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THE TRANSITION PERIOD PRINCIPALS—THE FIRST
90 DAYS: A CASE STUDY
by
Cynthia McCarty
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2007
Copyright 2007 Cynthia McCarty
Object Description
| Title | The transition period principals -- the first 90 days: a case study |
| Author | McCarty, Cynthia M. |
| Author email | mccartyc@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2007-04-17 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-07-02 |
| Advisor (committee chair) | Price, Scott |
| Advisor (committee member) |
Escalante, Michael F. Picus, Lawrence O. |
| Abstract | With the implementation of the No Child Left Behind Act, accountability, both at the state and federal level, has directly impacted the role of the principal. The principal's role has evolved from a primarily managerial position to one of multiple layers of complexity and high expectations. These changes have placed enormous pressures on the new principal and have raised concerns as to how to effectively endure the transition period of the first 90 days. The reality of the job has caused many aspiring administrators to shy away from facing these challenges. With this shortage among qualified candidates, there is a need to focus on recruiting, training, and retaining new principals so that they can better serve American students and schools.; Ten case studies of southern California turnaround middle school principals were conducted by a group of doctoral students at the University of Southern California. The purpose of the study was to attempt to answer three essential questions regarding the transition period of the first 90 days for new principals. A mixed-method approach included both qualitative and quantitative elements, coupled with literature obtained from educational and business leadership, all of which were analyzed to gain insight with respect to the importance of the transition period. Strategies and conceptual frameworks as well as the effectiveness of university program preparationwere examined.; The study revealed that the transition period is critical. This is the period in a which new principals will either "make it or break it" "sink or swim." Relationships must be established, and the building of teams must begin. Credibility must be established within the first 90 days by securing early wins and determining the appropriate leadership style to match the circumstance. The study also demonstrated that current university programs are not preparing new principals for the complex challenges. -- Principals are regarded as central to the task of building. With these high expectation of the public school leader, it is essential to continue the training, guidance, and support needed to sustain their success. |
| Keyword | principal leadership |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m520 |
| Contributing entity | University of Southern California |
| Rights | McCarty, Cynthia M. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-McCarty-20070702 |
| Archival file | uscthesesreloadpub_Volume62/etd-McCarty-20070702.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | THE TRANSITION PERIOD PRINCIPALS—THE FIRST 90 DAYS: A CASE STUDY by Cynthia McCarty A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2007 Copyright 2007 Cynthia McCarty |
