Dissertation/Thesis Abstract

A Practitioner Inquiry into Leadership Practice for a Novice School Administrator
by Duffy, Jennifer, Ed.D., University of Pennsylvania, 2018, 121; 10752306
Abstract (Summary)

The purpose of this qualitative study was for a new administrator to understand the challenges and experience of collaborative leadership in a complex university-partnership context. Taken up as a practitioner-inquirer into my own practice, the study is guided by the following question: How does a new principal understand, develop and negotiate a distributed leadership context?

The site for this study was an urban pre-k to 8 elementary school in a large northeastern city. The school was unique in its early adoption of a distributed leadership model that was part of reform measures offered by central office and supported by teachers, parents and multiple community stakeholders. Journals, anecdotal records and artifacts including staff surveys and reflections are analyzed to identify leadership themes, challenges, and shifts in practice over a two-year period. Framed by literature on distributed leadership and the experience of new principals, the study examines the practice of shared leadership for a new principal and considers the implications for teacher and administrator development. In particular, the study explores three central challenges and shifts in the move toward a more distributed model: refining organizational structures, defining leadership and cultivating professional learning communities.

Indexing (document details)
Advisor: Campano, Gerald
Commitee: Waff, Diane, Whitelaw, Jessica
School: University of Pennsylvania
Department: Educational Leadership
School Location: United States -- Pennsylvania
Source: DAI-A 79/10(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Leadership practice, Pre-k to 8 elementary school
Publication Number: 10752306
ISBN: 978-0-438-04605-4
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