Show simple item record

dc.contributor.advisorJordan, Will J.
dc.creatorJubilee, Sabriya Kaleen
dc.date.accessioned2020-10-26T19:19:41Z
dc.date.available2020-10-26T19:19:41Z
dc.date.issued2013
dc.identifier.other864885785
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1556
dc.description.abstractScholars of transformational leadership literature assert that school-based management teams are a vital component in transforming schools. Many of these works focus heavily on the roles of principals and teachers, ignoring the contribution of Assistant Principals (APs). More attention is now being given to the unique role that Assistant Principals play in school leadership teams (see for example, Muijs & Harris, 2002). While there is a good amount of literature on what APs do in terms of their roles and responsibilities, what remains unclear; is how and why they enact their role in particular ways, especially under the umbrella of urban school reform. This work will address this gap by examining: how Urban High School Assistant Principals come to understand their role as both leader and staff, particularly in the context of transformational models of leadership? Guided by the theoretical framework of middle management, this study utilized a qualitative case study approach to interview seven Assistant Principals in three urban high schools in a large Northeast coast school district. Additionally, a one-time 15 minute interview with the principals and direct reports to the APs was employed to gain a better understanding of the leadership dynamic within the schools. The interviews were transcribed and coded by the researcher using Atlas.Ti. Through the lens of middle management theory, this work focused on a specific group of Assistant Principals working under a distributed leadership model. The findings revealed that the role of the AP is nebulous position that when not appropriately defined can cause professional difficulties that impede the leadership capacity of APs and the growth of school success. As such, stakeholders involved in schooling need to gain a greater understanding of the psychological and sociological underpinnings that impact the functionality of their middle leaders (those not operating in senior level positions). The findings of this work speak to the intricacies of the Assistant Principalship and contribute to a growing body of literature centered on how Assistant Principals navigate their space as leader and staff in an educational setting where leadership is more shared and collaborative.
dc.format.extent162 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Leadership
dc.subjectEducational Administration
dc.subjectOrganization Theory
dc.subjectAssistant Principals
dc.subjectHigh Schools
dc.subjectMiddle Management Theory
dc.subjectOrganizational Development
dc.subjectSchool Leadership
dc.subjectUrban Education
dc.titleThe Middle Management Paradox of the Urban High School Assistant Principal: Making It Happen
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberNewton, Kristie Jones, 1973-
dc.contributor.committeememberKaplan, Avi
dc.contributor.committeememberPartlow, Michelle Chaplin, 1941-
dc.contributor.committeememberAlexander-Floyd, Nikol G. (Nikol Gertrude)
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1538
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-26T19:19:41Z


Files in this item

Thumbnail
Name:
Jubilee_temple_0225E_11404.pdf
Size:
1.151Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record