Reforms and changes in the public school system across the United States have affected all aspects of public school learning, governance, and the leadership roles of principals. This investigative, qualitative case study explored the educational reforms under Children First, a wide scale reform that re-ordered and re-designed the New York City public school system from 2002 to 2014, and its effects on the leadership roles of principals. Furthermore, it examined the New York City Public School System under this innovative mayoral reform. This qualitative study used interviews, observations, and survey methods of inquiry to examine how three veteran New York City principals perceived their leadership roles and their skills; and how they maintained their leadership roles during Children First. Through Bolman and Deal’s (1991) four frames model, this research explored the number of frames that the participants exhibited while conducting their executive daily practices. The findings of the study highlighted the theory of the four frames model, in the context of NYC principals’ changing roles. The investigation examined the lens that veteran principals used to re-organize, re-adjust, and realign their approaches to educational leadership during Children First. One significant finding of this research was that principals were empowered as a result of Children First.
|Commitee:||O'Connor, John, Steele, Jerome|
|School:||Sage Graduate School|
|Department:||School of Education|
|School Location:||United States -- New York|
|Source:||DAI-A 78/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Education|
|Keywords:||Children first, Education reform, Mayoral control, Principals’ leadership|
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