This study examines whether or not empathy can be increased in school administrators through blogging. Five school administrators blogged for three months, shared posts with each other, and used narrative writing techniques. A mixed methods analysis was completed. The Davis Interpersonal Reactivity Index was administered as a pre and posttest. Results were calculated using a dependent t test. No statistical significance was found. The quantitative analysis was completed using a computer assisted qualitative data analysis program called MAXQDA. The analysis revealed that the majority of posts included reflection, an essential element of empathy. Currently, school administrators have been tasked with the dual roles of leadership and management. Their interpersonal skills, especially empathy, must be honed to ensure their efficacy. The study was modeled on research completed in the medical field using physicians in training. Results from the medical field showed that blogging did increase the physicians’ capacity to change perspectives and to reflect. The difference between blogging for physicians and school administrators, though, is that blogging also served as an easy way for administrators to establish a communication and professional network. Perhaps, through blogging, it is possible to increase the administrator’s capacity for reflection, perspective taking, and ultimately, for empathy for all of their stakeholders.
|Advisor:||Henry, Jeanne M.|
|Commitee:||McGinnis, Theresa, Phillips, Sharon, Thompson, Eustace, Tirotta-Esposito, Rose|
|School Location:||United States -- New York|
|Source:||DAI-A 78/07(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Technical Communication, Web Studies|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be