Phenomenology, urban, principal, reading, sld
Changes in the demands on educational leaders have necessitated shifts in the roles and responsibilities of school principals. Meeting the needs of students with disabilities is among the critical challenges that administrators face today. The purpose of this study was to examine the lived experiences of elementary school principals where students with Specific Learning Disabilities (SLD) demonstrate reading proficiency. Phenomenological research was conducted to identify the themes associated with effective school leadership, related to this specific population, students with SLD. Informal, non evaluative observations were conducted in conjunction with analysis of leadership summaries that were submitted by teachers who were nominated by the participants, to determine theme congruence. These results indicated that the lived experiences of elementary school principals are a complex blend of characteristics and practices. Seven specific themes were identified in the qualitative interviews: 1) Embedded personal and/or professional experiences; 2) Adaptability; 3) Relationship orientation and commitment to collaboration; 4) Focused responsibility and accountability; 5) Hiring and supporting teachers while maintaining a culture of high expectations; 6) Resource allocation; 7) Reflection that informs decision making. This research provided preliminary evidence to demonstrate the lived experiences of elementary school principals, with a particular focus on students with SLD, and can be used to inform and adapt current practices to address anticipated challenges in the future.
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Doctor of Education (Ed.D.)
College of Education and Human Performance
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic
Theis, Elizabeth, "Phenomenological Study of Urban Elementary Principals: Reading-Proficient Students with Learning Disabilities" (2015). Electronic Theses and Dissertations, 2004-2019. 1411.