COMING SOON! PQDT Open is getting a new home!

ProQuest Open Access Dissertations & Theses will remain freely available as part of a new and enhanced search experience at

Questions? Please refer to this FAQ.

Dissertation/Thesis Abstract

The Relationship between Principals’ Ways of Making Meaning and Their Knowing-Doing Gap as Related to Marzano’s Principal Leadership Responsibilities
by Tu, Hoa, Ed.D., Sage Graduate School, 2020, 151; 27546263
Abstract (Summary)

The purpose of this quantitative research was to explore the relationship between K-12 New York City public school principals' self-identified Ways of Knowing (Drago-Severson & Blum-DeStefano, 2017) and their self-reported Knowing-Doing Gap (Pfeffer & Sutton, 2000) as related to Marzano’s 21 Principal Leadership Responsibilities (Marzano, Waters & McNulty, 2005). The limited literature on how leaders' Ways of Knowing relate to their Knowing-Doing Gap precipitated this study. The researcher collected data with a questionnaire administered via SurveyMonkey to understand principals' self-identified Ways of Knowing and perceived Knowing-Doing Gap with leadership responsibilities described by Marzano et al. (2005). Descriptive and inferential statistical analyses, including t-tests, ANOVA, and MANOVA were conducted to uncover the relationship between individual participants' self-identified Ways of Knowing and his/her self-perceived Knowing-Doing Gap with Marzano's Principal Leadership Responsibilities.

The findings established a Knowing-Doing Gap for 149 K-12 New York City principals participating in the study. There is inconclusive evidence to determine whether their self-perceived Ways of Knowing or their demography contributed to their self-reported Knowing-Doing Gap. In-depth analyses of individual principal leadership responsibilities also show no significant difference. Principals of different genders, leading different types of schools, with different years of experience as principals, of different ages, and different races demonstrated very small differences in their self-reported Knowing-Doing Gap. A sharper focus on the principal's learning and professional growth within the context of their performance evaluation in an integrated approach to addressing the gaps was observed in the study. Principal evaluation and reflection on their actions are key to closing the Knowing-Doing Gap.

Indexing (document details)
Advisor: White, Janice
School: Sage Graduate School
Department: School of Education
School Location: United States -- New York
Source: DAI-A 82/1(E), Dissertation Abstracts International
Subjects: Educational leadership, Educational administration
Keywords: Knowing-Doing Gap, Marzano’s principal leadership responsibilities, Principal evaluation and reflection, Self-perception of leadership, Ways of Knowing
Publication Number: 27546263
ISBN: 9798662401877
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy