Date of Award
Fall 12-11-2018
Degree Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership for Learning Dissertations
Department
Educational Leadership
Committee Chair
Dr. Arvin Johnson
Committee Chair/First Advisor
Dr. Susan Banke
Second Committee Member
Dr. Anete Vasquez
Abstract
ABSTRACT
PROMOTING GROWTH AND SELF-EFFICACY: A PHENOMENOLOGICAL STUDY OF THE LIVED EXPERIENCES OF FIRST-YEAR ASSISTANT PRINCIPALS
by
Debra Murdock
Kennesaw State University, 2018
Newly appointed assistant principals face a myriad of challenges. Often, the roles and responsibilities of assistant principals are ambiguous, primarily consisting of managerial and organizational type tasks. The lack of a systemic focus for assistant principals coupled with the assigned menial type jobs can leave new assistant principals with professional learning gaps. In the current model of high-stakes accountability for schools and school districts, educational leaders must redefine the role of assistant principals into a more distinct position that includes a strong emphasis on instructional leadership. Structured and systemic professional learning is necessary in order to build the capacity and self-efficacy of these new leaders. This qualitative research study examined the lived experiences of new assistant principals participating in a leadership professional learning academy in one suburban school district. This phenomenological case study examined the experiences of the new assistant principals and their thoughts and perceptions on the leadership academy in building their leadership capacity and self-efficacy. The assistant principals were provided opportunities to experience multiple structured professional learning opportunities including workshop-style learning experiences conducted by district leaders, individualized and personalized coaching sessions, scenario-based modules, goal-setting, and participation in a cohort of district peers. This study will examine the lived experiences of assistant principals in the program.