Principals' perceptions of their roles in the implementation of essential school restructuring
Fortschneider, Joan Rebecca
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Permalink
https://hdl.handle.net/2142/20120
Description
Title
Principals' perceptions of their roles in the implementation of essential school restructuring
Author(s)
Fortschneider, Joan Rebecca
Issue Date
1996
Doctoral Committee Chair(s)
Prestine, Nona A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Language
eng
Abstract
This study was designed to investigate the role of the building principal in the implementation of fundamental school restructuring associated with the creation of essential schools. The principal's role in this process was examined strictly from the perspective of building principals who were directly involved in the process. To obtain this unique and little sought view, the researcher conducted in depth telephone survey interviews with a select group of school administrators designated as Thomson Fellows. Recognized by the Coalition of Essential Schools as exemplary essential school administrators, the Thomson Fellows provided insight into the leadership roles that principals assumed to function successfully in essential schools.
From the perspective of the Thomson Fellows who participated in this study, the principal's role in the successful implementation of essential school restructuring was conceptualized as being that of facilitator, resource provider and coach of staff involved in the process. To arrive at this conceptualization, the principal's role was examined with respect to: (a) the change process; (b) school governance and decision making; (c) essential school restructuring; and (d) perceived changes in role definition resulting from essential school restructuring.
One of the strongest conclusions that can be drawn from this study is that an essential school principal's primary role is that of facilitator of school change. A second major conclusion evoked by this study is that principals involved in essential school restructuring enjoy greater instructional leadership roles as school administrators as a result of their involvement in the process. Additionally, principals' collegial relationships with teachers were seen to be enhanced as a result of essential school restructuring.
Recommendations for further research on this topic include replication of this study with successive groups of Thomson Fellows to obtain a more complete view of the role of successful essential school principals in the restructuring process. Additional investigations of this type would provide information on a topic about which the literature on essential school restructuring has little to say from a perspective that is unique. Another recommendation for research is that the the principal's role be examined from the perspective of other key players in the restructuring process such as classroom teachers.
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