Date of Award

2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this multisite phenomenological case of study of elementary principals was to describe the essence of leadership of novice principals, studying themes of leadership attributes and conditions within the school community and preparation that reinforce the success of the school. While many studies have focused on the leadership attributes of established principals in schools, less has been conducted on those who join an already successful school and sustain that success. The intent of this study was to understand this phenomenon of novice principals who continue the success of a school. Preliminary data were gathered from school data sources to identify schools with above average success and principals with a tenure of less than five years. Based on these sources, five principals and their schools were identified for the multisite case study. Semi-structured interviews of the principals and various staff members, along with field observations, were conducted over one day at each school site. Responses were recorded, transcribed, and coded to identify themes of the essence of leadership and the conditions present to sustain the success of the school. Themes identified included the common definition of a successful school, where school culture had a greater emphasis than physical accolades. Additional themes described how principals established credibility to sustain a successful school through positive culture and climate, leadership attributes, and mentoring and support of the leader. The findings indicated a positive culture as a primary catalyst for continuing success, as well as an easier transition for those hired within the school district or supported by other leaders in the district. Additionally, the study also shows the combination of leadership theories formulate key leadership attributes for successful principals.

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