Date of Award
Executive Ed.D. in Education Leadership Management and Policy
Education Leadership, Management and Policy
Jill Patterson, EdD
Daniel Gutmore, PhD
Shelley Jallow, EdD
Frequent Leadership change, Change, Turnover, Continuous Improvement, Leadership, Principal
Participants in this study, representing grades 6–12 practitioners in two schools with persistently lower scholar achievement and graduation rates, shared their experiences through open-ended surveys, semi-structured interviews, and reflexive journaling. The study employed an inductive coding process and triangulation of data sources to identify emergent themes.
Key findings highlight the challenges practitioners face due to frequent principal leadership changes. Participants described a sense of confusion, loss of self-esteem, and a lack of trust in constantly shifting initiatives. They expressed a strong desire for continuity and consistency in leadership and programs, as abrupt changes often disrupt the academic year and delay the implementation of new practices.
The theoretical framework for continuous change and teacher efficacy, combined with Kotter’s eight-step change process, provided insight into how participants navigated constant change without stable principal leadership and a vision for their school.
This study sheds light on the underexplored living experiences of educators subjected to frequent principal turnover and underscores the importance of their involvement in the decision-making processes. The findings call for a deeper understanding of practitioners’ challenges and the need for policies and practices that promote continuity and consistency in educational leadership to better support school improvement efforts.
Asante, Kwame Wiredu, "Practitioners’ Perceptions of Their Role and Responsibility in the Context of Frequent Principal Leadership Changes" (2023). Seton Hall University Dissertations and Theses (ETDs). 3142.
Available for download on Friday, November 29, 2024