Portraits of Six Successful Principals: Context and Components of Effective Leadership
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Authors
Utley, Matt Shawn
Issue Date
2005-12
Type
Dissertation
Language
en_US
Keywords
Principal Leadership
Alternative Title
Abstract
ii
This qualitative study examined effective leadership from the perspective of five
elementary school principals as it pertains to school improvement. The researcher sought
to understand what effective leadership was in practice to further the understanding of the
attributes and qualities of an effective leader. Purposeful sampling was used to select five
principals from five school sites in five different school districts in the State of Georgia.
Five principals were interviewed and tape recorded, and field notes were also
maintained. Other data sources included a teacher survey, researcher observations of
principals, relevant school documents, and a five day journal of activities maintained by
each principal. The MaxQDA qualitative data analysis computer software was used to
organize data into coded sections. These data were then analyzed using the grounded
theory approach as the dominant method of analysis.
Data from each case were analyzed both separately and as cross cases. Findings
essential to each principals system of school operation were reported using portraiture in
which seven common themes emerged: (a) ability to build and nurture positive
relationships with faculty, (b) strong instructional leadership, (c) sharing of power, (d)
providing meaningful professional development, (e) use of data to guide instruction, (f)
value parent involvement and foster positive home/school relations, and (g) use of
curriculum guides for effective instructional delivery.
Findings of characteristics that were essential to each principals analytical
operation of his or her school, identified as best practices, were analyzed from which
ten common themes emerged. These themes were (a) school culture and climate, (b)
assessment of student progress, (c) strong instructional leadership combined with
effective instruction, (d) home/school relations, (e) effective use of resources, (f) building
the capacity for leadership, (g) meaningful professional development, (h) assembling and
mentoring a faculty, (i) external support and assistance, and (j) targeting at risk students.