Leading through change is a difficult process. School leaders who hope to create meaningful, long-term change must be cognizant of numerous factors. This study was undertaken with the hope of increasing educational leaders’ awareness of how their decisions are viewed by those who follow them. Case studies revealed pertinent data within two schools that have undertaken a significant change initiative.
All 2007 and 2008 Small Learning Communities (SLC) grant-recipient schools in Florida were invited to participate in a series of case studies. Participating principals were questioned about their perceptions of how they fulfill their change leadership role related to the seven factor of second-order change, as identified by Marzano, Waters, and McNulty (2005). Teachers were questioned about their perceptions of the principal’s performance in leading the new initiative by the same seven factors. Principal and teacher scores were then compared for each school to identify potential differences in perceptions related change implementation and the seven factors.
Although the data cannot be generalized, statistical analyses did reveal significant differences in perceptions of between principals and teachers in each of the two participating schools. In Study 1, these differences existed in Knowledge of Curriculum, Instruction, and Assessment; Optimizer; Flexibility; and Ideals/Beliefs. In Study 2, differences were identified in the same areas as in Study 1, but in Intellectual Stimulation and Monitoring/Evaluating as well. Differences in teacher perceptions across the schools were identified in Knowledge of Curriculum, Instruction, and Assessment; and in Intellectual Stimulation.
|School:||University of Central Florida|
|School Location:||United States -- Florida|
|Source:||DAI-A 71/07, Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Change implementation, Florida, Grant recipient, High schools, Leadership, Second-order, Small learning communities|
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