This descriptive phenomenological study is intended to illustrate, through the perspective of Libyan school principals, the lived experience of providing leadership for public school education in Libya. Fourteen school principals were recruited using a purposive sampling method and selected based on identified criteria. Data provided by this descriptive phenomenological research were collected through in-depth interviews with individual participants. Open-ended questions were used during the interviews to collect data. Moustakas’ (1994) modified van Kaam methodology was employed in analyzing the data. This study incorporated phenomenological reduction methods to analyze the data and understand the principals’ experiences. Four significant themes emerged from the data: (1) Libyan principals were satisfied with providing leadership to public schools, (2) finding leading schools is a challenging and difficult experience, (3) school principals are responsible for everyone and everything in the school, and (4) a school principal must possess certain important skills and qualities. Recommendations included the establishment of a formal leadership preparation program and development of new criteria for standardization of the principalship profession, along with professional development of the school principals, as well as suggestions for future research on Libyan school principals’ leadership.
|Commitee:||Ellis, Bonnie, Munday, Donald|
|School:||University of Phoenix|
|Department:||School of Advanced Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, North African Studies|
|Keywords:||Libyan education, Libyan principals, Libyan school principals preparation, Libyan school reform|
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