Principals' perceptions of the influence of central office.

Format:

Book

Thesis/Dissertation

Author/Creator:

Russell, Barbara A.

Contributor:

Trybulski, Joseph, committee member.

Nabors-Olah, Leslie, committee member.

Johanek, Michael, advisor.

University of Pennsylvania. Educational Leadership.

Language:

English

Subjects (All):

School management and organization.

Educational leadership.

0449.

0514.

Penn dissertations--Educational and Organizational Leadership.

Educational and Organizational Leadership--Penn dissertations.

Local Subjects:

Penn dissertations--Educational and Organizational Leadership.

Educational and Organizational Leadership--Penn dissertations.

0449.

0514.

Physical Description:

179 pages

Contained In:

Dissertation Abstracts International 74-12A(E).

System Details:

Mode of access: World Wide Web.

text file

Summary:

In response to the No Child Left Behind legislation (NCLB, 2001), there has been a dramatic shift in schools toward improving student outcomes in the areas of reading and math. NCLB mandates that states establish specified levels of achievement for all students in these content areas and holds them accountable yearly via state assessments administered to students in grades three through eight and eleven. The resulting accountability has placed a greater focus on improving learning opportunities for students. Research indicates that teachers are vital in the effort to improve student learning and that leadership is second to classroom instruction. In their role, principals are critical in leading reform efforts in schools as well as managing the day-to-day obligations of buildings. The central office of a school district serves to guide principals in their enactment of policy and to provide the resources necessary to lead their buildings. How does the work of the central office influence the work of principals and how do principals perceive this working relationship?

As middle managers, principals contribute innovative ideas and facilitate change efforts from their vantage point. They are obligated to respond to the needs of staff, students and parents in their school community while also responding to their central office serving to supervise their work. This qualitative study investigated principals' perceptions of the influence of the central office on their work. The data collected were analyzed to identify what principals believe their role entails and the role of their central office, as well as their perceptions of the influence of the central office on their efforts in the schools they lead. Consideration for the following characteristics occurred in relation to principals' perceptions: school context (elementary, middle, or high), expectations of the principalship, and the various means by which principals and the central office interact. Findings contribute to a determination of how the central office can effectively support the work of principals in ways that result in positive outcomes for students. Further, the data and results lead to recommendations for future study.

Notes:

Thesis (Ed.D. in Education) -- University of Pennsylvania, 2013.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Adviser: Michael Johanek.

Local Notes:

School code: 0175.

ISBN:

9781303333873

Access Restriction:

Restricted for use by site license.