Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

School principals are in a position to influence, promote, and enhance student performance and achievement in public schools. Abundant research has pointed to the role a principal holds in his or her school and his or her ability to affect student performance. In order for principals to succeed fully in their roles, their leadership traits in relation to their personalities must be understood. Much of the research regarding the attributes of successful school principals points to skills related to extroverted personalities; however, there is also abundant research pointing to the effectiveness of introverted leadership. This research study proposes to analyze the skills employed by introverted school leaders to make recommendations for introverted leaders as well as principal training programs to build solid school leadership skills regardless of personality type. Based on the perceptions gathered from the interviews of seven introverted school principals involving their abilities and practices in school leadership, the following conclusions were made: (1) Personal connections and one-on-one relationships are fostered by introverted principals as a means to connect with the school community and stakeholders. (2) Introverted principals utilize visibility as a means to appear involved and engaged in the school community, despite their preference for solitude. The effort to be present in hallways and at after school events, and to be seen as engaged in those events, fosters a caring and empathetic school environment. (3) In order to communicate with stakeholders and market their schools, introverted principals extensively utilize social media and other forms of written expression. (4) Introverted principals embrace collaborative and shared leadership through the development of leadership teams. Decisions are made collectively and teachers are given significant autonomy with very little dictatorial oversight from the principal. (5) Introverted principals rely heavily on external groups to facilitate celebrations and other activities outside of their comfort zone within their schools. (6) Pressure experienced by introverted principals is largely internally motivated and related to accountability and perfectionism.

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