Leading and managing today's independent school : a qualitative analysis of the skills and practices of experienced heads of independent schools in the New York Metropolitan Area / Jean-Marc Juhel.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Juhel, Jean-Marc, author.

Contributor:

Kuriloff, Peter J., degree supervisor, degree committee member.

Ball, Earl J., degree committee member.

Windsor, Katherine G., degree committee member.

University of Pennsylvania. Educational and Organizational Leadership, degree granting institution.

Language:

English

Subjects (All):

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Educational and organizational leadership.

Educational and organizational leadership--Penn dissertations.

Local Subjects:

Penn dissertations--Education.

Education--Penn dissertations.

Penn dissertations--Educational and organizational leadership.

Educational and organizational leadership--Penn dissertations.

Physical Description:

xii, 161 leaves : illustrations ; 29 cm

Production:

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

Summary:

The purpose of this qualitative study was to engage with 16 experienced heads of school in the New York metropolitan area in order to understand the skills and practices that they view as critical to leading and managing today's independent school.

This study was predicated on the commonly accepted proposition that over the years, the role of the head of school underwent a radical transformation due to demographic, societal, technological, and economic factors, most notably the recession of 2008, and that consequently the fundamental leadership skills and management practices required for the job had changed. However, while the context in which independent schools operate may in fact be different, the skills and practices used by heads of school may not have changed as much as might be generally believed.

The findings from the interviews with the study participants were consistent across heads and schools, regardless of the impact of the 2008 recession. The data collected speak to the head's ability to manage the school's leadership team and board of trustees, communicate effectively and empathically with all constituents, and build meaningful relationships based on trust.

All the participants underlined their initial lack of preparation for a job that they had to learn at the "school of hard knocks." Both preparation for headship and leadership development are critical, in particular as NAIS reports that current heads are anticipated to retire in large numbers in the near future and that few traditional candidates are expressing interest in joining the ranks of heads of school.

The principal application of the findings of this study is to inform leadership development programs regarding the skills that should be at the core of the learning of aspiring and current heads of school. Such programs should focus on team management skills, relational skills, board management skills, and communication skills.

Due to the study's limited geographical scope, further qualitative research is needed to build a more complete understanding of independent school headship. The findings, however, provide a framework for leadership skills and models of tried management practices that may enhance the capacity of school heads, present and future.

Notes:

Ed. D. University of Pennsylvania 2015.

Department: Educational and Organizational Leadership.

Supervisor: Peter J. Kuriloff.

Includes bibliographical references.

OCLC:

951553574