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Record identifier : 569001
Personal Name - Primary Intelectual Responsibility : Jewett-Ramirez, Sandra Elizabeth
Title and statement of responsibility : A qualitative exploration of professional development for beginning principals in K--8 Catholic education in the San Francisco Bay Area [Thesis]
Publication, Distribution,Etc. : University of San Francisco, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of San Francisco
Summary or Abstract : Both public and Catholic schools are plagued by severe principal shortages and rely on candidates who lack adequate teaching and administrative experience to successfully lead their schools. Thus, this study investigated the perceptions of Catholic elementary school principals, in regard to their daily role as faith, managerial, and instructional leaders, and the aspects of professional development in these areas that were helpful in addressing their leadership challenges.Adult learning theory or andragogy was used as the theoretical rationale for this study. Adult learners are autonomous and self-directed; they are goal and relevancy oriented driven by a desire to apply in practice what they have learned.This study used a qualitative research interview design, whereby interviews were conducted according to guided questions that focused on the theme of professional development in the areas of faith, managerial, and instructional leadership. The participants were six female Catholic school principals with more than 10 years of administrative experience in a diocese in the San Francisco Bay Area.The findings from this study supported the research relevant to professional development, reflective practice, and mentoring relationships, as it pertains to the three areas of faith, managerial, and instructional leadership and how principals' success as leaders supports student achievement goals.Because there is a dearth of literature regarding principal retention, recruitment and mentorship in the Catholic school, this research is noteworthy because it has the potential to influence three aspects of the Catholic educational landscape, namely, theory, policy, and practice. Further, the results indicated that a well-designed professional development program, grounded in practice, based on adult learning theory, and focused toward specific strategies, is essential in supporting principals during their first three years on the job. Moreover, important characteristics of mentoring relationships for professional development were identified to provide clarity and understanding of this complex process.These guideposts for effectiveness can assist superintendents, school board members, and policy decision-makers in their efforts to shape and lead a comprehensive professional development program, as a means for effective principal leadership preparation and retention, while also enriching the professional growth of veteran principals. Thus, school systems will benefit from principals who will have acquired the necessary qualities, proficiencies, and leadership skills to positively impact all the members of their school communities..
Topical Name Used as Subject : School administration
: Adult education
: Elementary education
Information of biblio record : TL
 
 
 
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