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ERIC Number: ED551917
Record Type: Non-Journal
Publication Date: 2012
Pages: 200
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-5951-8
How Do Principals Conceptualize Success: Are Their Actions Consistent with Their Definitions?
Patience, Brian J.
ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro
My research study explored how principals allocated their time, their perceptions of success, and whether their actions were consistent with their definition of success. Findings revealed participants spent time performing three primary behaviors including communicating with school stakeholders, completing managerial practices, and serving as instructional leaders. Additionally, participants conceptualized success as more than performance on state accountability assessments including components such as academic and behavioral growth, appreciation for education and lifelong learning, the belief in future school and societal success, maturing higher-level thinking skills, and an individualized view of success specific to children. Finally, the significant majority of principals carried out actions that were consistent with their opinions of success. Conversely, the participants who did not perform a majority of practices associated with their perceptions of success were influenced by moderating factors, which emphasized the relationship between contextual and individual characteristics and principals' time allotment. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A