Guideposts of leadership : administrators' perceptions of professional standards of educational leadership in their everyday practice, evaluation, and reflection processes, 2023

Item — Call Number: MU Thesis Bro

Identifier: b7931673

Staff Only

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2023

Creator

Brow, Meredith H. (Meredith Hudson) (1984- ) (Author, Person)
Aldarelli, Edward F. (1973- ) (Thesis advisor, Person)
George, William O., III (1963- ) (Thesis advisor, Person)
Mulvaney, Tracy, 1970- (Thesis advisor, Person)

Language of Materials

From the Collection:

Unless noted otherwise at the resource component level, the language of the collection materials is English.

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 113 pages ; 8.5 x 11.0 inches (28 cm).

Additional Description

Abstract

Effective leadership is an integral part of creating a positive school community and positively impacts student learning. Various studies have aimed to investigate leadership qualities and traits that develop effective leadership. Many of these studies have focused on principals’ leadership behaviors and their impact on student achievement levels (Dutta & Sahney, 2016). School leadership evaluation models and professional learning standards support the concept of collective efficacy for school leaders. Many education systems across the United States have adopted professional standards to uniformly identify key objectives and serve as guideposts for strong leadership. Research has shown that efficacy is generated by strong, focused leadership that provides an opportunity to design, implement, and reflect on a shared vision and mission. Huguet (2017) explained, “As more schools are able to present a model for efficacy, other schools of similar structure can implement proven techniques to raise student achievement” (p. 101).

This study investigated through the lens of the Professional Standards for Educational Leaders (PSEL) the perceptions of practicing public school administrators with 5 or fewer years of experience in their leadership roles and responsibilities. The study focused on understanding administrators’ perceptions: the core values that create an outstanding leader and the values that school leaders must possess to be effective. The study aimed to gain a deeper understanding of what school leaders perceive as essential components of effective leadership and the extent to which school leaders apply PSEL in their professional practice.

The study was conducted in a suburban public school district in New Jersey. The administrators were chosen through purposeful sampling to include an equal number of participants representing the elementary level, middle, and high school divisions. The administrators participated in a semi-structured qualitative interview process. This study revealed how administrators new to their roles as school leaders define the expectation of each of the 10 professional standards. The findings of this study support the recommendation that administrator preparation programs and school districts provide new administrators with opportunities to use the standards and revisit them as the field of school leadership and responsibilities of school leaders continue to evolve.

Partial Contents

List of tables -- List of figures -- 1. Introduction -- 2. Literature review -- 3. Methodology -- 4. Findings -- 5. Discussion -- References -- Appendix.