Building Trust: The Key to Principal Transitions

Autor/in	Armstrong, Michael
Titel	Building Trust: The Key to Principal Transitions
Quelle	(2019), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Western Carolina University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-8960-3
Schlagwörter	Hochschulschrift; Dissertation; Principals; Adjustment (to Environment); Educational Environment; Administrator Role; Trust (Psychology); Teacher Administrator Relationship; Administrator Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten
Abstract	Principals transitioning to a new school often struggle to build or sustain a positive school climate in the first 100 days, which can impede school progress and achievement. (Leithwood, Harris, & Hopkins, 2008; MacNeil, Prater, & Busch, 2009). School systems and principals must prioritize successful transitions if they wish to prevent negative impacts to the school community. Using the dissertation in practice model, this paper details and analyzes an improvement initiative designed to enhance the principal transition process; an initiative focused on building trust between teachers and principals who are new to their school. The process was implemented and analyzed using the 90-day Cycle improvement research strategy (Park and Takahashi, 2013). This disquisition employed a case study design examining an induction program focused on building trust through the principal's attention to, and expression of, openness, benevolence, and competency (Tschannen-Moran and Gerias, 2015). Specific activities and the implementation process for these three domains are shared. The findings suggest that the induction program may have contributed positively to the teachers' feelings of trust for the new principal, as demonstrated by the teachers' reported perception of the principal as open, benevolent, and competent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01