Date of Award
8-2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education and Organizational Leadership Development
Committee Member
Hans W Klar, Committee Chair
Committee Member
Fredrick C Buskey
Committee Member
Jacquelynn Malloy
Committee Member
Reginald Wilkerson
Abstract
An era of higher academic accountability and standards-based achievement increased interest and concern in educational leadership (Hallinger, 2005; Public Law 114-95). Based on decades of continuous educational policy shifts, accountability demands have created a call for principals to be instructional leaders (Hallinger, 2005). Through revised principal professional learning, the district in this study actively worked to create an environment where principals worked in learning communities to increase their instructional leadership capacity and move along a continuum of professional learning to respond to the heightened policy shifts around them. Sociocultural learning and transformative learning theories both supported the propositions in this study. The study provided a glimpse of principal professional learning in one district through analytic generalization (Yin, 2018). This study was important because it provided evidence of practices in an underrepresented area of study in rural school districts and offered practical conclusions for practices and further study.
Recommended Citation
Brink, Anna Thompson, "An Examination of Principal Professional Learning through Transformative and Sociocultural Learning" (2019). All Dissertations. 2464.
https://tigerprints.clemson.edu/all_dissertations/2464