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ERIC Number: ED513126
Record Type: Non-Journal
Publication Date: 2009
Pages: 172
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-7404-2
Leadership, Learning and School Change: The Elementary Principal's Role in Teacher Professional Development
Daniels, Danielle Marie
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study was to explore the link between elementary principal work and teacher professional development in a setting of school change. It was a study of principals' purposeful behaviors and efforts as their school communities experienced curricular change or reform measures. It was not known to what extent the role of the elementary principal impacts school change through professional development. Havlik ("Leadership, Learning and School Change: The Elementary Principal's Role in Teacher Professional Development, 2007") began research that studied the link between principal leadership and professional development in order to help teaching staff understand and accept change. The conclusions were drawn from a sampling, which included three distinct socioeconomical schools in the state of Wisconsin. The purpose of this new research was to study three schools in the same district, and determine if the conclusions are the same. Research indicates that the central office directly impacts principal leadership and professional development in schools (Darling-Hammond, "Building instructional quality: "Inside-out" and "outside-in" perspectives on San Diego's school reform, 2003"). It is essential that the district provides support, resources, and vision to individual schools within the district. Havlik does not address district level support; therefore, this study identified ways where central office supported elementary principals' leadership during the change process. In addition, any factors, barriers, or constraints to the principals' efforts of professional development were explored. To address this, elementary school sites were visited, and principals and teachers were interviewed in schools that had experienced curricular change or reform. The findings concluded that strong leadership from principals and teacher leaders positively impacted schools in their change processes when the leadership supported school vision, communicated effectively, provided instructional guidance, and reflected on personal and professional goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A