ERIC Number: ED360730
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Studying Principal Inner Realities and Their Practice: Building the EA Knowledge Base.
Keedy, John L.
This paper presents findings of a comparative case study that explored the inner realities of four successful high school principals identified as effective. Case studies were conducted of four high school principals in a North Carolina school district. Data were obtained from 2 interviews with each principal and interviews with 10 teachers in each school. Because each of their tenures began in perceived out-of-control schools, these principals' sense of mission was interpreted as providing them with the conviction and resiliency both to survive and to apply management strategies. As Brown and Burke conceptualized their visions for the future, they shifted their thinking, resulting in actions that gained more influence. Lee and Jackson's sense-making remained grounded in their original missions; their subsequent actions appeared to be minimally affected by visions. Social norms identified and validated by teachers were also used to determine how these principals' inner realities were reflected in their relationships with teachers. Brown and Burke emerged as transformational leaders who formed value-driven relationships with teachers empowered by mutual commitment. Lee remained at the transactional stage. Jackson, because his student-advocacy-oriented mission conflicted with traditional principal-teacher norms, appeared caught between transactional and transformational work orientations. Five tables and one figure are included. Appendices contain student achievement data, teacher perceptions of principals' school improvements, and contextual data for the four principal's realities. (Contains 37 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina