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dc.contributor.advisorMcGinley, Christopher W.
dc.creatorDuberstein, Zachary
dc.date.accessioned2021-05-24T18:37:05Z
dc.date.available2021-05-24T18:37:05Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12613/6449
dc.description.abstractThe 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.
dc.format.extent163 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.subjectEducation policy
dc.subjectLeader development
dc.subjectMission
dc.subjectPrincipal
dc.subjectSchool Leadership
dc.subjectTraining
dc.subjectVision
dc.titleTHE ROLE OF VISION IN SCHOOL LEADERSHIP
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberEstrada, Armando X.
dc.contributor.committeememberLaurence, Janice H.
dc.description.departmentEducational Administration
dc.relation.doihttp://dx.doi.org/10.34944/dspace/6431
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
dc.identifier.proqst14382
dc.date.updated2021-05-19T16:08:12Z
refterms.dateFOA2021-05-24T18:37:05Z
dc.identifier.filenameDuberstein_temple_0225E_14382.pdf


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