You are here

Turnaround principals' practices in the southeastern United States

Download pdf | Full Screen View

Date Issued:
2021
Abstract:
Turnaround principals of chronically inadequately performing schools faced myriad challenges and required the requisite skills to derive positive transformational change (Duke, 2015). Challenges include identification of the root causes, development of a cohesive turnaround plan, successful implementation, and progress monitoring (Duke, 2015). The purpose of this qualitative instrumental case study was to explore best practices of principals leading turnaround reform efforts. Four cases whereby turnaround principals who have successfully derived rapid school-improvement results provided information that can be used to understand the best practices inherent to a successful turnaround. The research was conducted at each school, and data was gathered from interviews, field observations, and artifacts. Rapid school improvement is nebulous; however, precise methods are limited. Deming's insistence on the leader's role as a predominant factor in improving productivity complements the turnaround principal's role in the improvement process. His work and scholarship influenced the conceptual framework created for this study. The conceptual framework included identification, development, implementation, and assessment and provided a sequential route to understanding nuances inherent in a school turnaround effort. A convergence of evidence model was used to identify common themes and synthesize conclusions. A comprehensive approach is required to understand the enormity of a successful turnaround effort. Similarly, instructional leadership, communication, tenacity, and recognition are essential practices that are evident in a successful turnaround effort. Findings can be used to scale turnaround efforts and build expertise. Questions for future research include understanding the varying contexts, leading schools with different demographic profiles, and expanding similar facets using other approaches.
Title: Turnaround principals' practices in the southeastern United States: a case study.
42 views
8 downloads
Name(s): Lopez-Romano, Brianne Marie, author.
Type of Resource: text
Genre: Bibliography
Text-txt
Academic Theses.
Dissertations, Academic
Academic Theses.
Electronic Thesis Or Dissertation.
Issuance: monographic
Date Created: 2021
Date Issued: 2021
Other Date: 2021.
Publisher: University of West Florida,
Place of Publication: Pensacola, Florida :
Physical Form: electronic resource
Extent: 1 online resource (xii, 305 leaves : illustrations, charts)
Language(s): eng
Abstract: Turnaround principals of chronically inadequately performing schools faced myriad challenges and required the requisite skills to derive positive transformational change (Duke, 2015). Challenges include identification of the root causes, development of a cohesive turnaround plan, successful implementation, and progress monitoring (Duke, 2015). The purpose of this qualitative instrumental case study was to explore best practices of principals leading turnaround reform efforts. Four cases whereby turnaround principals who have successfully derived rapid school-improvement results provided information that can be used to understand the best practices inherent to a successful turnaround. The research was conducted at each school, and data was gathered from interviews, field observations, and artifacts. Rapid school improvement is nebulous; however, precise methods are limited. Deming's insistence on the leader's role as a predominant factor in improving productivity complements the turnaround principal's role in the improvement process. His work and scholarship influenced the conceptual framework created for this study. The conceptual framework included identification, development, implementation, and assessment and provided a sequential route to understanding nuances inherent in a school turnaround effort. A convergence of evidence model was used to identify common themes and synthesize conclusions. A comprehensive approach is required to understand the enormity of a successful turnaround effort. Similarly, instructional leadership, communication, tenacity, and recognition are essential practices that are evident in a successful turnaround effort. Findings can be used to scale turnaround efforts and build expertise. Questions for future research include understanding the varying contexts, leading schools with different demographic profiles, and expanding similar facets using other approaches.
Identifier: 1293884176 (oclc), WFE0000767 (IID)
Note(s): by Brianne Marie Lopez-Romano.
College of Education and Professional Studies ; Department of Educational Research and Administration
Dissertation (Ed.D.) University of West Florida 2021
Includes bibliographical references.
Also available in print.
Subject(s): University of West Florida
University of West Florida.
Curriculum enrichment -- United States
Educational leadership -- United States
Leadership, school improvement, student achievement
Library Classification: LD1807.F62j 2021 L674
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000767
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF
Other Format: Turnaround principals' practices in the southeastern United States. (Print version:)
(OCoLC)1293884210

In Collections