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dc.contributor.authorHalstead, Kimberly Anne
dc.date.accessioned2014-03-03T20:20:07Z
dc.date.available2014-03-03T20:20:07Z
dc.date.issued2002-12
dc.identifier.otherhalstead_kimberly_s_200212_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/halstead_kimberly_s_200212_edd
dc.identifier.urihttp://hdl.handle.net/10724/20572
dc.description.abstractThe purpose of this study was to examine the perspectives of the role and work of four instructional coordinators in four elementary schools in a single county in Georgia. A case study design included three semi- structured interviews and analysis of artifacts. The constant comparative method of data analysis was used to develop propositions related to the work and role of the instructional coordinator position. Data were examined by individual case and then across cases. Major findings emerged by examining various leadership roles assumed and the personal leadership styles as reported by participants. Findings related to the instructional coordinators’ perspectives of their roles showed them to be serving such roles as stress reliever, a teacher supporter, and a central office messenger. Everyday tasks, additional duties assigned by the principal and central office administration, and paperwork responsibilities were found to shape both the work and role of the instructional coordinator. Across all cases, findings indicated: (1) The primary leadership role that instructional coordinators fulfilled was that of promoting teacher leadership among teacher. (2) The instructional coordinators experienced role conflict and ambiguity with relationship to their interactions with central office and building level personnel. (3) Providing support for teachers was considered a primary role although other non-instructional work often prevented them from providing this support. (4) The administrative hierarchy did not support the role of the instructional coordinators due to conflict between the instructional coordinators and assistant principals. (5) Paperwork was an issue for all four participants, and this had a negative impact on the instructional coordinators being able to have time to emerge as instructional leaders.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectTeacher Leadership
dc.subjectInstructional Coordinator
dc.subjectElementary School
dc.subjectLeadership
dc.subjectRole Conflict and Ambiguity
dc.titleThe role of the elementary instructional coordinator related to teacher leadership : a case study
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentEducational Leadership
dc.description.majorEducational Leadership
dc.description.advisorSally J. Zepeda
dc.description.committeeSally J. Zepeda
dc.description.committeeKenneth Tanner
dc.description.committeeThomas Holmes
dc.description.committeeJulius Scipio
dc.description.committeeAnthony Strange


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