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ERIC Number: ED554511
Record Type: Non-Journal
Publication Date: 2013
Pages: 188
Abstractor: As Provided
ISBN: 978-1-3032-1681-7
Navigating a Way out of Program Improvement: A Case Study Analysis
Munoz, Monica
ProQuest LLC, Ed.D. Dissertation, University of Southern California
This study was conducted to ascertain what leadership actions best position a principal to facilitate his school's exit from Program Improvement (PI) designation. Existing research suggests that the pressures for change in a high-stakes accountability setting, such as that of PI, are not only more difficult to implement, but also require a different skill set on the part of the leader who is charged with navigating his school. The study employed a case-study analysis with purposive sampling. The researcher sought a school that was entrenched in the Program Improvement years (specifically, PI Year 4+), in order to examine the interaction between external accountability mandates, the leader(s) that would enforce them, and the teacher(s) that would implement the mandates. The case study revealed that leadership actions taken by the principal have a bearing on a school's culture and climate, and the extent to which teachers make efforts to change. Such changes are sustained by the way that teachers are led and how they negotiate trust in their schools. [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