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ERIC Number: ED550401
Record Type: Non-Journal
Publication Date: 2012
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-9854-1
Reflecting on Reflection: A Phenomenological Inquiry into Principals' Use of Reflective Practice
Amstutz, Dennis Scott
ProQuest LLC, Ed.D. Dissertation, Texas A&M University, Kingsville
Today's principals work in a setting that has become increasingly complex and characterized by a great deal of uncertainty and variety. Reflective practice is a process that principals can utilize to develop expertise in effectively operating under these conditions (Short & Reinhart, 1993). The purpose of the study was to explore the extent and impact of principals' use of reflective practice. An understanding of conditions that surround reflective practice in the daily life of a school principal was revealed through examining the accounts of their lived experiences. The study was guided by the following central research question: What was the value of reflection towards principals' decision-making and leadership effectiveness? The approach to the study utilized a qualitative methodology with a phenomenological design. The research sample was obtained from recommendations made by superintendents from the Rio Grande Valley region of South Texas and based on a description of a reflective principal. Data were gathered by the use of standardized open-ended interviews followed by interview guide approaches and observations. Data analysis entailed exploring patterns and connections that exist within the data and revealing themes in an attempt to gain meaning within the context. Conclusions were created through a synthesis of the literature and the themes that were identified. The study provided rich description of the role of reflective practice in the daily lives of the principals studied. Examined was how principals conceptualized, utilized, and created a setting for the use of reflective practice. Also examined was the impact reflective practice had on the principals' leadership. The themes that emerged from this examination were synthesized with the literature that produced conclusions and recommendations. Information gained from the study provided insight into the use of reflective practice by principals to increase their effectiveness. Recommendations were created to provide suggestions to educator and administrator preparation programs for their curricula, principals for their practices, and researchers for possible future studies. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas