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Dissertation/Thesis Abstract

Teachers' lived experiences during a major school reform process: A phenomenological study
by McNeal, Yvonne Elizabeth, Ed.D., University of Phoenix, 2010, 218; 3455555
Abstract (Summary)

The purpose of this qualitative phenomenological study was to explore the lived experiences of 20 Catholic high school teachers in the Archdiocese of Los Angeles during the process of whole school reform. Eight themes emerged from Research Question 1: What experiences did teachers have while working of the Focus on Learning self-study? (a) professional development, (b) building community, (c) professional responsibility, (d) needs of students and school, (e) high demands and challenges, (f) personnel issues, (g) visitation committee, and (h) leadership duties and attitudes. Two themes emerged from Research Question 2: What experiences did teachers have while implementing the changes identified in the schoolwide action plan as a result of the selfstudy process? (a) successful implementation and (b) hindrance to successful implementation. The study's findings suggest that major recommendations apply to school leaders in particular and their role in facilitating a successful whole school reform process.

Indexing (document details)
Advisor: Woods, Scott M.
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 72/07, Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Catholic education, Change leadership, Educational reform, Leading change in schools, Reform
Publication Number: 3455555
ISBN: 978-1-124-63851-5
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