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dc.contributor.authorBorzak, James Michael
dc.date.accessioned2014-03-04T18:26:50Z
dc.date.available2014-03-04T18:26:50Z
dc.date.issued2010-05
dc.identifier.otherborzak_james_m_201005_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/borzak_james_m_201005_edd
dc.identifier.urihttp://hdl.handle.net/10724/26243
dc.description.abstractThe purpose of this study was to examine teachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement. The theoretical perspective informing the study is symbolic interactionism, and the methodology was grounded theory. Face to face interviews were the primary data source. Constant comparative analysis was used to analyze the data and to generate theory grounded in the data. The purpose of schools is student improvement, and the implementation of change through instructional leadership has been paramount to this goal. The principal had accepted the leadership role as instructional leader of a school, which the principals’ leadership practices have or can make a difference in the effectiveness of the school regarding change for student improvement. The data from this study indicate that the experiences of the teachers in their instructional leadership programs in the rural north Georgia County facilitated a stressful change and implementation of standards. Interactions with leadership led to supportive interactions, which provided the means for positive outcomes and the strength to overcome the challenges identified by the teachers. However teachers did report frustration over staff development and whether it had a clearly defined purpose for the enhancement of student improvement. Teachers also reported frustration in the fact when students show improvement the administration is praised but when the students do not show improvement the teachers are blamed. Therefore little credit is afforded to teachers for student improvement.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectStudent Improvement, Instructional Leader, Change, Teachers, Perspective
dc.titleTeachers’ perspectives on how the principal’s instructional leadership affects change directed at student improvement
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentWorkforce Education, Leadership, and Social Foundations
dc.description.majorEducational Leadership
dc.description.advisorC. Thomas Holmes
dc.description.committeeC. Thomas Holmes
dc.description.committeeC. Kenneth Tanner
dc.description.committeeJo Blase


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