Turnaround principals : perceptions of effective district supports that lead to successful and sustainable change

Simple item page
dc.contributor.advisorOlivárez, Rubén
dc.contributor.committeeMemberBukoski, Beth
dc.contributor.committeeMemberCantú, Norma
dc.contributor.committeeMemberSharpe, Edwin R.
dc.contributor.committeeMemberPringle, Pat
dc.creatorHernández, Susan Yarbrough
dc.creator.orcid0000-0002-7612-1541
dc.date.accessioned2018-07-18T19:46:59Z
dc.date.available2018-07-18T19:46:59Z
dc.date.created2018-05
dc.date.issued2018-05
dc.date.submittedMay 2018
dc.date.updated2018-07-18T19:46:59Z
dc.description.abstractEducators and politicians have grappled to discover and implement strategies to improve student achievement results. Districts’ efforts to recruit and retain effective principals and teachers are crucial because of the positive influence these educators have on student achievement. However, highly qualified teachers and principals are hard to come by, especially in areas where low-performing schools are nestled. The main purpose of the study was to understand the district supports turnaround school principals perceive as necessary to achieve sustainable success and to describe the experiences of the principals during at least their first year in the turnaround school setting. An interpretive research approach within phenomenological methodology allowed for understanding how each principal lived the turnaround school experience and how the supports they had and strategies they employed impacted school turnaround. The questions for turnaround leaders receiving campus SIG funds were as follows: 1. What do the turnaround principals perceive as successful strategies for school turnaround? 2. To what extent do turnaround principals perceive their districts helped or impeded their turnaround efforts? 3. How do participants make sense of being a principal at a turnaround school? Turnaround for this study was defined as a school for 2 years or more not meeting state standards, and effective school turnaround was defined as a school reaching the met standard status after 1 year of leadership. Five participants were recruited who had been the lead campus administrator for at least two years, and during their tenure, had led their campus out of improvement required (IR) status. Interview transcripts were coded using elaborative methods. The major themes were the following: (a) Successful Turnaround Strategies that was supported by seven subthemes, (b) Effective District Supports that was supported by two subthemes; (c) Lack of District Support that was supported by two subthemes, and (d) Making Meaning of the Turnaround Principalship that was supported by eight subthemes. Chapter 5 contains the adapted theoretical framework, implications, and recommendations.
dc.description.departmentEducational Leadership and Policy
dc.format.mimetypeapplication/pdf
dc.identifierdoi:10.15781/T23X8439P
dc.identifier.urihttp://hdl.handle.net/2152/65689
dc.language.isoen
dc.subjectTurnaround principals
dc.subjectTurnaround schools
dc.subjectSchool culture
dc.subjectSchool climate
dc.subjectSchool district supports
dc.subjectSchool turnaround strategies
dc.subjectPerceptions of turnaround principals
dc.subjectSupervisors of turnaround principals
dc.subjectSIG
dc.subjectSchool Improvement Grants
dc.titleTurnaround principals : perceptions of effective district supports that lead to successful and sustainable change
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Leadership and Policy
thesis.degree.disciplineEducational Leadership and Policy
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

Access full-text files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
HERNANDEZ-TREATISE-2018.pdf
Size:
1.35 MB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
PROQUEST_LICENSE.txt
Size:
4.45 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
LICENSE.txt
Size:
1.84 KB
Format:
Plain Text
Description:
Download

Collections

UT Electronic Theses and Dissertations