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dc.contributor.advisorMacNeil, Angus J.
dc.creatorPartin, Jennifer Lea 1979-
dc.date.accessioned2015-08-22T03:38:50Z
dc.date.available2015-08-22T03:38:50Z
dc.date.createdMay 2013
dc.date.issued2013-05
dc.identifier.urihttp://hdl.handle.net/10657/983
dc.description.abstractThe emergence of federal and state educational mandates makes administrators vulnerable to severe scrutiny if schools do not perform to expected levels. As the face of American education continues to transform, reformist must reweave the fabric of administrative training requirements to better cloak the exposed gaps in the profession. Research is beginning to reveal a substantial connection between quality school leadership and student success (Shelton, 2010; Sun, 2011; Louis et al., 2010), and policymakers need to craft guidelines to better prepare our administrators. With literature bolstering the conception that effective leaders host effective schools, determining what impedes administrators from focusing on student achievement must be addressed. To help improve administrator preparation programs and guide reform, this research was conducted to compartmentalize the perceived frustrations and obstacles experienced by assistant principals as compared to principals. The results indicated assistant principals experienced greater frustrations, perceived more obstacles or restrictions, and recommended the most change with regard to items dealing with students, parents, and teachers while principals felt more dissatisfaction with bureaucracy and lack of resources. The conclusions from this study contain dichotomic findings for education reformist as they recalibrate preparation programs by better understanding the distinct frustrations and obstacles of the assistant principalship and principalship.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjecteducational leadership
dc.subjecteducation reform
dc.subjectassistant principal
dc.subjectprincipal
dc.subjecteducation administration
dc.subjectassistant principal frustrations
dc.subjectprincipal frustrations
dc.subjectassistant principal preparation
dc.subjectprincipal preparation
dc.subject.otherProfessional leadership
dc.titleFrustrations, Obstacles, and Recommended Changes: A Juxtaposition of the Assistant Principalship and Principalship
dc.date.updated2015-08-22T03:38:50Z
dc.type.genreThesis
thesis.degree.nameDoctor of Education
thesis.degree.levelDoctoral
thesis.degree.disciplineProfessional Leadership
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentEducational Leadership and Cultural Studies, Department of
dc.contributor.committeeMemberBusch, Steven D.
dc.contributor.committeeMemberEmerson, Michael W.
dc.contributor.committeeMemberFernandez, Julie
dc.contributor.committeeMemberBorneman, Robert C.
dc.type.dcmiText
dc.format.digitalOriginborn digital
dc.description.departmentEducational Leadership and Cultural Studies, Department of
thesis.degree.collegeCollege of Education


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