A phenomenological study of central stakeholders' leadership experiences and school outcomes

dc.contributorAguas Castillo, Pedro Pablo
dc.creatorCastillo Chica, Neivys Leivys
dc.date2022-08-29T19:50:50Z
dc.date2023-08-28
dc.date2022-08-29T19:50:50Z
dc.date2022-08-24
dc.date.accessioned2023-09-06T21:56:48Z
dc.date.available2023-09-06T21:56:48Z
dc.identifierhttps://repositorio.unicordoba.edu.co/handle/ucordoba/6446
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8710815
dc.descriptionWhile many scholars agree on the influence and importance principal leadership has on some school processes, still little is known about how principals influence or shape school processes, leading to debate about the degree of impact they might have. The purpose of this phenomenological study was to examine how school principals go through school processes such as achieving school outcomes, playing leadership roles, and making school improvements Through this phenomenological study of 5 participants at an urban public school I intended to answer the phenomenological question, “How do central stake holders make sense of their leadership in a public urban secondary school in a city in Colombia? The study employed seven step Stevick-Colaizzi’s--Keen method of phenomenological analysis and a descriptive approach to phenomenology. Data was collected through in-depth, semi-structured interviews, and reflective diaries. Six themes emerged from the data: 1) The power of connectedness, 2) The wholeness of communication, 3) Awareness of a sense of community, 4) A sense of practicalness in education, 5) The uniqueness of a leadership style, 6) Awareness of a commitment to a mission. The findings from this study provided a deeper understanding of the influence principal leadership has on school outcomes and they added to the current body of research regarding the relationship between principal leadership and school improvement.
dc.descriptionChapter 1: Introduction..........................12
dc.descriptionProblem Statement.........................14
dc.descriptionPurpose of the study.........................15
dc.descriptionResearch Questions.....................16
dc.descriptionConceptual Framework.................17
dc.descriptionLeadership......................17
dc.descriptionApproaches to Leadership............................19
dc.descriptionEducational Leadership..........................22
dc.descriptionPrincipal Leadership....................25
dc.descriptionThe school principal as a leader.....................27
dc.descriptionSchool Organization..............................28
dc.descriptionTeacher as a Principal.........................31
dc.descriptionInstructional Leadership..................................32
dc.descriptionThe Teacher as a leader............................34
dc.descriptionTeacher Leadership and foreign language teaching....................36
dc.descriptionChapter 2: Literature Review...................39
dc.descriptionHistorical and Contemporary Roles and Responsibilities of High School Principals........................39
dc.descriptionPrincipal Leadership Styles................41
dc.descriptionPrincipal Leadership and School Outcomes...............46
dc.descriptionChapter 3: Methods.....................53
dc.descriptionResearch Design...................53
dc.descriptionQualitative Research..................54
dc.descriptionPhenomenological Research Method....................55
dc.descriptionConceptual Framework....................56
dc.descriptionConsciousness.....................................56
dc.descriptionIntentionality......................................57
dc.descriptionLived Experience..............................57
dc.descriptionPerception........................................58
dc.descriptionIntuition..........................58
dc.descriptionEpoche or bracketing...............................60
dc.descriptionPhenomenological Reduction...........................61
dc.descriptionImaginative Variation.......................61
dc.descriptionAppropriateness of Design..............................65
dc.descriptionResearch Questions......................66
dc.descriptionParticipants and Context...................66
dc.descriptionEthical Considerations................69
dc.descriptionData collection and Instruments................70
dc.descriptionData Analysis..................72
dc.descriptionValidity and Reliability......................73
dc.descriptionChapter 4: Findings...................76
dc.descriptionContext and Participants...................76
dc.descriptionData collection....................77
dc.descriptionData Analysis....................78
dc.descriptionDefinitions for Themes...................81
dc.descriptionTheme 1: The power of connectedness.............83
dc.descriptionTheme 2: The wholeness of communication...........84
dc.descriptionTheme 3: Awareness of a sense of community...............85
dc.descriptionTheme 4: A sense of practicalness in education..............86
dc.descriptionTheme 5: The uniqueness of a leadership style.............87
dc.descriptionheme 6: Awareness of a commitment to a mission........91
dc.descriptionDescriptive Identification......................93
dc.descriptionChapter 5: Discussion.....................94
dc.descriptionDiscussion of findings........................95
dc.descriptionDiscussion of findings for Research Question Two.............98
dc.descriptionConclusion...................................................102
dc.descriptionScope and limitations of the study...............103
dc.descriptionRecommendations for Further Research..........................104
dc.descriptionPersonal Reflection......................................105
dc.descriptionReferences....................................107
dc.descriptionAPPENDIX..............................125
dc.descriptionMaestría
dc.descriptionMagíster en Enseñanza del Inglés
dc.descriptionTrabajos de Investigación y/o Extensión
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.languageeng
dc.publisherFacultad de Educación y Ciencias Humanas
dc.publisherMontería, Córdoba, Colombia
dc.publisherLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.rightsCopyright Universidad de Córdoba, 2022
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.subjectLiderazgo
dc.subjectLideres escolares
dc.subjectFenomenología
dc.subjectExperiencia vivida
dc.subjectResultados escolares
dc.subjectLeadership
dc.subjectSchool stakeholders
dc.subjectPhenomenology
dc.subjectLived Experience
dc.subjectSchool Outcomes.
dc.titleA phenomenological study of central stakeholders' leadership experiences and school outcomes
dc.typeTrabajo de grado - Maestría
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typehttp://purl.org/coar/resource_type/c_bdcc
dc.typeinfo:eu-repo/semantics/submittedVersion
dc.typeText
dc.typehttps://purl.org/redcol/resource_type/TM


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