Defining relationships between perceived leader authenticity, staff authenticity and instructional leadership in urban elementary schools

dc.contributor.advisor Gary E. Downs
dc.contributor.author Gettys, Deborah
dc.contributor.department Curriculum and Instruction
dc.date 2018-08-23T15:33:44.000
dc.date.accessioned 2020-06-30T07:13:36Z
dc.date.available 2020-06-30T07:13:36Z
dc.date.copyright Mon Jan 01 00:00:00 UTC 1996
dc.date.issued 1996
dc.description.abstract <p>This study focused on the role of the elementary principal as the building's instructional leader and the teachers' perception of that role as it relates to a curriculum adoption. The Des Moines Independent Community School District of Des Moines, IA approved a districtwide elementary mathematics curriculum, based on the National Council of Teachers of Mathematics Standards (1989). The adoption represented a major shift in philosophy and approach from past district curricula. Initiatives were launched for staff development, teacher support and parent communication. These district efforts took place in a formal organizational structure of site-based management through shared decision-making (SBM/SDM);Teachers of grades one through five from twenty district elementary schools were surveyed for their input regarding their perceptions of the building principal as an authentic and effective leader. Questions concerning school instructional climate and teacher demographic background were also included. Principals of those twenty buildings were also asked to respond to the same survey;Results of the teachers' surveys indicated a positive correlation between their perception of the building principal as an authentic/effective leader and the teachers' attitude toward the success of the mathematics adoption. A significant difference was found between the teachers' and their respective principals' perceptions as to how well the principal played the role of instructional leader in the building. Only 2% of the teachers surveyed cited the principal as being the individual who had been most helpful to them with the adoption. Several teachers raised questions regarding the relevance of leadership questions to a study of the implementation of the adoption. Based on the conclusion that if instructional leadership does not take place with the principal, it will informally take place with a colleague or other source, the need to re-examine the formal role of principal is stated.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/11525/
dc.identifier.articleid 12524
dc.identifier.contextkey 6455418
dc.identifier.doi https://doi.org/10.31274/rtd-180813-10550
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/11525
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/64792
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/11525/r_9712553.pdf|||Fri Jan 14 18:52:24 UTC 2022
dc.subject.disciplines Curriculum and Instruction
dc.subject.disciplines Educational Administration and Supervision
dc.subject.disciplines Elementary Education and Teaching
dc.subject.disciplines Science and Mathematics Education
dc.subject.keywords Curriculum and instruction
dc.subject.keywords Education (Curriculum and instructional technology)
dc.subject.keywords Curriculum and instructional technology
dc.title Defining relationships between perceived leader authenticity, staff authenticity and instructional leadership in urban elementary schools
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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