Literaturnachweis - Detailanzeige
| Autor/in | Jones, Marvin L., Jr. |
|---|---|
| Titel | No Great Principal, No Great School: A Phenomenological Study of Principal Turnover |
| Quelle | (2021), (118 Seiten)
PDF als Volltext Ed.D. Dissertation, Delaware State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-2098-9841-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Principals; Labor Turnover; Phenomenology; Administrator Attitudes; Decision Making; Predictor Variables; Prevention; Elementary Schools; Secondary Schools; Stress Variables |
| Abstract | Realizing consistent success in schools without consistent leadership is difficult (Day, Gu & Sammons, 2016), also confirmed by Boberg and Bourgeois (2016) that inconsistent leadership has a negative impact on student achievement, hence the growing problem of premature turnover in the principalship (Boyce & Bowers, 2016), and the purpose of this study: to understand and describe the beliefs of principals, regarding their reasons for leaving the principalship sooner than expected. The following two Research Questions/Inquiries (RQ/I) drove the study: "How do principals leaving their position in less than five years perceive and describe their reasons for leaving?" and "How can identified reasons for principals' abbreviated tenure be reliable predictors and preventers of this phenomenon?" Data collection consisted of an interview process of seven former school principals representing each level (elementary, middle, and high) from the northeastern part of the United States having left their positions within five years of assuming the role. Interviews were recorded (via Zoom), transcribed, coded, and analyzed for themes. Transferability and credibility were enhanced through bracketing where influential bias of the researcher, an experienced subject matter expert in school administration, was intentionally denied, and validity and reliability confirmed via member checks with each participant. As findings began to emerge from the data collection codes were developed and identified in two separate groups: RQ/I 1 (motivation, communication, funding and resources, new job, politics, pressure, and stress) and RQ/I 2 ("administrators and/or leadership," "organizations or schools," "workload," "family," "time," "work," and "stress"). Implications and recommendations were provided accordingly, focusing largely on principal preparation, and the need for formalized mentorship requirements for new principals, and future studies on their reasons for "staying" as compared to their reasons for "leaving," as was identified in this study. [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 | 2024/1/01 |
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