A growing body of research supports the idea that large-scale school reform efforts often fail to create sustained change within the public school sector. When implementing deep organizational change, both novice and veteran educators are challenged to learn new skills, reexamine their instructional practice and content knowledge, and re-shape their underlying beliefs and values about schools. This qualitative study explored principals’ perceptions of their leadership roles in the school system. Data collection was done through a series of three interviews with three elementary school principals in Central Florida. In addition to their perceptions, it also studied factors that may influence their perceptions, including revised curriculum standards, new teacher evaluation models, and state assessments mandates. The findings of this research considered the demographic, educational, and professional background of each participant as well as the school to which they are assigned. It also examined the principals’ self-reported responsiveness to current educational reform mandates and their perceptions of areas of leadership strength and weakness with their teachers and staff at their school.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:honorstheses1990-2015-2870 |
| Date | 01 December 2015 |
| Creators | Kish, Kathryn M. |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | HIM 1990-2015 |
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