Principals transitioning to a new school often struggle to build or sustain a positive school climate in the first 100 days, which can impede school progress and achievement. (Leithwood, Harris, & Hopkins, 2008; MacNeil, Prater, & Busch, 2009). School systems and principals must prioritize successful transitions if they wish to prevent negative impacts to the school community. Using the dissertation in practice model, this paper details and analyzes an improvement initiative designed to enhance the principal transition process; an initiative focused on building trust between teachers and principals who are new to their school. The process was implemented and analyzed using the 90-day Cycle improvement research strategy (Park and Takahashi, 2013). This disquisition employed a case study design examining an induction program focused on building trust through the principal’s attention to, and expression of, openness, benevolence, and competency (Tschannen-Moran and Gerias, 2015). Specific activities and the implementation process for these three domains are shared. The findings suggest that the induction program may have contributed positively to the teachers’ feelings of trust for the new principal, as demonstrated by the teachers’ reported perception of the principal as open, benevolent, and competent.
|Commitee:||Crow, Robert, Dills, Angela, Swanger, Susanne|
|School:||Western Carolina University|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration|
|Keywords:||100-day plan, Build trust, New principal, Principal churning, Principal transitions, Transition plan|
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