Abstract

The purpose of this causal comparative quantitative study was to examine relationships between types of crises, perceptions of instructional leadership practices, and length of service as principal. Data from a purposive sampling using the Instructional Leadership, Job Satisfaction, and Retention Survey (ILJSRS) were collected from principals in one district and analyzed to assess the impact crises played on their perceptions of instructional leadership practices and their retention. Independent variables included demographics, type of crisis (weather, violence, health), and principal retention. The dependent variable was perception scores on the ILJSRS. Statistical analyses included the General Linear Model with Robust Standard Errors (OLS regressions). The study found partial findings related to the impact that crises and experience have on the perceptions of instructional leadership practices for principals and assistant principals. Information from these findings could aid district leaders in minimizing the impacts crises have on retention by supporting principals with instructional leadership practices. Implications for policy and practice will be included for one district.

Notes

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Graduation Date

2022

Semester

Summer

Advisor

Eadens, Daniel

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Identifier

CFE0009259; DP0026863

URL

https://purls.library.ucf.edu/go/DP0026863

Language

English

Release Date

August 2022

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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