Term of Award

Summer 2009

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Mary H. Jackson

Committee Member 1

Barbara J. Mallory

Committee Member 2

Lisa L. Schulz

Abstract

This study explored processes used by principals to develop and support counselors as school leaders. The results of the study provide specific strategies that can help principals seeking greater school leadership in counselors’ roles. Using a grounded theory approach, the researcher conducted interviews with principals and observed principal-counselor interactions during leadership meetings. The results indicated that nine strategies, organized into four major categories, are found among principals who develop and support counselors as school leaders. The four major categories were: principals’ perceptions of counselors in school leadership, actions taken to develop counselors in school leadership, leadership tasks for counselors, and barriers to counselor leadership. Research findings suggest that as principals begin to blend a transformational leadership practice with complementary leadership characteristics and create an environment conducive to increasing leadership capacity, the opportunity for counselors to become school leaders arises.

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