; Decision-making; Entscheidungsfindung; Qualitative Forschung; Interviewing; Interviewtechnik; Codierung; Programmierung; Archivwesen; Archiv; School district; Schulbezirk; Arbeitsmilieu; Influence; Einfluss; Einflussfaktor; Ausdauer
Abstract	Principals are being asked to create optimal learning conditions that will "lead to improved results for students, long-term gains in school system capacity, and increased productivity and effectiveness" (RTTT, 2009). The purpose of this study was to examine the professional development offered to and sought by experienced principals and aspiring principals to see if it is sufficient to move the organization forward. The participants in the study are working as experienced principals or aspiring principals in elementary, middle or secondary schools in one of the four counties that make up Long Island, New York. The participants who are experienced principals have decision-making authority and supervise academic and nonacademic activities in a school environment. The position of aspiring principal is considered a prerequisite to the position of principal. Qualitative research allowed the use of inquiry as a technique to better understand through detail the experienced and aspiring principals' attitudes and experiences. Interviewing offered an opportunity to "explore voices and experiences" (Silverman, 2006) in their natural setting, and "permit probing subject's responses, exploring of unplanned topics that arise, and opportunity for clarification of responses" (Gay, 2000).The data collection process began with each interview being recorded, coded and analyzed. Coded categories were based on relevant keyword, themes, patterns and discrepancies found in the data collected. In addition, archival data was collected on each school district and used to get a complete picture of the subject's work environment. Research revealed the professional development of experienced principals and aspiring principals is insufficient to move forward reforms for the following reasons: (1) the disposition of most experienced principals and aspiring principals was determined to be low; (2) the instructional influence of most experienced principals and aspiring principals was determined to be weak; (3) most experienced principals and aspiring principals did not form viable alliances with community partners, in particular parents. and; (4) the majority of experienced principals and aspiring principals were determined to have a low level of commitment to action. Both principal types possess ambitious goals to improve current academic standing of their school. However, they lack the training to be successful. [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	2020/1/01