Abstract

A growing body of research supports the idea that large-scale school reform efforts often fail to create sustained change within the public school sector. When implementing deep organizational change, both novice and veteran educators are challenged to learn new skills, reexamine their instructional practice and content knowledge, and re-shape their underlying beliefs and values about schools. This qualitative study explored principals’ perceptions of their leadership roles in the school system. Data collection was done through a series of three interviews with three elementary school principals in Central Florida. In addition to their perceptions, it also studied factors that may influence their perceptions, including revised curriculum standards, new teacher evaluation models, and state assessments mandates. The findings of this research considered the demographic, educational, and professional background of each participant as well as the school to which they are assigned. It also examined the principals’ self-reported responsiveness to current educational reform mandates and their perceptions of areas of leadership strength and weakness with their teachers and staff at their school.

Notes

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Thesis Completion

2015

Semester

Fall

Advisor

Wenzel, Taylar

Degree

Bachelor of Science (B.S.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

Elementary Education

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

Format

PDF

Identifier

CFH0004908

Language

English

Access Status

Open Access

Length of Campus-only Access

None

Document Type

Honors in the Major Thesis

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