Theses and Dissertations

Date of Award

2024

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Susanne Flannelly

Committee Member

Anymir Orellana

Keywords

K-12 administrator roles, pandemic, the adaption of leadership roles, COVID-19, online learning, phenomenology

Abstract

The purpose of this phenomenological study was to understand the lived experiences of K-12 principals as they adapted their leadership roles post-COVID-19 into a virtual learning environment in rural Eastern Tennessee school district. The theory of transformational leadership guided this research. This study explored the central research question of How do principals describe their lived experiences in their leadership role when adapting to virtual learning after the COVID-19 pandemic in rural eastern Tennessee K-12 school district? and two additional research questions: “How do principals describe the positive learning experiences throughout their leadership role adaption to virtual learning since the COVID-19 pandemic in a rural Eastern Tennessee K-12 school district? And how do principals describe the challenges throughout their leadership roles during the adaption to virtual learning during the COVID-19 pandemic in a rural Eastern Tennessee K-12 school district?

Participants were recruited by invitation of K-12 principals from the selected county. Five principals participated in the Zoom interviews to gather their lived experiences during the pandemic and were all included in the data set for this study. An interpretive phenomenological approach was followed and seven themes emerged: The desire for face-to- face communication, the influx of resources and increased learning opportunities, surging technology usage, continued change, and impacts are inevitable, various administrative role shifts are unavoidable, flexible communication is key, and layered support is essential.

Finally, the results of this study contribute to the body of knowledge on virtual learning as well as K-12 administrator roles. The results demonstrated that the participants experienced a variety of positives as well as challenges throughout their leadership roles during the adaption to virtual learning.

Download
To access this thesis/dissertation you must have a valid nova.edu OR mynsu.nova.edu email address and create an account for NSUWorks.

Free My Thesis

If you are the author of this work and would like to grant permission to make it openly accessible to all, please click the Free My Thesis button.

Share

COinS