Dissertation/Thesis Abstract

Balancing the Role of the Principalship: Creating and Sustaining Equity and Excellence in an Accountability World
by LaBatt, Arronza M., Ed.D., The George Washington University, 2016, 234; 10038444
Abstract (Summary)

This study examined the interrelationships between principal beliefs and expectations on the principal’s capacity to create the conditions for equity and excellence that result in increased student achievement for all students. The study population consisted of three elementary school principals with demonstrated success in increasing student achievement for all students in the selected schools during the fall and winter of the 2015–2016 academic year. Data included semi-structured interviews, participant shadowing, and artifacts observed or collected during the study period. Using the portraiture methodology, collected data informed the development of portraits of the participants to answer the research question “How do personal beliefs, organizational structures, and decision-making processes influence principal practice in leading for equity?” The study found that these three principals demonstrated democratic ethical leadership practices influenced by their personal and professional experiences. The research concluded with the construction of parallels between principal beliefs and the organizational structures and processes they employ to support equity and excellence for all students.

Indexing (document details)
Advisor: Clayton, Jennifer K.
Commitee: Dukes, Daniel, Howard, Lionel
School: The George Washington University
Department: Educational Administration and Policy Studies
School Location: United States -- District of Columbia
Source: DAI-A 77/08(E), Dissertation Abstracts International
Subjects: Educational leadership, School administration
Keywords: Accountability, Achievement gap, Equity, Excellence, Principalship, Social justice
Publication Number: 10038444
ISBN: 978-1-339-54899-9
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