Data-driven instructional leadership and the necessity of relational trust : a case study in principal leadership
Abstract/Contents
- Abstract
- This case study of a small high school demonstrates the effects of principal leadership dispositions and activities on relational trust within a school community and especially between the principal and school faculty. Through an analysis of evidence from site observations and interviews of classroom teachers and site administrators over three school years, the author concludes that the school-based outcomes of data-driven instructional leadership correlate with extant levels of relational trust among faculty, and correlate with the principal's approach to collecting and employing data during the process of school reform. Teacher reports of instructional reform activities as well as student standardized test outcomes and teacher retention data all support the conclusion that teachers are more engaged in professional improvement, work longer days and weeks voluntarily, and adopt a "whatever it takes attitude" towards school reform when led by a principal who builds relational trust by collecting and using data to support teacher professional development, communicate respect for teachers and augment teacher voice and inclusion in site-based decision-making.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2013 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Ramos-Beban, Nicole Patricia |
|---|---|
| Associated with | Stanford University, School of Education. |
| Primary advisor | Darling-Hammond, Linda, 1951- |
| Thesis advisor | Darling-Hammond, Linda, 1951- |
| Thesis advisor | Lieberman, Ann |
| Thesis advisor | Lotan, Rachel A |
| Thesis advisor | McDermott, Ray (Raymond Patrick), 1946- |
| Advisor | Lieberman, Ann |
| Advisor | Lotan, Rachel A |
| Advisor | McDermott, Ray (Raymond Patrick), 1946- |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Nicole Patricia Ramos-Beban. |
|---|---|
| Note | Submitted to the School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2013. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2013 by Nicole Patricia Ramos-Beban
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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