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ERIC Number: ED526167
Record Type: Non-Journal
Publication Date: 2009
Pages: 173
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-6727-1
ISSN: N/A
Trust and the Working Relationships of Principals and Central Office Administrators
Washington, Candace
ProQuest LLC, Ed.D. Dissertation, Memphis State University
The purpose of this qualitative case study was to gain an understanding of interpersonal trust between principals and central office administrators whose responsibility it is to supervise principals in a school district in Western Tennessee. Also, this study sought to identify participants' views relative to the existence of trust in their working relationships. The overarching research question that guided this study was, what are the experiences of school leaders in building trust and how do these experiences influence the working relationships and supervision between central office personnel and school principals? To obtain an answer, the researcher administered a trust inventory in conjunction with conducting several interviews with participants and observing them fulfill their work roles to determine how trust influenced their supervisory relationships. Data were analyzed and the results indicated a disconnect between the two groups of district leaders. This disconnect in de Colores School District exists because some central office administrators perceive that they are doing a fantastic job supervising principals. They feel that the only problem in the district is disgruntled principals who thrive on being difficult. Conversely, principals felt that their supervisors were leaving them out of the governance of the district and that supervisors were neither responsive nor supportive, were uncommunicative, unfair in regard to race, and lacked the competence needed to effectively execute their duties. This disconnect in perceptions reveals that trust is absent from the district. Consequently, district leaders are experiencing strained working relationships. The current focus of district leaders is on self preservation, which impedes the uniting of efforts for the enhancement of student achievement. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee