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THE ROLE OF VISION IN SCHOOL LEADERSHIP

Duberstein, Zachary
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Thesis/Dissertation
Date
2021
Advisor
McGinley, Christopher W.
Committee member
Estrada, Armando X.
Laurence, Janice H.
Group
Department
Educational Administration
Subject
Educational leadership
 Educational administration
 Education policy
 Leader development
 Mission
 Principal
 School Leadership
 Training
 Vision
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http://hdl.handle.net/20.500.12613/6449
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Duberstein_temple_0225E_14382.pdf
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http://dx.doi.org/10.34944/dspace/6431
Abstract
The cornerstone of transformational leadership is vision. For our school leaders to act as more than middle managers, they have to foster a school community's vision - cultivate the school community's direction and purpose. This qualitative study uses semi-structured interviews with school leaders and following focus groups with their teachers to understand better how principals develop and instantiate their vision and how this vision is perceived to have manifested by the school community. This study was designed to answer the questions of (1) do principals have a clearly defined personal vision for the schools they serve, and in what ways do they enact their vision?, (2) what professional and training experiences contribute to how a principal develops a vision for a school?, (3) what the relationship between the articulated vision and the culture of the school? The four themes that emerged from this study were that ( 1 ) principals have guiding statements that serve the same purpose as a formal vision that gives them and their school communities direction for the work, (2) principals primarily invest their teams in a shared vision through a visioning process, (3) principals most cited avenue for vision development was through working with others, and (4) principals whose articulated vision most aligned with the culture of the school were successfully able to operationalize the vision. The recommendations and implications for all stakeholders from this research are that (1) principals are trained taught how to develop guiding statements, (2) principals are taught how to invest others in a shared vision, (3) the importance of mentor matching and principal reflection in the principal training and development process, and (4) principals are taught how to operationalize their vision through ongoing coaching and support.
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