An Exploration of the Experiences of Female Secondary Principals of the Year

Autor/in	Allen, Shannon
Titel	An Exploration of the Experiences of Female Secondary Principals of the Year
Quelle	(2013), (172 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-3296-9
Schlagwörter	Hochschulschrift; Dissertation; Principals; Females; Secondary Schools; Experience; Phenomenology; Personal Narratives; Administrator Effectiveness; Interviews; Leadership; Administrator Behavior; Influences; Academic Achievement; Gender Differences; Interpersonal Relationship; Transformational Leadership; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Weibliches Geschlecht; Sekundarschule; Erfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Erlebniserzählung; Interviewing; Interviewtechnik; Führung; Führungsposition; Influence; Einfluss; Einflussfaktor; Schulleistung; Geschlechterkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The purpose of this phenomenological narrative study was to investigate the lived experiences of female secondary principals who have been recognized by their peers as "Principal of the Year" by the Texas Association of Secondary School Principals (TASSP) regarding their experiences leading secondary campuses. Seven secondary female principals, all previous recipients of the "Principal of the Year" in Texas award took part in extensive interview that investigated the leadership behaviors of female principals, challenges female principals face in the position, their influence on student achievement, how they build relationships, their perceived leadership differences from that of male leaders, and whether or not gender impacted their leadership experiences. Findings indicated that female principals who led secondary campuses based multiple aspects of their leadership behaviors on relationships. How staff and students related to them as leaders was a constant focus for the participants. Aspects of transformational leadership theory such as individualized consideration and inspirational motivation were depicted in participant leadership behaviors. However, it was concluded that little attention is placed on gender issues for the participants since were too focused on running successful schools to focus on issues that may or may not emerge as obstacles. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01