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THE FIRST 90 DAYS OF THE PRINCIPALSHIP: SIGNIFICANCE
OF THE TRANSITION PERIOD
by
Brian Joseph
__________________________________________________________________
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 Brian Joseph
Object Description
| Title | The first 90 days of the principalship: significance of the transition period |
| Author | Joseph, Brian |
| Author email | bgjoseph@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2007-04-26 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-06-20 |
| Advisor (committee chair) | Price, Scott |
| Advisor (committee member) |
Stowe, Kathy Huisong Hentschke, Guilbert C. |
| Abstract | The current state of education requires leaders who are able to diagnose and solve problems. In the current era of educational reform schools are being held accountable for meeting rigid federally imposed accountability standards, such as No Child Left Behind. This study attempted to answer three research questions: 1. Do principals in a turnaround situation find the transition period (first 90 days) to be important? 2. What strategies and conceptual frameworks (leadership theories) were useful to new principals during the transition period (first 90 days) in a turnaround school? 3. Did any programs, formal or informal, prepare new principals for success during the transition period (first 90 days) in a turnaround school?; This study analyzed 10 principals to determine what leadership strategies are essential for the first 90 days of a principalship. The study presents a paradigm for principals of the 21st century who must be equipped to produce immediate results at school sites, especially those schools that are in a current state of academic decline or low morale. The results of this study are informational and helpful to aspiring administrators and current principals at turnaround schools. The study utilized a case study method that allowed the researcher multiple ways to collect the data as well as the ability to conduct cross-case analyses. The study utilized a mixed-methods approach; quantitative as well as qualitative methods were used. -- There is extensive literature on leadership strategies and school leadership. However, this study is beneficial because there is limited literature on the first 90 days of the school principalship. This study accurately determines skill sets and leadership strategies that give principals pathways to success and longevity. |
| Keyword | principals |
| 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-m544 |
| Rights | Joseph, Brian |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Joseph-20070620 |
| Archival file | uscthesesreloadpub_Volume51/etd-Joseph-20070620.pdf |
Description
| Title | Page 1 |
| Full text | THE FIRST 90 DAYS OF THE PRINCIPALSHIP: SIGNIFICANCE OF THE TRANSITION PERIOD by Brian Joseph __________________________________________________________________ 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 Brian Joseph |
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