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ERIC Number: ED548880
Record Type: Non-Journal
Publication Date: 2007
Pages: 285
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-5540-7
ISSN: N/A
The Essence of the Principal's Role in a Professional Development School
Tilford, Keith L.
ProQuest LLC, Ph.D. Dissertation, University of Florida
My research study explored how principals make sense of their role in a Professional Development School. Previous research related to Professional Development Schools has focused on teachers and university students, while few empirical studies have been focused on principals and the role they play in K-12 and university partnerships. This phenomenological study was conducted to contribute to the empirical literature on PDS principals. Using Seidman's interview protocol, interviews were conducted with three elementary PDS principals. The resulting data were transcribed and then converted into portraits to describe the significant lived experiences of each of the participants. From the portraits, six themes emerged: (a) principal as change agent; (b) principal as collaborator; (c) principal as culture maker; (d) principal as inquirer/learner; (e) principal as protector; and (f) principal as knowledge broker. Bolman and Deal's "Four Frames" were used as a tool to analyze the leadership styles of the three principals. Each of the participants was found to operate to some degree in each of the frames, but the Symbolic Frame served as either the primary or secondary perspective from which they operated. The Political Frame was the least used by two of the three principals. Findings of this study also provided a list of characteristics which may contribute to the potential success of principals in Professional Development School settings. An openness to change, a willingness to work collaboratively with university personnel, and a commitment to school renewal were three qualities present in each principal. The findings of this study also indicated that principals at different stages in their career can serve effectively as Professional Development School leaders as they assume one of three stances: developing, integrating, and culminating. The study indicated that Professional Development School work can serve the professional growth needs of principals in addition to facilitating growth of staff and students. [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: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A