Theses and Dissertations

Date of Award

2017

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

Charlene Desir

Committee Member

Gilda Marin

Committee Member

Kimberly Durham

Keywords

high schools, principals, instructional leadership, transformational leadership

Abstract

This phenomenological study explored how a select group of principals understood their own experiences practicing the core principles of high school reform and redesign in a time of increased accountability on student achievement and graduation rates. Examination of principal, knowledge, actions, leadership styles, and practices utilizing the core principles as the foundation for educational change through their application of transformational leadership is relevant to school reform. Data for the study were gathered through principal interviews and the multifactor leadership questionnaire. Common themes in the principals’ application of transformational leadership included (a) empowerment of staff and the delegation of duties, (b) the core principles are an integral part of the principal’s work, (c) providing teacher support, (d) engaging teacher leaders to assist the school, and (e) encouragement of teachers to collaborate on curriculum.

The core principles are personalized learning environments, academic engagement of all students, empowered educators, accountable leaders, engaged community and youth, and integrated system of high standards, curriculum instruction, assessments, and supports. These six principles are mutually dependent and compatible with high school reform and redesign initiatives designed to prepare students for college, career, and community service in the 21st century.

Findings from the study align with research suggesting transformational leadership as an excellent leadership style for leading schools in overcoming changes and uncertain conditions. The study suggests further research be conducted with high school teachers and students to examine the core principles from the instructional practitioner and learner perspectives, respectively.

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