Theses and Dissertations from UMD
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Item PRIORITIZING NEW TEACHER RETENTION FOR PRINCIPALS IN HARD TO STAFF DIVERSE SCHOOLS(2024) Lane-Pettway, Kimberly; Eubanks, Segun; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Teacher attrition is a major challenge for public school districts across the country, especially in poor, urban and/or high needs schools. Sixty-one percent of school district superintendents identified teacher retention as a top concern. The majority of the teachers who leave are the new, well-prepared, successful teachers and the mid-career teachers. The study design used a mixed methods approach, with an improvement science methodology and an action research design to explore the principal’s role in the retention of non-tenured effective teachers. The design incorporated a focus group, implementing a teacher retention change strategy/change idea, and a survey to assess the potential influence of the teacher retention change strategy/change idea. The research was conducted in three phases. Phase 1 consisted of a qualitative focus group and brief training. Phase 2 consisted of a qualitative and quantitative implementation of a Plan-Do-Study-Act (PDSA) cycle and the completion of a PDSA instrument. Phase 3 consisted of a quantitative survey. The findings supported that principals do consider the retention of effective teachers to be important, however they are not implementing effective strategies. Findings highlighted that when principals implement specific, research-based retention strategies it can enhance the focus on retaining effective teachers; and it shows promise that it may help to retain new teachers. Two recommendations of this study include identifying new and innovative teacher retention strategies and providing principals with targeted training opportunities in order to enhance collaboration and retention strategy implementation at the school level.Item A Qualitative Analysis Of Middle School Principal Retention In An Urban School District(2018) Cyrus, Barry S.; Imig, David; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The issue of principal retention remains a challenge for many school districts across the United States. Several studies have revealed alarming statistics regarding principal turnover and attrition and the negative effects these issues have on schools (Browne-Ferrigno & Johnson-Fusarelli, 2005; Clark et al., 2009; Partlow & Ridenour, 2008; Stoelinga et al., 2008; Walker & Qian, 2006; Whittal, 2002). Data show that the annual financial burden principal replacement places on these school districts is enormous (School Leaders Network, 2014); not to mention the tremendous effect that principal turnover has on school operations. Consistent school leadership is essential to the successful operation of schools. Evidence indicates that principals are the most importance catalysts for change in the school building—they spark academic success among students, improve working conditions, and encourage teacher retention (Beteille et al., 2012; Burkhauser, 2015; Johnson, 2006; Leithwood et al., 2006; McIver et al., 2009). This qualitative study examined the unique sociocultural, pedagogical, and personal factors that influence middle school principals’ decision to remain within a given school. Data were gathered from interviews with ten middle school principals with an average of 7.1 years in their position at the time of the study and a range of 2-14 years of experience as school leaders. Their tenure in the principalship far exceeded that of many middle school principals today. The study revealed that the participants’ decision to remain in their positions at the same schools for a prolonged period was influenced by several factors, including the socio-economic, racial, and ethnic composition of the student bodies; positive relationships with students, parents, and direct supervisors. Contrary to findings in other studies, the principals who participated in this inquiry truly enjoyed working with traditionally underserved populations. Additionally, most respondents viewed their work through an altruistic lens; genuinely valued their relationships with students, parents, and teachers; and approached each day with the perspective that each of these groups deserved the very best that the principals had to offer. Moreover, the participants consciously viewed students and their parents as a unit, and saw the family unit as a valuable stakeholder in the school building.Item An Analysis of Principal Attrition in a Large Urban School District(2016) Anthony, Douglas W; McLauglin, Margaret J; Norris, John; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Principal attrition is a national problem particularly in large urban school districts. Research confirms that schools that serve high proportions of children living in poverty have the most difficulty attracting and retaining competent school leaders. Principals who are at the helm of high poverty schools have a higher turnover rate than the national average of three to four years and higher rates of teacher attrition. This leadership turnover has a fiscal impact on districts and negatively affects student achievement. Research identifies a myriad of reasons why administrators leave the role of principal: some leave the position for retirement; some exit based on difficulty of the role and lack of support; and some simply leave for other opportunities within and outside of the profession altogether. As expectations for both teacher and learner performance drive the national education agenda, understanding how to keep effective principals in their jobs is critical. This study examined the factors that principals in a large urban district identified as potentially affecting their decisions to stay in the position. The study utilized a multi-dimensional, web-based questionnaire to examine principals’ perceptions regarding contributing factors that impact tenure. Results indicated that: • having a quality teaching staff and establishing a positive work-life balance were important stay factors for principals; • having an effective supervisor and collegial support from other principals, were helpful supports; and • having adequate resources, time for long-term planning, and teacher support and resources were critical working conditions. Taken together, these indicators were the most frequently cited factors that would keep principals in their positions. The results were used to create a framework that may serve as a potential guide for addressing principal retention.Item Principal and Teacher Reports of Principal Leadership: An Examination of Congruence and Predictive Validity(2015) Green, Meghan Rebecca Finney; Strein, William O; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Principals influence school characteristics including morale and teacher turnover, but the utility of different methods of measuring principal behavior is unclear. Using data from public schools in the National Study of Delinquency Prevention in Schools, I examined relations between school-level teacher reports and principal self-reports of leadership, which better predicted student-reported rule clarity and fairness, and whether agreement or congruence between reports of principal leadership predicted school morale, organizational focus, and teacher turnover. The data used are from 263 schools and thousands of respondents; limitations of the study include the measures of principal leadership used, which are not strictly parallel and the age of the data used. I hypothesized that correlations between teacher and principal reports would be small and positive, that teacher reports of leadership would better predict rule clarity and fairness, and that congruence between reports would predict better school morale, better organizational focus, and lower teacher turnover.Item EXPLORING THE RELATIONSHIP BETWEEN(2014) Mason, Gwendolyn J.; Parham, Carol S; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The inclusion of students with disabilities and the increasing demands in public education including the nation's changing economics, racial and ethnic diversity, complex social environments and increased accountability for student academic achievement have impacted the role of principal leadership. Today, principals face increasing demands to create an environment that supports the needs of all students (Burdette, 2010). Middle school principals in particular have the responsibility of addressing these new varied issues while leading in a variety of subject areas. This mixed-method study was designed to explore the perceptions of middle school principals, grade 6 English general education teachers and grade 6 special education teachers regarding the effective leadership practices of middle school principals' implementation of inclusion in grade 6 English classes. The conceptual framework of Powell's (2004) School Leadership Survey and its five domains was used to collect the data in the quantitative phase of the study. These data were collected by survey responses from middle school principals, grade 6 general education English teachers and grade 6 special education teachers. The quantitative phase of this study was conducted in 38 middle schools in a single school district in the mid-Atlantic United States. The results of the quantitative study indicated that there were no statistically significant differences among the three groups: middle school principals, grade 6 general education English teachers and grade 6 special education teachers, whether in the early or later implementation phase. The means for the principals, although not statistically significantly different, were generally higher than those of the two groups of teachers. The grade 6 general education English teachers and the grade 6 special education teachers had very similar means on the effective leadership behavior and practices of the principals. The qualitative aspect of this study found agreement among the middle school principals which was consistent with the quantitative findings of the study. The interview probes used in a focus group were based on information gathered in the quantitative part of the study and the review of the literature on inclusion. The effective leadership behaviors and practices of the principal are essential for the inclusion of students with disabilities. Further research is recommended to gain deeper insight in the effective leadership practices of principals who include students with disabilities from the sole perspectives of general education teachers. In addition, future research should examine principal preparation programs and their impact on leading in the area of special education and inclusion.Item The Relationship Between Research-Based Leadership Practices and Emotional Intelligence of High School Principals(2014) Hanlin, Donna Carey; Kivlighan, Dennis; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Abstract Dissertation title: THE RELATIONSHIP BETWEEN RESEARCH-BASED LEADERSHIP PRACTICES AND EMOTIONAL INTELLIGENCE OF HIGH SCHOOL PRINCIPALS Donna C. Hanlin Doctor of Education, 2014 Dissertation directed by: Dr. Dennis Kivlighan Chair, Department of Counseling and Personnel Services The complexity of the role of school principal in today's era of high accountability is often overwhelming. For decades, policy makers and business leaders have voiced concerns about the ability of the public school system in the United States to keep pace with other nations. Many continue to believe that our graduates cannot compete in today's global economy. Those who express such concerns have encouraged the adoption of accountability systems that put pressure on teachers and administrators to produce highly successful students. As pressure increases, fewer principals are entering this stress-filled career; and those who do, are unprepared for the demands that lie ahead. Educators are continuously grasping for the answer to how to best prepare and how to select the best principals in today's world of accountability. Looking to the business arena for guidance, research shows that emotional intelligence is a critical quality in organizational leadership. In education, while research has linked certain leadership practices and qualities of principals to increases in student achievement, there is very little mention of the emotional intelligence of principals. This study was designed to determine if a relationship exists between emotional intelligence and effective school leadership practices; and which proven leadership practices have the strongest correlation to the competencies of emotional intelligence. Data were collected with a validated two part questionnaire using a Likert scale to determine to what extent participants practice specific leadership behaviors (part I) and also possess emotional intelligence competencies (part II). The survey was designed based upon Marzano's 21 areas of leadership responsibility (Waters, Marzano, & and McNulty, 2003) and Goleman's four domains of emotional intelligence (2002). The research was approached through quantitative, correlational analysis. A strong positive correlation (r= 0.74) was found between high school principals' research-based leadership practices and their emotional intelligence, and 55% of the variance in principals' leadership practices could be explained by their emotional intelligence. Therefore, a focus on emotional intelligence should be encouraged as part of education reform; from university curriculum and coursework, to principal hiring practices, to professional development for aspiring and practicing principals. School principals equipped with emotional intelligence competencies will be much more effective in successfully leading meaningful school reform. Educators have been reluctant to embrace this notion in the midst of a standardized test-ridden and data-driven world; however, after decades of unsuccessful reform initiatives in the United States, it is indeed time for a paradigm shift.Item THE RELATOINSHIP BETWEEN TEACHER PERCEPTIONS OF AUTONOMY IN THE CLASSROOM AND STANDARDS BASED ACCOUNTABILITY REFORM(2012) Sparks, Dinah; Malen, Betty; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Over the past 30 years, standards based accountability reform (SBA) has taken hold in public education. SBA reform includes defined academic expectations, curricula standards, measureable assessments, and performance accountability. SBA impacts multiple levels of public education. Its most recent federal codification, the No Child Left Behind (NCLB) Act, includes sanctions meant to influence what happens in classrooms. Historically, teachers have held a great deal of control over the activities in the classroom. Research suggests that teacher control (i.e. autonomy) over the classroom often resulted in uneven implementation of reform policies across schools, the transformation of policies to fit existing practice or the insulation of classrooms altogether from policy reform. To achieve its stated goals, SBA seeks to influence teacher and school practices, particularly where students fail to meet performance goals. This study examines the intersection of teacher perceptions of autonomy and SBA reforms, including NCLB. The study uses four waves of nationally representative Schools and Staffing Survey data from 1993-94 to 2007-08 to investigate changes in teacher autonomy over time and to examine specific school and teachers characteristics associated with changes in autonomy in 2007-08. Over-time findings reveal that teachers perceived lower classroom autonomy between 2003-04 and 2007-08. Across all four waves of data, the variation in teachers' classroom autonomy increased, and more of this increased variation occurred between schools rather than within schools. Findings for 2007-08 reveal that teachers who taught in elementary schools or taught tested subjects perceived lower levels of autonomy than did teachers in secondary schools or who taught non-tested subjects. Further analyses based on state application of adequate yearly progress (AYP) sanctions revealed a differential effect on teacher autonomy for Title I schools and for schools that failed to make AYP. Findings from this study suggest that although NCLB targets Title I schools, teachers in all schools perceive lower autonomy based on the grade level and the subject matter taught, and that state policies regarding NCLB may lead to uneven or unintended effects on teacher perceptions of autonomy in the classroom.Item Examining the Perceptions and Sources of the Self-efficacy Beliefs of Principals of High-achieving Elementary Schools(2012) Virga, Jr., James John; Parham, Carol S; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)School principals have a significant impact on the academic achievement of their students (Leithwood et al., 2004; Marzano et al., 2005). This important responsibility is magnified by the fact that principals have a job that is increasingly complex and demanding (Copland, 2001; West et al., 2010). Recently, researchers and educators have voiced concern over whether current programs for principal preparation are sufficient to prepare school leaders for their challenging jobs (Hess & Kelly, 2005, 2007). When individuals are dealing with demanding circumstances, such as those encountered in a stressful job with high accountability, the self-efficacy beliefs of the individuals involved are a key factor in performance and success. Research is needed to better understand the self-efficacy beliefs of schools principals, especially how these beliefs are formed and sustained through professional development experiences. This mixed-methods study focused on the perceptions and sources of the self-efficacy beliefs of elementary school principals whose schools had demonstrated high levels of student achievement in comparison to similar schools. In the quantitative phase of the study, 40 high-achieving elementary schools were identified through analysis of state assessment data. All 40 schools were from a single school district in the mid-Atlantic United States, which had a history of structured leadership development for aspiring principals. The principals of the schools were asked to complete the Principal Self-Efficacy Scale (PSES) (Tschannen-Moran & Gareis, 2004) and answer demographic questions. Analysis of the survey data did not find any statistically significant relationships between PSES scores and demographic factors. Then the researcher conducted interviews with six of the principals who had completed the PSES. Participants were selected based on their PSES scores and demographic data. The qualitative data confirmed that the principals derived their self-efficacy beliefs from the four sources identified by Bandura: mastery experiences, vicarious experiences, verbal persuasion, and affective states. The study found that the district's multiyear leadership development program provided multiple opportunities for developing principals to build their self-efficacy beliefs. Further research is recommended with larger samples of principals. In addition, future research should examine the relationships among principal efficacy, teacher efficacy, and student achievement.Item A CASE STUDY OF THE PERCEPTION OF SCHOOL PRINCIPALS REGARDING THE MICROPOLITICS OF CONSOLIDATING PUBLIC SCHOOLS(2012) Slade, Darrin Andre; Mawhinney, Hanne B.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Document: A CASE STUDY OF THE PERCEPTIONS OF SCHOOL PRINCIPALS REGARDING THE MICROPOLITICS OF CONSOLIDATING PUBLIC SCHOOLS Darrin Andre Slade, Doctor of Education, 2012 Directed By: Associate Professor Hanne Mawhinney Department of Teaching, Learning, Policy and Leadership The continued decline of many of America's urban centers has created a myriad of challenges for struggling inner city school systems. As the ills of society drive magnitudes of inner city residents into the suburbs many urban school districts must deal with the challenges of decreasing student enrollment and underused facilities. Many states allocate money to districts based on student enrollment. Declining enrollments often result in decreased fiscal allocations. The combination of declining enrollments and reduced funding often makes school closures necessary. In response to school closings many systems have re-configured the way they address the issue of underused facilities. In districts like the Mid-Atlantic school system leaders have chosen to consolidate schools into one shared facility to maximize resources. Such organizational change can be a catalyst for micropolitics. Issues related to micropolitics can have a dramatic effect on any organization especially one as complex as a school. With the ever-growing demands placed on school leaders particularly those related to high stakes accountability and school climate there is an urgent need to gain further insight into the principals' perception on how micropolitics impacts the total school. This study provided insight into the micropolitical perspectives of seven principals charged with leading consolidated buildings. The research design for this multi-case study was bounded by Bolman and Deal's (2003) political frame and Mangham and Morley's research on micropolitics. The study includes a single and cross case analysis of each principal's unique micropolitical perspectives. The findings from this study revealed that from the principal's perspective micropolitical issues occurred in every consolidated school. Data revealed similarities and differences in the manner in which principals perceived the conflicts and power struggles in their buildings and the causes of these disputes. In most cases the discord stemmed from enduring differences among students and staff members. The findings from this study have implications for policy makers, school leadership and future research. Additional research is needed to explore the effect of consolidation on student achievement. School leadership needs to use the data from this study to train principals to deal properly with the micropolitical issues they are sure to confront as school leaders. Policy makers must consider issues of zoning, the allocation of school resources and teacher hiring to ensure that future consolidation efforts are met with success.Item Principal Sensemaking of Inclusion: A Multi-Case Study of Five Urban Principals(2012) DeMatthews, David Edward; Mawhinney, Hanne; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined how five principals working in one urban school district made sense of inclusion. I employed a multi-case study guided by the theoretical framework of sensemaking. Weick's sensemaking theory was useful in examining the way principals made sense of inclusion. Each of the seven characteristics of Weick's sensemaking theory was present throughout the data. The findings from this study revealed that principals were heavily constrained by their organizational environment and that identity construction took a lead role in influencing the way principals enacted their environments and made sense of inclusion. Principal attitudes and values around inclusion were often ignored as principals struggled with the constraints of budget shortfalls and severe behaviors from students with disabilities. The findings from this study have implications for policy, school leadership, and future research. Policymakers must be aware of the constraints within urban schools in order to effectively motivate principals to implement inclusion. Professional development for principals can utilize sensemaking theory to analyze case studies and help principals establish habits of mind to better make sense of their perceived constraints and organizational environments. Principals can learn from these case studies to budget and staff schools in ways that support inclusion and to construct alternative meanings to information they select from their school. Finally, future research on principal sensemaking of inclusion should include an assessment of principal knowledge and expertise of inclusion, a program evaluation of inclusion to determine the relationship of sensemaking to inclusion implementation, and the influence of gender, race, age, and experience on principals' identity construction.