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ERIC Number: ED561785
Record Type: Non-Journal
Publication Date: 2013
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-4610-8
Educational Leadership Growth through Dealing with a Major Crisis Event: A Phenomenological Study
Parks, Jeffery D.
ProQuest LLC, Ed.D. Dissertation, Northeastern University
The purpose of this study is to understand the leadership growth and development of principals in the state of Massachusetts who have experienced a major school crisis. Recent research has shown that principals are responsible for much more than curriculum and instruction and that the expectations placed on educational leaders have evolved (Hess, 2002). Research has also shown that principals' expectations now include a myriad of additional responsibilities. School violence and other unforeseen crises have complicated the role of building administration, and it is critical that principals are prepared to react appropriately in the event of an emergency (Gainey, 2009). This qualitative study created the opportunity for principals to reflect on their decision making under extreme pressure. Participants articulated their perceived growth as a result of managing a school crisis as they discussed the impact of the event on their own leadership. Four principals from the state of Massachusetts are included in this research. The research questions are: 1) "How do principals describe the actions they took when faced with a school crisis?" 2) "What have principals learned about their own leadership as a result of experiencing a school crisis?" Kolb's cycle of experiential learning guides this investigation. Whether responding to school violence, the untimely death of a student or staff member, or other critical situations, principals were afforded the opportunity to explain the decisions they made and discuss how they may have approached the situation differently. Participants responses and information sharing create an opportunity for educational leaders to learn from the personal experiences of their colleagues. This form of learning is useful for improving our collective ability to respond to future school crisis events (Cornell & Sheras,1994, Coombs, 2004). [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
Identifiers - Location: Massachusetts