Mid-Career Middle School Principals' Perceptions of School Improvement and School Reform Initiatives
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The purpose of this study was to determine how successful mid-career middle school principals (a) make meaning of the changing cycle of school improvement and school reform initiatives; (b) negotiate those initiatives with teachers on campus and; (c) how career stage theory affects decisions made by the principal about the timing and implementation of those initiatives. The principals were identified as successful because their campus had received the Middle School to Watch award from the Texas Middle School Association. An interpretivist’s view was utilized for this study. Meaning was constructed from interviews conducted by the researcher with the principals and two principal identified teacher leaders on the campus. Each principal was considered one case study. Themes were utilized to write rich descriptions of each case study. It was found when implementing change experience and commitment are important to teachers and principals. Additionally, it was found principals must build relationships with teachers, share/distribute leadership with teachers and develop the ability to reflect. Recommendations for practices and additional research were shared.
CitationAgnew, B. D. (2014). Mid-career middle school principals' perceptions of school improvement and school reform initiatives (Unpublished dissertation). Texas State University, San Marcos, Texas.