Keeping Principals at the Top of the Class: An Innovation Study of Principal Leadership, Self-Efficacy, and the Pursuit of Leadership Development

Autor/in	Kropp, Mary Beth
Titel	Keeping Principals at the Top of the Class: An Innovation Study of Principal Leadership, Self-Efficacy, and the Pursuit of Leadership Development
Quelle	(2018), (201 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Leadership Training; Principals; Burnout; Labor Turnover; Working Hours; Administrator Responsibility; Accountability; Stress Variables; Salaries; Faculty Development; Beginning Principals; Self Efficacy; Program Descriptions; Adult Learning; Learning Theories; Barriers; State Standards; Instructional Leadership; Innovation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Führungslehre; Principal; Schulleiter; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Hours of work; Arbeitszeit; Verantwortung; Entlohnung; Gehalt; Self-efficacy; Selbstwirksamkeit; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Instruction; Leadership; Bildung; Erziehung; Führung; Kalifornien
Abstract	School site leaders historically have experienced high levels of burnout and turnover. Principals cite long work hours, increased responsibilities with local, state, and federal accountability, increased stress and low pay as a few of the reasons jobs are abandoned within the first five years. LEAD currently provides professional learning for aspiring and beginning site leaders, but no formal process exists for veteran leaders. Using a gap analysis framework, this research study sought to understand the relationship between professional learning opportunities aligned to the California Professional Standards for Educational Leaders and veteran principals' sense of efficacy. Using an explanatory sequential mixed method research, participants from LEAD's programs were surveyed and interviewed to determine the knowledge, motivation, and organizational barriers that support their participation in ongoing professional learning. Furthermore, how a principal learns was also explored through questions related to professional learning and adult learning theory. The summary and recommendations derived will guide LEAD in establishing an ongoing professional learning framework for veteran site leaders. [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