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The Principal’S Dilemma: A Qualitative Study Of Sensemaking Through Ethical Decision Making In Response To Tennessee’S Third Grade Retention Law For El Students, Virginia R. Boles
The Principal’S Dilemma: A Qualitative Study Of Sensemaking Through Ethical Decision Making In Response To Tennessee’S Third Grade Retention Law For El Students, Virginia R. Boles
Doctoral Dissertations
This qualitative study explored how elementary principals used sensemaking to implement intersecting laws when making decisions on how to provide the best educational experiences for EL students while being faced with high-stakes assessment policies—in particular, third grade retention policy in Tennessee. Participants were nine elementary school principals with five or more years of experience, in Title I schools, with 5% or more EL students. Interviews were then both inductively and deductively analyzed through Weick and Caughron’s sensemaking framework. Results suggested that long-standing Federal laws, create a set of values and ethics in principals. Principals find ways to stay true to …
Perceptions Of Tennessee Principals Of Their Supervisors’ Role In Developing Their Instructional Leadership Capacity, Brandie P. Arnold
Perceptions Of Tennessee Principals Of Their Supervisors’ Role In Developing Their Instructional Leadership Capacity, Brandie P. Arnold
Doctoral Dissertations
The purpose of this basic qualitative study was to explore the perceptions of Tennessee principals of their supervisor’s role in developing their instructional leadership capacity. This basic qualitative study gathered the perspectives of elementary principals. The participants included ten Tennessee elementary principals. Principals in the five participating school districts participated in semi-structured interviews for the qualitative study. Data from the interviews was collected, transcribed, coded, and analyzed. The qualitative results found the following four themes from the principal interviews: current direct support, professional development, ensuring strong relationships, and intentional communication. Principals receive support; however, the support is unstructured and primarily …