The purpose of this qualitative study was to examine the perceptions of collaboration between public and Catholic school administrators using the involvement in the federal Title II professional development program as the subject area. Volunteer participants were interviewed using a researcher-developed and pilot study tested-interview guide. Four locations were selected covering 8 sites and 11 total participants. Interview transcripts, researcher observations and researcher notes were used to describe the participant perceptions and develop the study‘s emerging themes of communication and attitude.
The study found a consistency among the perceptions of local education agency (LEA) public school division professional development (Title II) program directors as a group and among Catholic school administrators as a group along five specific areas. These areas were: (a) the interpretation of NCLB, (b) the process used during the annual planning cycle, (c) the level of participation in professional development programs, (d) the collaboration between public and Catholic school administrators, and (e) future collaborative professional development goals.
The research revealed less consistency in the perceptions held between Catholic schools and their supporting LEAs. The research also supported a direct correlation between the level of communication between the Catholic school and the LEA as well as the attitude of involvement in the professional development training process held by each participant. The study found that locations where the participants perceived an active and engaged communication were most satisfied with their professional development training programs. Similarly, those participants perceiving few opportunities for interaction were least satisfied and most frustrated.
This qualitative study includes recommendations for developing more effective lines of communication between the Catholic Dioceses of Richmond, Catholic school administrators and public school LEAs. This can be accomplished through modifications to the LEA‘s professional development planning cycle and closer interactions between the LEA, the Diocese of Richmond and the Catholic schools. The researcher also identifies areas for future research in his recommendations.
|Advisor:||Magill, Cheryl C.|
|Commitee:||Brock, Deborah, Laursen, Eric, Marshak, John|
|School:||Virginia Commonwealth University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 71/06, Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy, School administration|
|Keywords:||Local education agency, NCLB and private schools, Professional development, Title II and private schools|
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