Dissertation/Thesis Abstract

Exploring the Evolving Role of the Principal and its Influence on Socializing Novice Teachers
by Wilcher, Tomeka L., Ed.D., The George Washington University, 2014, 188; 3615063
Abstract (Summary)

Organizational role theory's role conflict states that those within boundary spanning positions experience role conflict as they try to satisfy the needs and expectations of various stakeholders (Kahn, Wolfe, Quinn, Snoek, & Rosenthal, 1964; Rizzo, House, and & Lirtzman, 1970; Rogers & Molnar, 1976). This basic qualitative research study glimpsed into the evolving role of principal and how the principal's role has influenced his or her participation in socializing novice teachers. This study was conducted in two school districts in Virginia. With the use of purposeful sampling, 14 elementary and secondary principals responded to a questionnaire and participated in semistructured interviews. Memoing was used to collect data, and follow-up questions were used to clarify understanding or to fill any holes in the data.

Themes emerged, and connections to the literature and theory were created. As principals discussed their role in novice teachers' lives, principals described their roles as providing instructional leadership, creating a culture of support, and being a limited supporter. As principals discussed how their evolving role has influenced their ability to participate in socializing novice teachers, the themes reflected two types of role conflict present in my theoretical framework. The principals expressed experiencing intrasender conflict—they do not have the time or capabilities to be as present and active in the process. The principals also expressed experiencing interrole conflict—they have to contend with various roles within their role as principal. Although they are constantly balancing their roles and workload, these principals understand the importance of their role in novice teachers' lives. They desire and try to be mentors, coaches, and supporters; however, because they are also evaluators, they have observed how this role has hindered the building of a trusting relationship between them and their novice teachers.

Indexing (document details)
Advisor: Clayton, Jennifer K.
Commitee: Johnson, Patricia, Lemasters, Linda K., Mills, Darwin, Tucker, James
School: The George Washington University
Department: Educational Administration and Policy Studies
School Location: United States -- District of Columbia
Source: DAI-A 75/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, School administration
Keywords: Instructional leaders, Mentoring, New teacher evaluation, Novice teachers, Principals, Socialization
Publication Number: 3615063
ISBN: 9781303808456
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest