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Public School Leadership : = A Phenomenological Study of Professionals in Positions of Educational Leadership on How They Enact Change.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Public School Leadership :/
Reminder of title:	A Phenomenological Study of Professionals in Positions of Educational Leadership on How They Enact Change.
Author:	Elaine, Francisco Tan.
Description:	1 online resource (128 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355420777

Public School Leadership : = A Phenomenological Study of Professionals in Positions of Educational Leadership on How They Enact Change.
Elaine, Francisco Tan.

Public School Leadership :A Phenomenological Study of Professionals in Positions of Educational Leadership on How They Enact Change. - 1 online resource (128 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Fielding Graduate University, 2017.

Includes bibliographical references

The purpose of this phenomenological study was to explore the experience of 11 public school professionals in positions of leadership within the San Mateo County public school system. The aim was to gain a deeper understanding of how public school leaders enact change in their districts and schools. Four superintendents, one assistant superintendent, and six principals responded to an online demographic questionnaire regarding ethnicity, age, and the first two areas of primary concern for their district. Each participant participated in a semi-structured interview that explored the significant aspects of leadership needed to enact change in their district and also areas of concerns and challenges. Four broad categories of themes emerged, including key attributes of a leader who effects change, overarching goals, largest concerns, and their thoughts on the implementation of 21st century skills in their district. The findings showed that these leaders thought it was critical to have a vision for their district, inspire others to work toward the vision, and collaborate, listen, and communicate with stakeholders when implementing steps toward the vision. They emphasized the importance of not losing sight of the vision when attempting to implement initiatives. They realized that sometimes modifications or a change in course is needed and not everyone would be happy. In the end, they considered the decision-making process a shared task. In this respect, the leaders modeled the 21st century learning goals of communication, creativity, collaboration, and critical thinking for students as well as staff.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355420777Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Public School Leadership : = A Phenomenological Study of Professionals in Positions of Educational Leadership on How They Enact Change.
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
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502 $a Thesis (Ph.D.)--Fielding Graduate University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this phenomenological study was to explore the experience of 11 public school professionals in positions of leadership within the San Mateo County public school system. The aim was to gain a deeper understanding of how public school leaders enact change in their districts and schools. Four superintendents, one assistant superintendent, and six principals responded to an online demographic questionnaire regarding ethnicity, age, and the first two areas of primary concern for their district. Each participant participated in a semi-structured interview that explored the significant aspects of leadership needed to enact change in their district and also areas of concerns and challenges. Four broad categories of themes emerged, including key attributes of a leader who effects change, overarching goals, largest concerns, and their thoughts on the implementation of 21st century skills in their district. The findings showed that these leaders thought it was critical to have a vision for their district, inspire others to work toward the vision, and collaborate, listen, and communicate with stakeholders when implementing steps toward the vision. They emphasized the importance of not losing sight of the vision when attempting to implement initiatives. They realized that sometimes modifications or a change in course is needed and not everyone would be happy. In the end, they considered the decision-making process a shared task. In this respect, the leaders modeled the 21st century learning goals of communication, creativity, collaboration, and critical thinking for students as well as staff.
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538 $a Mode of access: World Wide Web
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