There was limited knowledge about school supports and strategies for leadership, trust, and capital. The problem statement for this research inquiry was examining the deficiencies concerning the identification and characterization of internal accountability through adaptive leadership, relational trust, and professional capital. The purpose of this research inquiry was to understand the interpretation and utilization of internal accountability by secondary principals. The theoretical framework for this research study was adaptive leadership. This research inquiry described adaptive leadership as diagnosis, action, reflection, and collaboration. Research participants described the influence of adaptive leadership on their administrative procedures, behavioral structures, and instructional practices within their school community. Poole (2011) recommended the need for principals and teachers to collaborate to establish school-level practices that acknowledge federal mandates, such as Every Student Succeeds Act (ESSA). Each concept of internal accountability has components that encourage social interactions between principals and teachers. Positive social interactions existed, within school communities that foster respect, personal regard, integrity, and competence. Professional capital was maximized when human, social, and decisional capital was enhanced.
The research findings revealed two themes: (1) internal accountability required a student-centered approach with teacher supports, personalized professional development opportunities, and equitable interventions. (2) Internal accountability required collective accountability between principals and teachers. Collective accountability was demonstrated through flexible structures, clear expectations, and personal desires. These emerging themes revealed varying degrees and elements of internal accountability based on the twelve research participants’ experiences and perspectives. Similarly, the research literature demonstrated how important it is for principals to have an interest in fostering adaptive leadership, relational trust, and professional capital. The research literature and inquiry confirmed there are multiple pathways to internal accountability.
|Advisor:||Clayton, Jennifer K.|
|Commitee:||Howard, Lionel C., France, Paulette C.|
|School:||The George Washington University|
|Department:||Educational Leadership & Administration|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education, Educational administration|
|Keywords:||Accountability, Adaptive leadership, Collaboration, Communication, Professional capital, Relational trust|
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