A case study of effective elementary school principal's practice and prioritization of administrator standards


Roberts, Cindy L.. (2007). A case study of effective elementary school principal's practice and prioritization of administrator standards. Theses and Dissertations Collection, University of Idaho Library Digital Collections.

A case study of effective elementary school principal's practice and prioritization of administrator standards
Roberts, Cindy L.
Elementary school principals--Idaho--Case studies
Elementary schools are comprised of a variety of staff members performing a multiplicity of tasks focusing on the earliest years of a student's educational career. One key player in this environment is the building principal. With recent changes in student achievement expectations and an increased focus on principal accountability at both the national and state level, this role has been redefined.;A problem exists when elementary principals are faced with multiple roles that have been identified by national and/or state organizations that outline what they could be doing which is contrasted with identified priorities taken from effective schools research as to what they should be doing compared with the tasks that effective principals are doing on a daily basis. Following an examination of the typical characteristics of elementary principals, these three themes for principal's performance provided the background to the study (Rudestam & Newton, 2001).;This study examined the multiple roles of three effective elementary school principals during the school day and included one from each of a rural school, an urban school and a suburban school. The multi-site case study analyzed the principals' roles as related to the Idaho Standards for School Administrators using observations, pre-, mid-, and post-interviews, and the review of relevant documents such as daily schedules, calendars, and "to do" lists.;Results from this research identified characteristics that were unique to each individual principal and those that were shared by all three. The rural principal's identified role-related themes were district perspective, district responsibilities, technology, monitoring duties, and balance. The urban principal's themes included: utilizing other's talents, proactive student discipline, response to community needs, and social justice. Finally, the suburban principal demonstrated roles with specific themes of relationships, school culture, and volunteers.;The research also examined common roles that existed across all three effective elementary principals at all three sites. The individual principal's data was woven together into one story that conveyed their common experience and included themes of: awareness, relationships, student-specific data, participation in professional organizations, informal meetings, multi-tasking, visibility to students, deadline-driven, secretary's role, contacts, and making the system work for their students and school.
Thesis (Ph. D., Education)--University of Idaho, October 2007.
Major Professor:
Carolyn M. Keeler.
Defense Date:
October 2007.
Format Original:
xiii, 150 leaves :ill. ;29 cm.

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