Term of Award
Spring 2017
Degree Name
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Teri Melton
Committee Member 1
Bryan Griffin
Committee Member 2
Deonn Stone
Abstract
The nationwide focus on student achievement and school accountability has resulted in an effort at the federal and state levels to identify and turn around the nation’s lowest-performing schools. States and districts are desperately searching for solutions for failing schools. As a result, they are focusing on Comprehensive School Reform (CSR) models to generate changes in student achievement. Due to their ability to improve student achievement over time, these models are often chosen as a solution.
A review of the literature indicated that the involvement of the principals who are responsible for the implementation of the CSR model have not always been a focus. Therefore, this phenomenological study was designed to gain the perception of principals who lead a CSR because of this nationwide focus. Using individual interviews with South Georgia high school principals of low-performing schools who are implementing a CSR, this study explored what these principals perceive as their impact on CSR and how they are supporting their teachers in implementing school reform. In addition, leadership practices, strategies, and professional development opportunities were identified. This phenomenological inquiry revealed the thoughts, beliefs, attitudes and perceptions of the high school principals involved with a CSR in South Georgia.
Recommended Citation
Linton, Lisa B., "Principals' Perceptions of Their Impact on School Reform in South Georgia" (2017). Electronic Theses and Dissertations. 1536.
https://digitalcommons.georgiasouthern.edu/etd/1536
Research Data and Supplementary Material
No
