What keeps principals going? : a critical feminist view of servant-relational leadership / Richard Jeffrey Rhodes.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Rhodes, Richard Jeffrey, author.

Contributor:

Campano, Hans G., degree supervisor, degree committee member.

Jordan, Will, degree committee member.

McKee, Annie, degree committee member.

University of Pennsylvania. Educational Leadership, degree granting institution.

Language:

English

Subjects (All):

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Educational leadership.

Educational leadership--Penn dissertations.

Local Subjects:

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Educational leadership.

Educational leadership--Penn dissertations.

Physical Description:

x, 142 leaves ; 29 cm

Production:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2015.

Summary:

The passage of the No Child Left Behind Act in 2001 ushered in an age of high-stakes testing and assessment accountability, impacting our nation's public schools more profoundly than any other educational policy in the last 20 years. The heightened accountability for schools as a result of the increased expectations for student achievement has arguably expanded the responsibility and the level of stress for both teachers and administrators (Allison, 1997; Kaplan & Owings, 2001; Whitaker, 2007). Recognizing the role that principals play in inspiring teacher sustainability, this study draws attention via the medium of story to what inspires principal sustainability within the professional context of high-stakes assessment and accountability.

Taking a qualitative research approach, this study examines how an inquiry community of principals utilized reflective story sharing in order to voice, discuss, and codify what inspired them to become and remain leaders. Principals met on a regular basis as an inquiry community to share stories and then use reflective questions, activities, and active listening to contemplate their craft knowledge and experiences and their leadership values in collaboration with their peers in a safe learning environment.

The implications for understanding what principals share and say about the events, people, and experiences that inspire them to lead can have significant implications for what professional development looks like for principals. The opportunity for principals to make meaning through their shared stories can lead to professional development that is differentiated, personalized, and immediately impactful upon principal leadership, growth, and development.

Notes:

Ed. D. University of Pennsylvania 2015.

Department: Educational Leadership.

Supervisor: Hans G. Campano.

Includes bibliographical references.

OCLC:

951553589