<p>The purpose of this mixed-methods study is to
explore leadership characteristics dual language school principals possess to effectively
lead a dual language program. The
research seeks to identify specific leadership characteristics and qualities
necessary for a principal to effectively lead a dual language school compared
to the leadership characteristics required to lead a traditional/monolingual
school. The researcher examined
the perceptions of leadership responsibilities with dual language
teachers in an urban school district in southern Washington. This research study was compared with a
similar study completed with monolingual teachers in an urban school district
in western Wisconsin. The researcher
used an electronic survey, via Qualtrics, to gather demographic information and
determine the rank order perceptions of the 21 leadership responsibilities
according to dual language teachers. A total of 17 teachers participated in the
research study. The highest rated
leadership responsibility among the dual language teachers was Communication
and the lowest rated leadership responsibility was Contingent Rewards. The researcher also implemented a collective
case study design to accumulate and analyze data regarding the leadership
characteristics of two dual language school principals, via semi-structured
interviews. A recommendation from this
study is that several of the 21 leadership responsibilities are more applicable
to increasing student achievement in dual language classrooms compared to
monolingual classrooms. </p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/7786349 |
| Date | 15 May 2019 |
| Creators | Michael Parsons (6410687) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/EFFECTIVE_SCHOOL_LEADERSHIP_CHARACTERISTICS_OF_DUAL_LANGUAGE_EDUCATION_PRINCIPALS/7786349 |
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