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A comparative study of novice and veteran teachers in response to principal initiated efforts to cultivate a positive school culture
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A comparative study of novice and veteran teachers in response to principal initiated efforts to cultivate a positive school culture
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Content
A COMPARATIVE STUDY OF NOVICE AND VETERAN TEACHERS IN
RESPONSE TO PRINCIPAL INITIATED EFFORTS TO CULTIVATE A
POSITIVE SCHOOL CULTURE
by
Raymond Coriaty
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements of the Degree
DOCTOR OF EDUCATION
May 2008
Copyright 2008 Raymond Coriaty
ii
DEDICATION
With love and gratitude, I would like to dedicate this dissertation to my wife,
Rebekah, and my son, Lucas. Throughout my time in the doctoral program, you have
provided me with unwavering support, encouragement, and inspiration. Your
selflessness and willingness to make personal sacrifices has allowed me to reach my
goals. I cannot thank you enough Rebekah for believing in me, and for standing by
me during these last three years. In every step of this process, you have been the
compass that has guided me in my efforts.
Although you do not realize it Lucas, you have provided me with the
inspiration to realize my dreams. When I felt overwhelmed during this process, your
love gave me the strength to move forward. Your laughter and your unbridled
curiosity in finding out about the world fueled my resolve and fired my passion in
accomplishing my goals.
iii
ACKNOWLEDGEMENTS
I would like to thank my chair, Dr. Margo Pensavalle for her guidance and
support throughout the dissertation process. Your calm demeanor and encouraging
words inspired me to overcome, with confidence, the challenges that I encountered
along the way. I will always think of you as my mentor.
I would also like to thank Dr. Kim West and Dr. Sandra Kaplan for
supporting me in my efforts, and for believing in me. Your kindness and
understanding will never be forgotten.
My accomplishments in this program would not have been possible without
the support of my family and friends. I would especially like to thank my parents,
Joseph and Therese, who, at every turn, remind me how proud they are to have me as
their son. Thank you for instilling in me a work ethic that has helped me reach my
goals. I love you both very much.
Thank you Robert Mena and Carlos Cervantes for your friendship, your
support, and your laughter. You have been, and will continue to be an important part
of my life.
I would also like to thank the principal and teachers at Southfield High
School. Your willingness to candidly share your thoughts was greatly appreciated.
Thank you for welcoming me onto your campus.
iv
TABLE OF CONTENTS
DEDICATION ................................................................................................ ii
ACKNOWLEDGEMENTS ............................................................................. iii
LIST OF TABLES........................................................................................... vi
ABSTRACT.................................................................................................... vii
CHAPTER 1: OVERVIEW OF THE STUDY ............................................ 1
Introduction.......................................................................................... 1
Statement of the Problem ..................................................................... 8
Purpose of the Study ............................................................................ 10
Research Questions .............................................................................. 11
Importance of the Study ....................................................................... 12
Limitations........................................................................................... 13
Delimitations........................................................................................ 14
Assumptions ........................................................................................ 14
Definition of Terms.............................................................................. 14
Theoretical Framework ........................................................................ 19
CHAPTER 2: LITERATURE REVIEW..................................................... 21
Introduction.......................................................................................... 21
Teacher Attrition and Migration ........................................................... 24
The Impact of a Positive School Culture on Induction .......................... 26
Relationship of School Culture With the Principal................................ 33
Strategies Used by a Principal in Creating a Positive School Culture.... 39
The Challenges a Principal Faces in Building a Positive School Culture 58
The Perceptions of Novice and Veteran Teachers Regarding the Role of
the Principal in Cultivating a Positive School Culture…………………. 66
Summary ............................................................................................. 75
CHAPTER 3: METHODOLOGY ............................................................... 78
Introduction.......................................................................................... 78
Research Questions .............................................................................. 79
Sample and Population......................................................................... 79
Instrumentation .................................................................................... 83
Data Collection .................................................................................... 89
Data Analysis....................................................................................... 92
v
CHAPTER 4: ANALYSIS AND DISCUSSION OF THE FINDINGS........ 93
Introduction …………………………………………………………….. 93
Presentation of Findings………………………………………………… 97
Discussion of Findings …………………………………………………. 134
CHAPTER 5: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS............................................................................... 146
Summary.............................................................................................. 146
Selected Findings ................................................................................. 155
Discussion............................................................................................ 158
Conclusions.......................................................................................... 163
Recommendations................................................................................ 166
REFERENCES .............................................................................................. 170
APPENDIX A: Open-ended Questionnaire Protocol for Novice Teachers
at Southfield High School ...................................................... 179
APPENDIX B: Interview Protocol for Novice and Veteran Teachers
and Principal at Southfield High School.................................. 181
vi
LIST OF TABLES
Table 1 Student Demographics Chart……………………………… 81
Table 2 API Chart…………………………………………………. 81
Table 3 Methodology Chart……………………………………….. 88
Table 4 Gantt Chart Depicting Data Collection Schedule………… 91
Table 5 Gantt Chart Depicting Changes at Southfield After
Principal Was Hired……………………………………… 96
Table 6 Summary of Participant Responses Relating to Research
Question One…………………………………………….. 114
Table 7 Summary of Participant Responses Relating to Research
Question Two……………………………………………. 128
Table 8 Summary of Participant Responses Relating to Research
Question Three………………………………………….. 133
vii
ABSTRACT
The purpose of this study was to examine the role and the processes that a
principal must address when cultivating a positive school culture that supports
novice teachers. As a component of a meaningful induction design that helps novices
transition from their credential program to their new teaching assignment, the school
culture can be a key variable in retaining beginning teachers. The factors that impede
or support induction efforts at a school site, and the challenges and strategies that a
principal must address in developing a school culture that can prove to be
instrumental in retaining novices, were studied.
A multi-method qualitative approach was used to collect data for this study.
An open-ended questionnaire administered to novices, as well as interviews of the
principal, and novice and veteran teachers at the site were utilized in the collection of
data. The data was coded and analyzed in order to inform findings that helped in
answering the research questions.
1
CHAPTER 1
OVERVIEW OF THE STUDY
Introduction
Implications of Teacher Turnover in K-12 Schools
As beginning teachers in the teaching profession acclimate themselves to
their new environments, a variety of factors can preclude them from meeting with
success in the classroom. Ingersoll (2003) holds that as a result of obstacles
encountered by new teachers nationwide, between 40-50% leave the profession
within the first five years. He adds that the high attrition rate indicates a teacher
shortage, and that more individuals must be recruited to staff classrooms across the
country. However, this is not necessarily the root of the problem. Instead, when
scrutinizing the reasons behind the high turnover rates among new teachers, issues
regarding retention must be examined (Ingersoll, 2003). Typically, factors at
individual school sites influence a wide range of variables related to new teacher
migration and attrition. As indicated by Olebe (2005), the manner in which a school
operates can dictate the degree of success that a new teacher will have, and in turn,
the resulting teacher attrition and migration rates.
Ingersoll (2002) contends that the high turnover rate of new educators in K-
12 schools must be considered when developing a blueprint that increases job
satisfaction in certain educational settings. Johnson and Birkeland (2003a) suggest
that low-performing schools are especially vulnerable to teacher attrition, which
causes district personnel and school site administrators to constantly replace teachers
2
who have chosen to leave. Johnson, Berg, and Donaldson (2005) hold that when
competent teachers make the decision to leave a school, gaps in educational
instruction will ensue. They add that in many cases, students will be forced to
contend with classroom teachers who have not had the opportunities to hone their
skills, which can ultimately impact student growth.
In those schools that constantly replace novices, who have departed, with
other beginning teachers, instructional design and implementation will suffer,
because teaching competency typically improves during the first several years in the
profession (Hanushek, Kain, and Rivkin, 2004). Additionally, Guin’s (2004) findings
indicate that because of the lack of continuity among faculty members in schools
with high turnover rates, students are less likely to be offered a comprehensive and
cohesive instructional design.
In addition to the impact that new teacher migration and attrition has on
student achievement, financial cost can also be considerable (Johnson, Berg, and
Donaldson, 2005). They point out that an increase in teacher turnover will ultimately
undermine the financial support that districts spend in areas including, hiring
practices, induction strategies, and professional development opportunities. The
Texas Center for Educational Research (2000) concluded that due to teacher
migration and attrition, it is estimated that schools in Texas spend between $329
million and $2.1 billion on an annual basis. The report adds that in districts with high
teacher turnover, the per-teacher turnover cost was an additional $5,165 as opposed
to $354 in districts with lower turnover rates. The Alliance for Excellent Education
3
(2004) reports that the annual per teacher turnover expenditure is $12,546. As
pointed out by Johnson, Berg, and Donaldson (2005), any funds that are lost due to
teacher migration and attrition could have been utilized to enhance and inform the
growth of both students and teachers.
The available support systems of a school can play a crucial role in
determining whether or not teachers will decide to stay once they are hired (Johnson
and Birkeland, 2003b). Beginning practitioners must have the chance to experience a
supportive work environment if inroads are to be made in retaining them at a given
school site (McCann and Johannessen, 2004; Scherer, 2001; Buckley, Schneider, and
Shang, 2005). School and district staff must realize that it is possible to cultivate a
stable teaching force if positive working conditions are achieved (Ingersoll and
Smith, 2003).
A Positive School Culture as Part of Induction
To counteract the problems associated with high teacher turnover rates,
school districts have adopted state mandated induction programs to assist and
support new teachers. According to Brock and Grady (2001), these novices, who
have completed a preliminary credentialing process, will have a better chance of
transitioning seamlessly into the classroom if provided with sustained support.
Birkeland and Johnson (2002) hold that in any induction design, however, the
climate of the school is critical in the way new teachers are embraced as vital
members of an existing faculty. They suggest that the process by which beginning
4
practitioners are assimilated into their new surroundings can significantly influence
their ability to flourish in the classroom.
Characteristics of a Negative School Culture that Lacks Proper Leadership
In developing a campus culture, DeMoss (2002) suggests that all teacher
input must be viewed as critical in developing effective pedagogical practices. Fink
and Resnick (2001) contend that the principal as the instructional leader of school
induction efforts must be willing to cultivate an environment built on collegiality. A
principal, who takes the steps necessary to cultivate a learning atmosphere
characterized by respect and trust toward each individual, can have lasting positive
benefits (Protheroe, 2005), and bolster the quality of an induction program. Davis
and Bloom (1998) argue that as a facilitator of an environment that supports both
new and veteran teacher learning, the principal must be an active member of any
plan to construct collaborative partnerships among stakeholders. Kelley, Thornton,
and Daugherty (2005) hold that a comprehensive induction program can become a
reality if the principal fosters faculty involvement both inside and outside of the
classroom. They contend that this can help in the creation of a positive environment
that can benefit both teachers and students.
Barth (2002) postures that on many campuses, feelings of disillusionment
among the veteran teachers are so firmly entrenched that some school settings are
permeated by a sense of hopelessness. He adds that it is in these restrictive learning
environments where the greatest change is needed. In outlining the reality of these
negative environments, Bolman and Deal (2002b) state that “toxic cultures are
5
destructive and demoralizing” (p. 128), but can be overcome if guidance from site
leadership, including the principal, is used to enact change. Davis and Bloom (1998)
argue that a school climate that is steeped in disengagement, and an effective
induction program adopted to assist new teachers cannot coexist. Bryk and Schneider
(2002) conclude that it is only through the careful crafting of a supportive
environment where beginning educators can accumulate the expertise needed in
becoming exemplary classroom instructors.
King (2002) points out that an assertive leader must realize that the
functioning of a school will depend on the ability of teachers to work together. Deal
and Peterson (1999) contend that in a positive school culture that promotes
collaboration, there is communication among teachers that can empower them. An
existing induction program cannot be the sole support system for these beginning
professionals. Hope (1999) argues that enabling novices to gradually become
comfortable with their surroundings cannot be executed in a vacuum. DuFour (2003)
holds that the process must be driven by a desire of all stakeholders to support their
new colleagues. Commenting on the importance for novices to feel accepted at their
respective school sites, Feiman-Nemser (2003) writes that “understanding induction
as an enculturation process means recognizing that working conditions and school
culture powerfully influence the character, quality, and outcome of new teachers’
early years on the job” (p. 27).
Deal and Peterson (1999) suggest that a school leadership team that has
allowed its experienced faculty members to drift into segregated subgroups can find
6
it challenging to motivate them to assist in the development of the new teachers.
They add that as a result, the task of learning new knowledge that novices inevitably
encounter will become even more challenging. In discussing a dysfunctional school
climate where novices are not welcomed as significant members of the staff, Johnson
and Kardos (2002) suggest that “some [new] teachers [find] themselves in what [is]
called veteran-oriented professional cultures, where the modes and norms of
professional practice are determined by and aimed to serve experienced faculty
members” (14). This type of culture can significantly impact the relationship
between new and veteran faculty members. Renard (2003) suggests that the
apprehension that some educators have in helping their novice colleagues stems from
their belief that new staff members must be willing to navigate problems on their
own just as they did when they first began their careers. This antiquated belief only
serves to further divide faculty and diminish any hope for fostering fruitful
relationships.
The Role of the Principal in Accessing the Skills of Novice and Veteran Teachers
When thoughtfully developed, an induction program can unite teachers, and
help improve the school culture (Olebe, 2005). This can lead to the active
involvement of the entire teaching staff, which can ultimately impact retention.
Wagner (2001) believes that with a stable staff, teachers can begin the gradual
process of building on the rewards that become evident as a result of collaboration.
Ramalay (2002) holds that enticing veteran teachers to take an active role in helping
to acclimate novices into the profession does not need to be distinguished from an
7
approach that fosters collaboration aimed at impacting student learning. Woods and
Weasmer (2004) comment that it is essential that a school principal shares leadership
responsibilities in creating a working environment that is predicated on mutual
respect and trust among all stakeholders. This distribution of power does not occur
simply because a new direction has been decided upon, but rather, as Blasé and
Blasé (2001b) point out, it is generated from a mutually embraced plan to work
towards the cultivation of a positive school culture.
Providing a Template for Cultivating Collaboration Among All Teachers
In discussing the role of the principal in engendering an environment that
inspires teachers to work together to promote the learning of both faculty and
students, Blasé and Blasé (2001b) suggest that collective efforts in changing the
school culture “does not happen only because an open-minded principal decides to
involve people in those decisions affecting them; it happens when a school is
carefully and systematically structured to encourage authentic collaboration” (p. 42).
Constructing a precise plan for altering conditions that inhibits the formation of
partnerships can enable a principal to provide both beginning and veteran teachers
with a forum to work together (Mitchel, 2000). A clearly defined paradigm that
encourages discourse among all teachers can, as Marks and Printy (2003) point out,
change the ways in which they take ownership for the progress of the school.
Underscoring the importance of the principal in developing partnerships
among faculty members, Peters (2004) holds that a foundation must be built where
collaboration can be embedded in the framework of a school. Blegen and Kennedy
8
(2000) suggest that with the opportunity to move past any structures that undermine
the sharing of ideas, teachers will find it possible to truly make an impact in their
classrooms. A clearly defined vision of professional learning communities that is
proposed and acted upon by a principal can produce meaningful articulation, and
inform data driven instructional practices in the classroom (DuFour, 2003).
It is in the desire to cultivate a school climate based on collaboration where
hope in implementing a unified induction program lies (Brock and Grady, 2001).
The current attrition and migration rates that are forcing students to contend with
inferior instructional practices are not necessarily a manifestation of a faulty
induction process. Hope (1999) contends that they may result from a lack of
guidance from school leadership, who are reluctant or incapable of offering their
expertise and knowledge. New teachers must be satisfied with their working
environments or the chance that they will leave will increase (Ingersoll and Smith,
2003). The onus to create the proper landscape from which trusting relationships can
ensue must be a task of the principal. Bolman and Deal (2002a) hold that effective
leaders utilize every opportunity to inspire the collective efforts of individuals to
work towards reaching goals. Blasé and Blasé (2001a) believe that it is the principal
that will ultimately determine if the school climate will be a factor in helping
beginning educators experience professional growth.
Statement of the Problem
A coherent and comprehensive induction program is necessary to prevent
new teachers from leaving a school before they have the opportunity to further
9
develop their instructional practices. It is not enough to rely on a design that pairs a
novice with a veteran teacher on a weekly or monthly basis, because this may not
help to foster continuous development (Buckley, Schneider, and Shang, 2005). As
pointed out by Birkeland and Johnson (2002), too often, new teachers are left to
navigate the complexities of their assignments without the sustained support of
veterans who have encountered the same challenges. Feiman-Nemser (2003) add that
all professionals at a school site must understand that their sustained efforts can
impact the way in which novices take ownership of their own development, and the
growth of the students they teach.
Hanushek, Kain and Rivkin (2004) suggest that that due to the potential
impact it can have on the ability of students to receive a quality education, the
current attrition rate is a threat that all schools must address. Deal and Peterson
(1999) hold that because of negative working conditions, some new educators are
left to face challenges that make their initial years of teaching frustrating. While
overcoming obstacles can improve the resolve of a novice, it is often assumed that
they will succeed if they continue to work diligently to hone their practices. Williams
(2003) states that in many cases, the veteran teaching staff is unaware of the plight of
their beginning counterparts, or are unwilling to help these novices acclimate
themselves to their new surroundings. However, Kelley, Thornton, and Daugherty
(2005) argue that it is in the vision of the principal where a difference can be made in
helping new teachers develop their talents.
10
Brock and Grady (2001) state that when faced with responsibilities that are
not related to student learning, the principal, in many instances, is forced to delegate
much of the duties associated with student and teacher growth to the assistant
principals. They add that the opportunity to evaluate new teachers, and gauge their
progress is often forsaken due to the principal’s inability to spend the time needed to
support their new staff members. Their lack of time in serving as instructional
leaders can undermine their ability to support induction efforts (Shellard, 2003). The
inequity of time that a principal spends on matters of instruction, versus time spent as
the liaison between the community and the school, can lead to problems in assessing
the needs and opportunities for faculty growth and development (Cistone and
Stevenson (2000). Additionally, Colley (2002) concludes that if principals are unable
to construct a school climate that brings novice and veteran practitioners together to
cultivate collegial relationships, new teachers will be less apt to remain at the school,
and contribute to the growth and improvement of the entire faculty.
Purpose of the Study
Barth (2002) contends that the development of new teachers can be best
administered through the united efforts of all stakeholders. However, the methods
used to attain this result must be identified and further developed. The role of the
principal in determining the success of all faculty members, including those new to
the profession, should be examined. It is in this position of power, and the
implementation of policy that can establish the school as a community of learners.
Dufour (2003) states that the creation of lasting bonds between educators can be
11
realized through the construction of professional learning communities. He adds that
the success of this endeavor can enhance the opportunity to experience productive
collaboration. As the author of a school design that utilizes every opportunity to
strengthen links among individuals, the principal must identify and restructure any
responsibilities that fail to advance collegial relationships (King, 2002).
Investigating the challenges that preclude a principal from cultivating and
maintaining a school climate that fosters collaboration can yield meaningful results.
This study aims to help principals in examining those problems associated with a
fragmented faculty, which once resolved, can enhance new teacher induction efforts.
This study will also offer possible solutions in helping the principal create productive
collegial bonds between novice and veteran teachers. Additionally, this study will
examine the steps a principal must take to foster learning exchanges that can help to
lower new teacher attrition rates, promote professional development, and improve
student achievement.
Research Questions
1. What strategies does the principal use to positively influence the school
culture to support new teachers during induction?
2. What are the perceived barriers for a principal in cultivating a supportive
school culture for new teachers?
3. What are the similarities and differences in perceptions that novice and
veteran teachers hold regarding the role of the principal in cultivating a
positive school culture?
12
The Importance of the Study
The manner in which a principal develops a positive school culture can have
significant implications for educators both inside and outside of the classroom
(Gideon and Erlandson, 2001). Many novices face challenges in their new
assignments. As a result, a study that illuminates possible solutions in helping them
overcome the obstacles endemic from a lack of support, can allow them to feel more
comfortable in their new surroundings. If the goal of school leadership is to retain
exemplary novice teachers, a blueprint for making their induction years more fruitful
should be developed. Novices, who wish to provide their students with a rigorous
and relevant learning experience, and are eager to share their knowledge of current
theory with colleagues, will find that a vision for improving the culture of a school is
invaluable in helping them succeed in their classroom endeavors.
If adopted as a strategy in providing opportunities for all faculty members to
engage in shared learning, this study can also assist veteran practitioners in
understanding their roles as mentors to novices. Additionally, with a focus placed on
facilitating collaboration, experienced practitioners will also begin to realize that
their own effectiveness in impacting student learning can be enhanced. Through the
efforts of a principal, previously disenfranchised veteran teachers will begin to see
that the collective creation and implementation of a model that fosters productive
collaborative practices can be a rewarding experience. This can ultimately improve
their self-efficacy as classroom instructors.
13
In addition to the knowledge offered to both new and veteran teachers
through this study, the school site principal could also benefit from its premises. For
a principal, it is a daunting, but essential task to be able to execute those
responsibilities that are fundamental in the day-to-day operation of a school.
However, it is possible to enhance the professional growth of the faculty through the
creation of a school culture that is defined by collaboration (Dufour, 2003).
Principals, who have previously been unable to serve as instructional leaders and
participants in the induction process, will be provided with a framework, which they
can utilize in eliciting input from all members of the faculty. Through their ability to
encourage the teaching staff to take an active role in transforming the school into a
learning community, the principal can become an irreplaceable element in improving
novice support and retention as well as helping to ensure that all students are given
the chance to succeed.
Limitations
Data collection for this study took place over a one-month period. One high
school was selected from one particular school district. A number of other factors
that were not part of the study, including the conditions of the facilities, the resources
available to the novices, and the class schedule assigned to them may also affect the
retention rates of new teachers.
14
Delimitations
This study utilized one high school that has a high degree of teacher attrition
rates among novice practitioners. Qualitative data, including interviews, and
questionnaires were used during the course of the study. The sample was comprised
of one principal, and eight novice and veteran classroom teachers. Although the
results may not be generalizable to other districts, the selection was purposefully
done to ensure relevance in the data.
Assumptions
In this study it is assumed that a certain type of school culture is needed to
effectively help novices assimilate into their new surroundings, so they will have a
better chance to gain a sense of satisfaction from their assignment. Additionally, it is
assumed that the principal is an integral factor in cultivating a positive school
culture, and that beginning practitioners are eager to seek out assistance in navigating
the challenges they will face during their initial years in the profession. Finally, it is
also assumed that in general, novices will become more effective by gaining more
experience in the profession.
Definition of Terms
CODING
A system through which patterns, themes, and categories are recognized and
classified. Coding entails making sense of data in the form of verbatim transcripts
and raw field notes (Patton, 2002). For this study, a coding scheme was used in the
15
analysis of the transcribed interviews and the open-ended questionnaires that were
administered.
INDUCTION
For new teachers, who have one to three years of experience, the formal or
informal process and strategies of support that they are provided at a particular
school site (Barth, 2002). For this study, novice teachers, who are in their induction
years, were discussed to determine the type of support that is needed for them to
remain at a given school site.
INSTRUCTIONAL LEADER
In regards to the site principal, an instructional leader takes the necessary
steps to construct a school culture that promotes and enhances the learning of both
students and adults. As an active member of the school community, the instructional
leader also illustrates the ability to provide all teachers with support in areas
including curriculum creation and implementation as well the development of
instructional strategies (Blasé and Blasé, 2001). Through the cultivation of a
collaborative learning community, the instructional leader ultimately helps in the
creation and facilitation of the collective school vision. For this study, the discussion
of the principal as a potential instructional leader, and an advocate of novice teachers
were addressed.
INTEGRATED PROFESSIONAL CULTURE
A school culture that is characterized by the active participation of both
novice and veteran teachers in matters relating to instruction, policy-making, and the
16
growth of both students and adult stakeholders on campus (Johnson and Kardos,
2002). For this study, this type of culture was examined and related to teacher
induction.
NOVICE ORIENTATED CULTURE
A school culture that is characterized by apathetic veteran faculty members,
who are detached from the decision-making process at a school site, and enthusiastic
novice teachers, who are willing to not only share their knowledge regarding theory,
but are also eager to take on responsibilities outside of the classroom (Johnson and
Kardos, 2002). For this study, this type of culture was examined and related to
teacher induction.
NOVICE TEACHER
Teachers who have three or less years of classroom experience are considered
novice teachers (Brock and Grady, 2001). In much of the literature, the terms novice
teacher and beginning teacher are used interchangeably. For this study, novice
teachers, and their relationship to school culture, veteran practitioners, and the site
principal, was one of the key elements examined.
PROFESSIONAL LEARNING COMMUNIITIES
A professional learning community on a K-12 campus is characterized by a
shared vision by teachers to engage in the work of improving instruction through
sustained inquiry, and a desire to utilize data to inform the development and
implementation of effective instructional practices that can enhance student learning
17
(DuFour, 2003). For this study, professional learning communities, and the impact
that they can have on altering the culture of a school was investigated.
SCHOOL CULTURE
The prevailing attitudes, beliefs, values, traditions, and practices that can
influence and inform the way teachers interact with site stakeholders, and execute
their professional responsibilities (Barth, 2002). School culture and its relationship to
new teacher induction were thoroughly investigated in this study.
SOCIO-CULTURAL LEARNING THEORY
Social interaction plays a fundamental role in cognitive development. In this
theory, learning is believed to be embedded within social events and occurring as
one interacts with people, objects and events in the environment (Vygostsky, 1986).
The socio-cultural theory was used as the theoretical framework for this study.
TEACHER ATTRITION
A reduction in the number of teachers at specific school sites due to their
decision to leave the profession (Buckley, Schneider, and Shang, 2005). For this
study, attrition was recognized as one component of teacher turnover.
TEACHER MIGRATION
The transfer of teachers, either voluntarily or involuntarily, from one school
or district to another school or district (Ingersoll, 2003). For this study, migration
was recognized as one component of teacher turnover.
18
TEACHER RETENTION
In this study, teacher retention refers to the act of retaining or keeping
beginning teachers at a specific school site (Buckley, Schneider, and Shang, 2005).
For this study, teacher retention referred to those novice teachers, who remain at a
particular school site due to reasons examined in this investigation.
TEACHER TURNOVER
The rate or percentage of vacancies that exist at an individual site school sites
resulting from attrition or migration (Ingersoll, 2003). For this study, teacher
turnover was used as a starting point from which novice induction and school culture
was addressed.
VETERAN ORIENTATED CULTURE
A school culture that is predominately dictated and perpetuated by the
veteran teachers on campus. In a veteran orientated climate, little input or
participation in the decision-making process is provided from the novice teachers
(Johnson and Kardos, 2002). For this study, this type of culture was examined and
related to teacher induction.
VETERAN TEACHER
Practitioners who have more than three years of classroom experience are
considered veteran teachers (Deal and Peterson, 1999). For this study, the veteran
teacher, and their relationship to the school culture, their novice counterparts, and the
site principal, was investigated.
19
Theoretical Framework
Using a socio-cultural theoretical framework, this study examined issues
relating to the principal’s involvement in cultivating a positive school culture. In
looking at the role of the principal in facilitating the creation of collegial bonds
between faculty members at a school site, the notion of social setting as a learning
tool was addressed. As pointed out in Vygotsky’s (1986) socio-cultural theory, the
development of an individual hinges on the interactions and tools that are brought by
others to the social learning experience. Since learning is mediated through contact
with others, who are an integral part of a social setting, the way in which people
interact and the quality of their interactions is crucial in the learning process.
As the theoretical framework for this study, the socio-cultural theory was
used to examine the processes that are needed to create a culture of collaboration,
and sustain collegial bonds between teachers. In the context of the school setting,
Dewey’s work dealing with education through experience was also used to augment
the precepts of Vygotsky’s concepts of learning. Dewey (1997) contends “that
democratic social arrangements promote a better quality of human experience” (p.
34). In conjunction with the socio-cultural theory and the impact that productive
interaction can have on the retention and growth of novices, this study focused on the
ability of the principal to develop a professional learning community that can inform
the culture of a school. Viewed from this perspective, the notion that learning is a
social endeavor that is predicated on the active participation of people in a given
20
setting can underscore the research on teacher collaboration, teacher empowerment,
professional growth, and school culture.
21
CHAPTER 2
LITERATURE REVIEW
Introduction
Teacher Attrition and Migration
The results of the rising teacher turnover rate at schools that have little or no
support for novices is noteworthy because of the influence teachers have on the
academic success of students (Darling-Hammond, 2006; Liu and Meyer, 2005). An
environment that enables new teachers to utilize the knowledge learned in the
credentialing process, as well as master the expectations that come with a new
assignment requires an environment with specific support characteristics (Ingersoll
and Smith, 2003). This can occur when the structure of the school encourages other
site professionals to offer guidance and support to novice teachers (Brock and Grady,
2001). However, if novices become the victims of an environment that fails to
provide sustained encouragement from other faculty members (Wagner, 2001), new
teachers may begin to look toward other sites that can offer greater professional
gratification. Ingersoll and Smith (2003) state that any resulting feelings of
frustration can lead them to detach themselves from the actual work of teaching or
leave the adverse situation altogether.
The Impact of a Positive School Culture on Induction
Murphy (1988) comments that a methodical approach must accompany a
genuine desire to enact change in the ways that teachers work together. He adds that
constructing an environment that affords opportunities for professionals to
22
participate in the discussion of pedagogy provides a strong beginning point. This
finding is supported by McLaughlin and Talbert (2001). In a study of 16 and
California and Michigan high schools over a four-year period, they found that giving
individual novice teachers the chance to work closely with other site practitioners
could increase feelings of satisfaction and also enhance student learning.
The Relationship of the School Culture with the Principal
The principalship is a complex job that requires the balancing of many
different roles. As pointed out by Bolman and Deal (2002a), principals must be
concerned with budgets, and adhere to district and state mandates, but more
importantly they need to inspire the faculty to use their expertise to inform the
quality of instruction offered to students. Blasé and Blasé (2001b) hold that
navigating the problems associated with teacher attrition requires the principal to
provide faculty members with opportunities to learn about strategies that can inform
better pedagogical practices. Bryk and Schneider (2003) agree that these
opportunities must be generated by a principal, who displays a willingness to make
everyone accountable for student learning.
The Strategies Used by a Principal in Creating a Positive School Culture
Barth (2001) suggests that the principal’s ability to articulate expectations, as
well as facilitate the growth of both teachers and students through the development
of a positive school culture is vital. He adds that a good induction program is a
product of the entire faculty, but it is in the principalship where a concern for the
development of novices is generated. Anderson (2001) contends that if student
23
learning is truly the focus of both the principal and the teachers on staff, a plan to
foster an environment that includes interaction among novices and their veteran
counterparts must be prominent in any design that is instituted. If the principal views
novices as integral in the continued growth of the school, new practitioners can begin
to take the strides necessary in honing their craft. As a result, they will be more apt to
share their successes with their colleagues (Quinn and Andrews, 2004).
Through equal participation in a collaborative process that helps the school
meet organizational goals, novices can begin to grow as educators (Woods and
Weasmer, 2004). They add that in a positive school culture, where the principal is
active in fostering collegial ties, new teachers will be more apt to develop their skills
as collaborators and as classroom instructors. Additionally, Davis and Bloom (1998)
note the importance of providing new teachers with assistance, while generating
opportunities for them to engage in professional growth and share professional
knowledge.
The Challenges a Principal Faces in Building a Positive School Culture
According to Fullan and Miles (1992), pushing past the barriers that
precludes a principal from maintaining or transforming the culture of a school can be
challenging. This can ultimately, have an impact on novice teachers. Scherer (2001)
contends that beginning teachers will initially attempt to persist in moving past the
daily dilemmas that they face at their new school site. However, Flores (2006) argues
that a lack of support by the principal and colleagues on campus can begin to wear
on them, and alter the way they approach the teaching of their students. In her study
24
of a cohort of teachers in six schools, which included rural, urban, and suburban
locations, she utilized interviews to determine their opinions regarding their
experiences on their respective campuses. Most of the 14 novices reported that over
the course of the school year, they had become less flexible in instructional design,
and less responsive to the needs of their students due to a lack of support provided at
their site. Brock and Grady (2001) further suggest that the tendency for principals to
distance themselves from the process of creating a school culture that supports
novices can prevent all teachers from experiencing professional growth on campus.
Teacher Attrition and Migration
Hanushek, Kain, and Rivkin (2004) state that staffing every K-12 classroom
with a teacher who has the skills and knowledge base to provide every student with a
quality education is a goal influenced by the turnover rates of new teachers during
their induction years. Ingersoll (2003) comments that the prospect of an unstable
faculty forces many schools to quickly fill the openings left by teachers who have
left the profession, or have moved to other schools. He adds that while some have
equated the high turnover rate to a shortage in the work force, it appears that both
traditional and alternative credentialing programs have trained enough teachers.
Ingersoll (2003), and Loeb, Darling-Hammond, and Luczak (2005) hold that it is not
the lack of recruited teachers that is the source of the problem, but rather the number
who leave a particular school because of the problems they encounter at that site.
Barth (2002) contends that on many campuses, the initial enthusiasm
displayed by novice teachers as they enter the profession, is diminished by a
25
structure that fails to meet their needs as developing professionals. He adds that at
times novices become uncertain individuals who begin to question their own motives
for entering the profession in the first place. Colley (2002) suggests that forcing
novice teachers to be responsible for their own growth, while dismissing their need
for a system of support can lead to increased turnover rates. If the desire to retain and
develop quality novice teachers is generated from the goal to enact positive change
in individual classrooms, attention must be given to all of those components that
coalesce to engender working conditions at the site (Johnson and Birkeland, 2003a).
Olebe (2005) holds that the positive impact of an induction program, and the
ability to retain novices can be enhanced through a commitment to ensure that they
feel welcomed and valued at a school. Inman and Marlow (2004) propose that
including all faculty members of the school community in any induction efforts can
unite teachers, and in turn, impact the rate of attrition and migration. If viewed as
partners in the development of exemplary faculty, novice teachers will be
encouraged to remain at a given site (Ingersoll, 2003).
In commenting on a potential source of the teacher turnover dilemma,
Akhavan (2005) postures that novices must have the chance “to express what they
have learned, and . . . what they still need to learn” (p. 20). McCann and Johannessen
(2004) suggest that this desire for novices to interact in discourse relating to student
achievement can impact retention rates. Johnson (1990) found that teachers desired
interaction with colleagues, because they believed that the chance to collaborate with
peers improved their effectiveness in the classroom. Additionally, Guinn (2004)
26
points out that a stable faculty will experience the benefits of a collaborative
exchange of knowledge and expertise aimed at improving student achievement. In
her study of five urban schools, she discovered that those with low migration and
attrition rates were shown to have more trust and collaboration among its faculty
members. She suggests that through a supportive school community a school climate
that nurtures meaningful interaction among teachers can be achieved.
The Impact of a Positive School Culture on Induction
Before discussing the strategies that a principal can use in cultivating a
positive school culture, and the challenges that may be faced in doing so, the
literature on school culture and its impact on induction should be examined. Once
the review of the literature on school culture is addressed, the research questions
relating to the role of the principal will be investigated.
The Interactions that Inform School Culture
DuFour (2003) suggests that while many districts have adopted the BTSA
program as well as a number of other designs to help beginning teachers experience
growth, any paradigm will only be effective if it exists in a positive culture that
supports new teacher development. He proposes that the induction of new teachers
into the profession through a systematic approach is a powerful tool when seeking
teacher support and collaboration. However, as discussed by Hope (1999), a
structure to assist new teachers in becoming familiar with their surroundings, and to
make strides in implementing their skills must be present in order for a framework of
collegial interaction to exist.
27
DuFour (2003) holds that seeing discernible growth in the talents and base of
knowledge of novices must be a goal of school leaders. He adds that to meet this
objective, structured conversations in the context of professional learning
communities should be encouraged. Using surveys to elicit the opinions of 571
elementary teachers, Hausman and Goldring (2001) found that teachers were more
committed to their work if they were members of the learning communities that
allowed them to work with colleagues in developing their skills. The study suggests
that teachers will be more apt to actively engage in the process of examining ways to
improve student achievement if they “feel a sense of collegiality and have
opportunities to learn” (p. 44). Barth (2002) agrees that student progress resides in
the ability of all teachers to participate in the work that develops meaningful
connections among faculty members and enhances pedagogical practices.
Cultivating a faculty that holds itself to rigorous standards in the classroom
and in the preparatory work done to meet the needs of all students is the key to any
comprehensive induction design (Peske, Liu, Johnson, Kauffman, and Kardos,
2001). They conclude that the expectations of the school community to serve as
advisors to their novice peers is indicative of a positive school culture that can
maximize the learning of both new and veteran practitioners. Birkeland and Johnson
(2002) argue that providing opportunities for meaningful interaction with colleagues
through a distinct structure can enhance the chance for novices to find satisfaction in
their work and in their ability to help students reach academic goals.
28
Novices and Veterans as Components of the School Culture
Novices must be made to feel that they are integral members of the faculty
involved in making critical decisions regarding student learning (Brock and Grady,
2001). In a sample of 248 elementary schools in Chicago, Bryk, Camburn, and Louis
(1999) found that through participating in work that helped students succeed, both
new and veteran teachers began to notice the forging of trusting relationships. They
concluded that it is in the sustained sharing of expertise of teachers, and in their
common desire to reach set goals where progress can be made in informing student
growth.
As outlined through the social-cultural lens where learning hinges on
interaction and the social setting, a school culture that has been properly crafted to
foster collaboration, will find teachers who engage in the practice of discourse and
inquiry in order to solve problems (McLaughlin and Talbert, 2001). Although the
element of control might be present in any collective endeavor, Dewey (1997)
contends that if dealt with properly where all individuals involved understand the
boundaries and expectations of the work to be done, any ensuing participation can
yield benefits inherent in the sharing of common experiences. He adds that the steps
taken in reaching goals that are set by a group will ultimately inform the type of
control that exists. If established through the collaborative efforts of all participants,
this control can become a positive catalyst in empowering individuals to become
engaged in the work of the larger community.
29
Kardos, Johnson, Peske, Kauffman, and Liu (2001) hold that the relationship
between novice and veteran teachers, and the structures that bring them together
should be closely examined. Gideon and Erlandson (2001) comment that both
novices and veterans must be motivated to improve their skills, not only because
they are concerned with the well being of their students, but also because they are
members of a school culture that is predicated on the power of collaboration. They
suggest that through their participation in their own learning, and in their willingness
to be held accountable for their growth, a united faculty can move forward in their
desire to become caring and effective practitioners.
A School Culture that Supports Collaborative Relationships
In a study of 24 schools that were deemed as exemplary in redesigning the
academic program offered to students, Louis, Marks, and Kruse (1996) used
interviews and surveys of teachers and administrators, as well as the observations of
classes to collect data regarding the value of teacher collaboration. They found that
those sites that had a school culture that was conducive to supporting all teachers
were committed to utilizing collaborative practices to enhance student learning. In
making the connection between school culture and faculty interaction, Barth (2002)
contends that as a collection of the “norms, attitudes, beliefs, behaviors, values,
ceremonies, traditions, and myths that are deeply ingrained in the very core of [an]
organization” (p. 7), the culture of a school is perpetuated through the collaboration
that takes place between faculty members.
30
Through the dialogue that occurs between teachers, an environment of
learning can provide opportunities for them to take ownership for their own growth
(Lambert, 2002). In some instances, the existing culture of a school may encourage
sustained growth through an examination of teacher practices, while some sites may
be content with “tolerat[ing] minimal effort, rote reliance on past practice, and strict
enforcement of classroom privacy” (Kardos, Johnson, Peske, Kauffman, and Liu,
2001, p. 255).
With the proper environment, any misgivings that are initially present in
novices can be replaced by confidence (Barth, 2002). In discussing the assimilation
process of novices into the culture of a school, Birkeland and Johnson (2002) point
out that any uncertainty can be diminished if the conditions at the site provide a
supportive framework, and sustain a faculty committed to improving effective
instructional practices and student learning. Kardos (2004) surveyed 486 first and
second-year teachers in four separate states and found a correlation between novice
interaction with experienced colleagues and job satisfaction. She concludes that
those schools that support beginners through a culture that promotes collaboration
can impact retention.
Brock and Grady (2001) view the induction process as one in which links
must be forged and nurtured among all teachers across departmental lines. They add
that novices need to be coupled with colleagues who have proven themselves to be
exemplary both in the classroom and in their ability to articulate ideas with others. In
discussing a school that has created a culture of collegiality through a reliance on
31
exchanges that build on the prior knowledge of all teachers, Childs-Bowen, Moller,
and Scrivner (2000) suggest that the ability to communicate freely with colleagues,
paired with an atmosphere of inquiry, are characteristics of a productive learning
environment. Kelley, Thornton, and Daugherty (2005) state that beginning a teaching
career at a site where all faculty members are seen as vital members of the
educational community can help novices view their new school as a safe place to use
and share their pedagogical knowledge.
Teachers as Leaders in a Positive School Culture
A positive school culture that empowers a faculty to engage in dialogue
regarding instruction can help novices define their place at the school (Mitchel,
2000). However, creating a school culture that is characterized by strong collegial
relationships, and the willingness by faculty to be accountable for their own learning
and the growth of the students cannot occur overnight (Blasé and Blasé, 2001b).
Commenting on spurring a transition between a school culture characterized by
apathy and one that is entrenched in collegiality and accountability, Bolman and
Deal (2002b) suggest that replacing the negativity that permeates a campus will
gradually occur as “the balance between hope and cynicism . . . change[s]” (p. 127).
They add that as the faculty at a school site begins to modify the behavior that has
contributed to a negative culture, they will start to see the impact that collaboration
can have on the achievement of the students and the satisfaction of individual
teachers.
32
Iatarola and Fruchter (2004) found that in schools with high achieving
students, teacher accountability was centered on exhibiting good practices in the
classroom as opposed to how well students did on standardized tests. Conversely, in
schools that were deemed as low performing, accountability revolved around results
associated with mandated assessments. They concluded that those campuses that
foster professional growth by providing opportunities for leadership in the context of
collaboration observed the benefits of a faculty that is eager to share pedagogical
knowledge and to take ownership of their responsibility to educate all students.
The willingness of all teachers to contribute their insights is more likely to
occur if the principal sees the role of instructional leader as important to the
development of the school as a learning community (Barth, 2001). As underscored
by Blegan and Kennedy (2000), using the power of dialogue can empower veteran
teachers, and help novices move past the stereotypical silent roles they are
sometimes asked to play. However, this discourse does not occur when it is
mandated. Bolman and Deal (2002a) conclude that through the influence of the
principal, a faculty can be motivated to adopt a course of action that will give them
the power to shape their work environment and find satisfaction in their efforts.
The Relationship of the Theoretical Framework to School Culture and Induction
Viewed from a socio-cultural lens, the school community, and the roles that
individual and groups of teachers can have on the learning of another practitioner can
lead to a period of growth. As pointed out by Kozulin (2002), learning is mediated
through the interactions that an individual will have with the external world. In the
33
context of the school setting, the ability of teachers to learn from their counterparts
will to a large degree depend on the structures that allow them to engage in
discourse, and experience the potential benefits of professional development
(Birkeland and Johnson, 2002).
Underscoring the precepts of the socio-cultural framework (Vygotsky, 1986)
where the development of an individual can be informed by social interactions,
Johnson and Kardos (2002) found that novices who worked in schools, whose
culture was built on the sharing of ideas of veterans and novices, experienced
sustained professional support. In these settings, new teachers were enthusiastic in
contributing ideas concerning student learning. As valued members of the faculty,
they felt a sense of satisfaction in their work. Eliciting the participation of novices in
helping to direct collective efforts to impact student learning echoes Dewey’s (1997)
precepts that the individual learner must be actively involved in the creation of the
goals and objectives that drive the social interactions among individuals.
Relationship of School Culture With the Principal
After the preceding review of the literature on teacher attrition and migration,
and the impact of school culture on novice teachers, it is important to turn to a
discussion of the principal’s connection to the cultivation of a positive school
culture. This examination will be followed by a review of the literature relating to the
first research question regarding specific strategies a principal can use to transform a
positive school culture that supports new teachers.
34
Making the Decision to Cultivate a Positive School Culture that Supports Novice
Teachers
In a study of six elementary principals as well as both first and second year
teachers, where interviews and observations were employed, Youngs (2007) found
that those novices, who were led by principals, who were actively involved in
promoting the professional development of the faculty and the creation of a school
culture that enhanced collaboration, were more satisfied in their work. Kelley,
Thornton, and Daugherty (2005) contend that transforming a school to one whose
culture encourages collaboration should be part of a systematic plan that is
spearheaded by a skilled principal, who generates trust and creates lines of
communication among teachers. They add that if they disregard the traditional
practice of allowing novices to work through their problems on their own, principals
can develop a culture of collegiality and accountability that includes all practitioners.
Due to the high attrition rates that plague many school districts, the principal
must decide to act as a guide to beginning teachers (Colley, 2002). Principals must
provide their novices with opportunities to work closely with colleagues despite the
myriad of responsibilities that their job entails (Mohr and Dichter, 2001). They
suggest that a principal’s understanding of the importance of creating a school
environment that helps to retain new, yet talented teachers can reverse the tendency
to overlook the development of the newest faculty members.
Tirozzi (2001) suggests that while management deals with keeping tabs on
the day-to-day activities at the school, the principal’s role as the instructional leader
35
focuses on ensuring that teachers have a clearly defined vision and purpose. Fink and
Resnick (2001) add that this mission can occur if the principal makes the choice to
establish a positive culture where novice and veteran teachers feel comfortable in
exchanging ideas that will contribute to the progress of the school. Inman and
Marlow (2004) conclude that those principals, who make the effort to facilitate a
positive learning environment, can dictate the degree in which the faculty is
amenable to following their lead.
The Willingness to Share Power
In cultivating a community of learners, who are committed to developing and
maintaining lasting ties, Blasé and Blasé (2001b) suggest that the principal must
relinquish power. Kelley, Thornton, and Daugherty (2005) add that the sharing of
responsibilities relating to the goals of the school can occur if both novices and
veterans are empowered to work together to develop and implement the language of
a common school vision. However, Blasé and Blasé (2001b) point out that principals
must remain involved in the process of altering the school culture. They argue that
while turning over some of the instructional decisions to the staff is critical,
principals need to participate in the formulation of any design that is generated from
collaboration.
If a faculty concludes that their efforts in eradicating any obstacles that
hinder discourse will impact the way they approach their work, they will be more apt
to collaborate with their colleagues (Childs-Bowen, Moller, and Scrivner, 2000).
This realization may be gleaned from the cues of the principal, who should be the
36
individual who keeps the staff focused on the creation of collegial bonds (Gideon
and Erlandson, 2001). When discussing the importance of providing a faculty with
the opportunity to improve collegial relationships and enhance student learning,
Kearney (2005) believes that the principal must be actively engaged in helping all
practitioners meet their needs. Inman and Marlow (2004) hold that constructing a
plan that offers the proper resources and support needed to empower teachers can
impact retention rates and inspire all practitioners to take ownership in helping the
school reach common educational goals.
The Purpose of Articulating Expectations
Constructing a positive professional learning environment can occur if a
principal has a genuine desire to impact student achievement (Johnson and Kardos,
2002). As pointed out by Peters (2004), the creation of a positive environment
coupled with a resolve to reach clearly stated expectations for both students and staff
must be a priority of the principal if the faculty is to remain supportive of formalized
collaboration. Bolman and Deal (2002a) propose that teachers, who have been
inundated with cursory attempts by school site leadership to foster collaboration
without articulating both short and long-term goals, might be resistant to work
toward change on campus. They believe that in order to expect and inspire new and
veteran teachers to participate in promoting a supportive school culture, a principal
must motivate the faculty to adopt objectives that are measurable and have a
discernible impact on classroom instruction.
37
Fostering Teacher and Student Learning Through a Positive School Culture
As a guide to improving learning conditions, and the learning of both adults
and students, the principal must orchestrate the creation of a positive school climate
(Wagner, 2001). On many school campuses, the wish to create a positive culture that
helps all teachers experience growth is not always supported through actions that are
sustained and measurable (Shen, 2001). As suggested by Hope (1999), principals,
who disregard the use of a systematic plan and distance themselves from working
with faculty on matters of instruction, can send the wrong message to both new and
experienced teachers. However, as Child-Bowens, Moller, and Scrivener (2000)
propose, the promise to overcome persistent obstacles that are erroneously welcomed
as traditions at a school can occur if the principal and faculty work together to
identify and eliminate those that have plagued the site. Tirozzi (2001) adds that the
principal must be the school leader that sets the tone for learning and growth among
the teachers on campus.
Underscoring the importance of the principalship in setting an example of
excellence in academic improvement and student and teacher growth at a given site,
Mitchell and Castle (2005) “discovered that the degree to which principals paid
attention to teaching and learning sent a distinct message about the importance of
these activities” (p. 427). In their study of leadership practices, where they gathered
data through focus group discussions, observations, and interviews, they determined
that sound instructional leadership must include a clear focus for both the principal
and the faculty and that the work of both parties should be aligned. King (2002)
38
comments that the conditions created by a principal will determine if the school
becomes a place where professionals can take ownership of their development as
educators. Colley (2002) adds that in addition to helping experienced teachers
redefine their pedagogical practices, novices can benefit from learning communities
that have been launched through the efforts of the principal.
As opposed to traditional trends where new teachers rarely see the principal
or are at times intimidated to interact with them, Bobek (2002) comments that in
order for growth to take place, a partnership should exist between the two parties.
Feiman-Nemser (2003) proposes that it is through the efforts to reach this objective
where new teachers can begin to feel that they are an integral part in the
collaborative process. This can affect their attitudes regarding their particular
assignment. She comments that providing opportunities for novices to work in a
positive school culture can give them the incentive to further their learning. Sargeant
(2003) suggests that this will increase the likelihood that they will remain at the site.
DeMoss (2002) postures that teacher satisfaction can become a reality if principals
empower the faculty by treating them as professionals, who are capable of taking the
steps to improve their skills and expertise.
Changing the culture of a school can occur by bringing teachers together to
identify any existing, inferior practices and displaying the courage to alter them
regardless of the cost (Zepada, 2004). Additionally, Lambert (2002) concludes that a
principal, in any formalized situation where practitioners work together, must
enthusiastically serve as a model to the teaching staff in how conversations should
39
take place, how the difficult questions should be asked, and how new ideas should be
borne from the desire to improve student learning.
Strategies Used by a Principal in Creating A Positive School Culture
The following section of the literature review will specifically address the
first research question regarding the possible strategies that can be utilized by a
principal, who wishes to be actively involved in the cultivation of a positive school
culture that supports new teachers during their induction years. This investigation
will be followed by an examination of the second research question regarding the
perceived barriers that a principal could potentially face in facilitating the
construction of a positive school culture.
Leadership and School Change
Bolman and Deal (2003) suggest that the manifestation of change will
ultimately be conflict. They comment that any actions taken to enact change will at
once be supported and opposed by individuals. However, they argue that conflict
should not be avoided, as it can prove to be beneficial to the growth of an
organization. They hold that successful change “requires an ability to frame issues,
build coalitions, and establish arenas in which disagreements can be forged into
workable pacts” (p. 379). To effectively reach goals that are generated from the
decision to enact change, a leader must tap into the interests and skills of all
individuals and inspire them to formulate a collective vision that serves to benefit the
organization as a whole (Northouse, 2004). In the context of school reform, Ramaley
40
(2002) suggests that it is the principal who establishes the conditions from which
growth can take place.
In examining the manner in which schools enact change to promote
organizational learning, Silins, Mulford, and Zarins (2002) viewed the principal as
instrumental in altering the perceptions teachers have of their work and their roles as
professionals. They hold that the principal’s leadership behaviors will dictate
whether productive change will occur at a school. The extent in which a principal is
visible and approachable to other school stakeholders, and the level of involvement
that is evident in altering the way students are taught will determine if teachers will
assess their work inside and outside of the classroom. Additionally, they conclude
that a principal’s ability to illustrate a commitment in restructuring a school will
determine if teachers take on leadership roles that relate to professional and student
growth, and in turn, organizational learning.
Wegenke (2000) holds that change to school structures will include a change
in the type of interaction school leaders have with stakeholders, including teachers.
He proposes that it will be initially be challenging for a principal to move past the
tendency to remain isolated. However, through a willingness to depend on staff
members to share in efforts to redesign existing structures, objectives relating to
growth can be realized. He concludes that through the development of connections
between students, teachers, and school leadership, and with a shared sense of
purpose, the principal can create a culture that is “more inclusive, more academically
engaging, and more [focused] on student performance” (p. 534).
41
As discussed by Dimmock (1999), the decision to restructure a school to
enhance professional and student growth can redefine the role of the principal. Any
noteworthy change that takes place on a campus will force a school leader to reassess
the focus of the learning institution. He adds that a change in the way that learning is
valued at a particular school will dictate the way in which this change is enacted. He
suggests that restructuring a school requires a principal “to act as a supporter,
improver, and developer” (p. 454), which infers a different approach to leadership.
As a result, the change from organizational leader to instructional leader can be a
challenging dilemma for a principal, because it requires the ability to both motivate
yet evaluate teachers. This, he proposes, is endemic of the conflict that exists in
restructuring the ways a school operates, because firmly entrenched practices and
traditions clash with the objective to create new ways of thinking. Overcoming this
challenge resides in the leadership strategies of the principal (Blasé and Blasé, 1999).
Leithwood, Steinbach and Jantzi (2002) conducted interviews of 48 teachers
and 15 administrators at five schools to determine prevailing attitudes regarding
school accountability policies initiated by the government. The findings have
significant implications for school change, because the motivation of individuals to
embrace or reject reform is addressed. In the study, reform strategies that mandate
change and those that inspire school stakeholders to develop relationships that
improve commitment to student learning were differentiated. It was concluded that
providing a clear rationale for change and engendering collective feelings of
42
enthusiasm among teachers can help school leaders motivate them to assess their
instructional practices.
Goldenberg (2003) contends that it the way that change is executed that will
determine its effectiveness. He holds that change must be rooted in strong
collaborative relationships among participants. Additionally, any successful
endeavor to alter the way teachers interact to facilitate new ways to impact student
learning will call for an evaluation of the prevalent behaviors and beliefs that exist at
a school. While he proposes that collegial links must be created to give voice to
teachers, it is the leadership of the principal that inspires school wide reform. Barth
(2001) suggests that in the decision for a principal to enact change, there must be the
willingness to embrace the role of a visible and committed instructional leader. This,
he adds can impact the value that teachers place on any collective attempts to inform
professional development and student growth.
Laying a Foundation
Kelly, Thornton, and Daugherty (2005) note that the behavior of a principal
is “related to school climate [which includes] effective communication, teacher
advocacy, [and] participatory decision-making” (p. 20). After assessing the existing
climate at the school, the principal should commence the work of creating a
paradigm that will give teachers a chance to experience the benefits of shared power
(Gideon and Erlandson, 2001). As outlined through a socio-cultural perspective,
attention must be paid to laying the foundation that will be used to entice individuals
to work collectively to improve instruction. Ramaley (2002) suggests that from
43
engendering a shared vision, to learning how to articulate ideas, the principal must be
aware that change can only occur through the inclusion of all members of the school
community.
A principal, who has decided to foster a climate of collaboration, could be
forced to contend with a degree of negativity (Bolman and Deal, 2002b) that has
undermined any previous attempts to modify behavior that has affected staff
relationships. However, as pointed out by Brock and Grady (2001), to eliminate any
attitudes that have proven to be detrimental in establishing professional learning
communities, the principal must address any specific concerns that may inhibit
meaningful interaction among faculty members, and potentially increase the chances
of novices leaving the school.
As the instructional leader, the principal will be the one who determines if
both the novices and veterans will take ownership of their own learning while
embracing the creation of a professional learning community (Zepada, 2004). While
piecing together a systematic design in altering or ensuring the maintenance of a
school climate, Brock and Grady (2001) believe that a principal must be cognizant of
the needs of the beginning practitioners on campus. They conclude that in any
paradigm proposed and facilitated by the principal to ensure that all faculty members
are given the opportunities to articulate their thoughts regarding instruction, new
teachers must be especially considered as vital parts to the school wide puzzle. As
stated by Inman and Marlow (2004), novices must be offered a positive learning
44
experience, so they are more apt to share the knowledge they have learned in the
credentialing process.
Working Towards Collaboration
In a study by Blasé and Blasé (1999), 809 tenured and non-tenured
elementary, middle, and high school teachers were given open-ended questionnaires
to determine their perceptions about the practices of their respective principals in
fostering collaboration and dialogue regarding classroom instruction. The
respondents were asked to pinpoint a characteristic that their principal had illustrated
that helped them reflect on their own teaching practices or meet objectives relating to
teaching. Through an analysis of the responses, it was concluded that those
principals who were more apt to engage in direct discussions with teachers about
instructional matters, and were willing to both offer and solicit advice from faculty
regarding professional growth were deemed as more supportive in promoting
collaboration, and helpful in enabling them to collectively develop their skills.
Additionally, it was concluded that those principals, who were deemed by the
respondents as both visible at the school and thoughtful with their comments, were
more likely to have a faculty that was motivated to take the necessary steps to enact
change on campus. Shellard (2003) believes that it is in their collective efforts and
shared enthusiasm where both administrators and faculty can truly begin the process
of sharing the responsibility in reshaping the culture of the school.
Ramaley (2002) argues that in constructing a positive school environment, a
school site principal must be the catalyst that stimulates inquiry between individual
45
instructors. She holds that with a framework that outlines how and when teachers
will interact, a willingness to engage in meaningful discourse can become apparent at
the school. From a socio-cultural perspective, where development is mediated by
social context (Vygotsky, 1986), the type of interactions between teachers that are
prevalent on a campus can ultimately determine the value the experience has on
professional growth. By creating collegial bonds based on the premise of enhancing
classroom instruction, novice and veteran teachers can begin to rely on each other to
address the way in which they think about learning, and the methods they utilize in
helping students learn (Fink and Resnick, 2001).
Kearney (2005) suggests that a principal must steer a faculty towards the
work of enhancing their own skills, and in taking ownership of their own success in
the classroom. She adds that through this endeavor, conversations between staff
members that foster the construction of positive relationships, and the cultivation of
promising classroom practices, can occur. Cistone and Stevenson (2000) posture that
the success in restructuring the climate of the school will to a large degree depend on
the involvement of the principal in directly working with all members of the school
community. They contend that giving voice to the faculty may encourage them to
take ownership for their learning and growth, and provide them with the opportunity
to find satisfaction in their work.
Enhancing Professional Growth
As pointed out by Joyce (2004), a balance can be struck between enhancing
the proficiency of teachers in the classroom, and cultivating their need to learn about
46
their craft. In a study by Somech (2005) a comparison was made to determine if
directive or participative leadership would be more effective on school campuses.
Survey data taken from a sample of 140 elementary schools illustrated a strong
relationship between those schools that offered teachers the chance to serve as
leaders and ensuing feelings of empowerment among them. Childs-Bowen, Moller,
and Scrivner (2000) add that faculty members will begin to feel the satisfaction
inherent with a community that encourages collaboration regarding learning and
growth. They argue that an enthusiastic faculty that is willing to work together to
enhance student achievement may be instrumental in improving the retention rates of
new teachers.
In connection to the socio-cultural approach where developing and
constructing knowledge is viewed as a social endeavor, Kardos (2004) found that
novices, who had the opportunity to work with their veteran counterparts, were more
satisfied in their experiences at their respective school sites. Through the realization
that sharing power with teachers can allow them to experience the benefits of self-
discovery, a principal can truly begin to illustrate the traits of an instructional leader
(Blasé and Blasé, 2001b). In creating a positive school culture, Rooney (2004)
observes that the principal must include each member of the faculty in discourse that
can serve to inform professional growth.
Using observations as well as the interviews of classroom teachers and site
principals’ in nine elementary schools, Youngs and King (2002) examined the
impact of professional development on teacher and school development. They
47
concluded that teacher learning can most readily occur when the principal has
created opportunities for individual faculty members to build trusting relationships
with their peers. They propose that the construction of learning communities that
establishes the impetus from which teachers can work towards meeting common
goals can enhance their knowledge and inform collegial relationships.
Understanding the Needs of the Faculty
Bryk and Schneider (2003) comment that prior to improving instruction
through the collective endeavors of the faculty, novice and veteran teachers must
move past any impediments that have prevented them from engaging in sustained
discussions. They contend that it is in the willingness of the principal to provide a
strong foundation for dialogue where success in creating a professional learning
community can occur. Flores (2006) found that in some instances, attempts to alter
the climate of the school have been unsuccessful, because the activities used to bring
staff members together have been superficial and sporadic. However, Kelley,
Thornton and Daugherty (2005) point out that the principal must have an
understanding of the thoughts and beliefs of the staff in order to understand how to
meet their needs.
A principal, who is aware of the workload of the teaching staff, will be better
equipped to generate the appropriate opportunities for members to engage in
conversation regarding school related issues (Fink and Resnick, 2001). By
understanding the needs of the teachers, a principal will be able to outline a plan of
action that can inspire the faculty to spend the time needed to ensure their growth
48
(Bolman and Deal, 2002a). Underscoring the significance of the principal’s role in
meeting the needs of novice and veteran teachers in order to motivate them to
become responsible for their learning, Senge (1990) states that a leader is
“responsible for building organizations where people are continually expanding their
capabilities to shape their future” (p. 9).
Relying on the Skills of Novices
Before making attempts to enhance instruction, Blegan and Kennedy (2000)
hold that a principal must first institute a systematic plan to make all teachers on
campus comfortable in approaching other teachers, as well as members of the
administrative team. Feiman-Nemser (2003) holds that this can prove to be effective
in helping to retain those novices that want to work in an environment that welcomes
their input regarding student learning. She argues that while paying attention to the
attitudes of the veteran teachers in gauging the existing climate at the school, a
principal also needs to ensure that the opinions of novices are solicited and valued.
Quinn and Andrews (2004) add that those principals who take measures to help new
teachers succeed will find that the tenured teachers on staff will be more supportive
of their inexperienced peers.
As pointed out by Gomez and Van Zant (2006), veterans need to be shown
that the principal is involved in the process of helping their novice colleagues adjust
to their new surroundings. They argue that the disposition of new teachers to interact
with other educators on campus can be related to the ability of the principal to
showcase the assets they bring to the school. In a study where the responses of first
49
and second year teachers were surveyed and analyzed, Weiss (1999) found that
novices were aware of whether or not their principal included them in decision-
making at the school. She concluded that this ultimately was a factor in determining
their morale, their level of satisfaction, and their desire to remain at the school.
Brock and Grady (2001) add that novices view the principal as a key element
in their assimilation process on campus. They suggest that because the construction
of a positive school culture may hinge on the talent of a school principal in
maintaining or restructuring strong relationships among teachers, the manner in
which novices are initially introduced can have significant implications. Inman and
Marlow (2004) contend that the principal must include new teachers in a design that
stimulates educational discourse if teacher satisfaction, professional growth, and an
increase in retention rates is to be achieved.
Encouraging the Sharing of Knowledge and Expertise
Mitchel (2000) found that principals were able to enhance proficiency in
implementing instructional strategies when teachers were given opportunities to take
responsibility for their learning. Fink and Resnick (2001) contend that in a positive
school environment, the principal, as instructional leader, and the entire faculty can
forge and strengthen collegial bonds in order to help students reach their potential.
They propose that participating in the work of changing the direction of the school
will motivate faculty members to contribute their thoughts in any discourse aimed at
reaching goals relating to student learning. Marks and Printy (2003) hold that if a
50
principal views the faculty as competent and knowledgeable, they will provide
invaluable insight in areas including curriculum development and implementation.
Tirozzi (2001) suggests that fostering a school culture that hinges on
collaboration must be an inclusive endeavor, because it provides all teachers,
regardless of experience, with a chance to impact the growth of their colleagues.
Veteran practitioners can also find promise in collaborating with their novice
counterparts. Williams (2003) found that those teachers who have shown themselves
to be effective in their instructional practices are typically eager to be active
members in learning communities where they have the occasion “to collaborate,
learn from, and support their colleagues” (p. 74). She holds that as a benefit to
novices, who in many cases are still adjusting to their new roles as educators,
experienced practitioners can prove to be important in improving collegial
relationships, and influencing the classroom practices of all faculty members.
Woods and Weasmer (2004) contend that the belief that professional sharing
can be a powerful learning experience can allow novices to feel comfortable in
openly engaging in educational dialogue with their peers. Supovitz (2002) agrees
that the formation of professional learning communities can improve the climate in
which teachers work. However, he argues that in order to be truly effective in
impacting professional and student growth, teachers must have ongoing support. He
noted that opportunities for teachers to collaboratively develop instructional practices
are at times lost because the focus is placed on team building. He holds that with
sustained site professional development and with knowledgeable leadership, teachers
51
can learn to examine and discuss their classroom practices, their choice of
curriculum, and the standards they set for student growth.
A Focus on Shared Accountability and Teaching Excellence
Brock and Grady (2001) propose that beginning teachers should be given
frequent chances to articulate their needs during their initial years in the profession.
Inman and Marlow (2004) comment that the information gleaned from the comments
of novices should be viewed by the principal as vital data in determining the way to
approach their assimilation into the school. They suggest that actively listening to
novices can shed light on any existing strategies that have been successful in helping
them feel valued in their new surroundings. Additionally, they add that any flaws
that are illuminated regarding the induction process can be addressed, so site
principals will have a better chance to make adjustments in any design geared
towards helping new teachers succeed.
Principals must clearly define the support that will be provided to novices,
and what they can expect in terms of assessment from site leadership (Davis and
Bloom, 1998). As pointed out by Breaux and Wong (2003), orientation and induction
must be seen as two separate programs that vary in both breadth and purpose. They
suggest that from the knowledge that a principal can glean from beginning teachers,
it will be possible to formulate a comprehensive plan that will assist them in
enhancing their instructional practices. Self (2001) contends that motivating teachers
to evaluate their own performance can allow a principal to generate specific
discussions with the faculty with regards to how well students are learning.
52
DuFour (2002) proposes that focusing on outcomes that indicate academic
growth among students can prove to be a key variable in helping to transform the
school into a professional learning community. He postures that as the person who
initiates discourse in assessing and enhancing student learning, the principal must
also give individual teachers opportunities to demonstrate their talents in the
classroom, and in their ability to work with their peers. Iatarola and Fruchter (2004)
found that principals at high performing school sites were committed to fostering
strong links between teachers through the medium of peer observations and sustained
dialogue.
A school culture can be altered if consistent attempts are made to liberate
teachers from previous habits that have precluded collaboration (Wagner, 2001). In
understanding the importance of unlocking the skills of all educators, Woods and
Weasmer (2004) reiterate that in time, the interaction between both novice and
veteran faculty members can empower individual teachers to exhibit previously
hidden talents.
Providing Time and Opportunities for Sustained Collaboration and Professional
Growth
DuFour (2003) holds that providing adequate time for teachers to meet is a
necessity in the building of a positive school culture, and in the attempts to improve
job satisfaction among novices. Barth (2001) adds that allowing teachers the
opportunity to engage in sustained discourse regarding the meeting of set goals can
help them work past any barriers that have undermined previous attempts to inform
53
student and professional growth. Brindley, Fleege, and Graves (2000) contend that
navigating any logistical challenges relating to time constraints begins with the work
of discussing instructional and curriculum matters. However, as pointed out by
Childs-Bowen, Moller, and Scrivner (2000), the goal to enact change on campus will
not yield meaningful results unless teachers are provided with a structure that
motivates them to alter existing practices.
Grossman, Wineburg, and Woolworth (2001) hold that the attempt to
encourage teachers to reassess their relationships with colleagues in order to develop
new ways of thinking on campus can be challenging in lieu of the fact that “the
traditional . . . school offers few opportunities for learning to interact with colleagues
outside of abbreviated exchanges” (p. 973). A principal might make the attempt to
build a positive school culture by creating periods of time for teachers to meet, but
as suggested by Seifert and Mandzuk (2006), this will not always ensure that they
will be eager to work together or the desired objectives of collaboration will be met.
In the context of teacher learning communities, Achinstein (2002) examined
the nature of conflict and the way it impacts interaction and professional
development among teachers. Using interviews, observations, document analysis and
surveys, she collected data from 50 teachers and administrators at two sites. While
focusing on the notion of teacher community, she examined the language used by
participants to navigate conflict in group settings. In those instances where the
teacher communities encouraged the investigation of a variety of perspectives,
54
conflict spurred deep inquiry. She noted that conflict could be instrumental in the
way teachers challenge their own classroom instructional practices.
In commenting on the work of constructing a professional learning
community, DuFour (2003) acknowledges that the process must be ongoing and
systematic. He proposes that individual schools can reach goals if improvement is
viewed as a continuous pattern of gathering and scrutinizing data, and pinpointing
areas deemed as flaws in instructional design. Additionally, Wagner (2001) suggests
that the creation and execution of strategies dealing with collaboration must relate
directly to student learning. He argues that if new ideas are to be included in a school
wide plan, they must be discussed to determine if they enhance academic
achievement. This pattern, driven by the collective efforts of school practitioners,
can become the method by which desired change is implemented.
Teachers as Evaluators and Coaches
Brock and Grady (2001) state that a partnership between the principal and
faculty can promote professional growth, and ensure clarity in regards to the
expectations that the administrative team has for the teaching staff. Self (2001)
comments that the assessment of teachers should be a comprehensive endeavor “that
include peer reviews, self-review, and administrative reviews” (58). Childs-Bowen,
Moller, and Scrivner (2000) hold that a principal must understand the impact of
allowing faculty members to become a part of the formal and informal evaluation
process. They suggest that a principal must be willing to provide the time and
55
resources necessary to enable teachers to meet and discuss their ideas regarding
instructional practices.
Johnson et al. (2004) propose that many new educators face the prospect of
working at a school where veteran staff members remain distant and unapproachable.
However, making efforts to empower all practitioners through collaboration can help
to eliminate any challenges that novices might face in acclimating themselves on
campus (Anderson, 2001). Tabbing exemplary veteran teachers as vital components
in the induction process can assist principals in their desire to construct a positive
school culture (Inman and Marlow, 2004). Through a design that makes all
experienced teachers accountable for their growth, the desire to participate in an
assessment program that includes frequent classroom observations from all members
of the learning community can be enhanced (Renard, 2003).
Colley (2002) argues that from the thoughtful selection of mentors or
coaches, to an explanation to both parties as to what their role is in the process, the
principal is vital in initiating the creation of connections between educators. In
conjunction with this premise, Bartell (2005) adds that developing a routine that
brings novice and veteran practitioners together can enable a principal to address the
shortcomings associated with an induction program that has been ignored at a given
site. As proposed by Griffin, Wohlstetter, and Bharadwaja (2001), any plan adopted
to bring novice and veteran practitioners together on a consistent basis should be
applauded as an opportunity to spur professional growth and teacher satisfaction.
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Using Assessment to Inform Teacher Proficiency
Blasé and Blasé (2001b) emphasize the notion that an effective educational
leader should encourage a number of reflective strategies that will help practitioners
assess their work. They contend that a principal can prompt teachers to examine their
practices while utilizing available data regarding student achievement. Mai (2004)
uses models from the business world, a college basketball program, and the United
States Army, as a starting point for discussing how organizations can experience
growth. He contends that through the attempts to improve existing practices,
individuals involved with the organization must be willing to evaluate their own
work. In the context of enhancing pedagogical practices at a given school site, he
suggests that school leadership must encourage teachers to “provoke discussion and
experimentation about how to improve school performance” (Mai, 2004, p. 215).
Tirozzi (2001) adds that principals should provide the vision that encourages
teachers to strive for excellence in ensuring “that curriculum, instructional strategies,
and assessment of student progress are coherent components in the teaching and
learning process” (p. 435). He suggests that the sustained effort of a principal in
providing teachers with the support to identify areas of needed growth may be
critical in having the chance to meet the academic needs of students.
As a strategy to ensure that any meetings between teachers at a school site
will yield useful ideas, principals must encourage staff members to support any
findings with viable data (Mohr and Dichter, 2001). Cudeiro, Palumbo, Leight, and
Nelson (2005) add that any strategies used to enhance student and teacher learning in
57
the context of altering a negative school culture should be generated from evidence
collected from the assessment of students. Blasé and Blasé (2001a) believe that any
discourse regarding instruction must foster “inquiry, reflection, exploration, and
experimentation” (p. 22) among practitioners if progress is to be made in the way
students are taught, and the extent in which teachers embrace the frequent
opportunities to realize their potential.
It is in the sharing of knowledge where the wealth of expertise and
enthusiasm of the newly empowered teachers on any given campus can be tapped
(McLaughlin and Talbert, 2001). As proposed by Barth (2001), a principal’s
commitment in promoting the development of the faculty both inside and outside of
the classroom can transform the school into a professional learning community that
values and embraces the input of all participants.
Growth of the Principal
Childs-Bowen, Moller, and Scrivner (2000) state that in addition to
empowering both novice and veteran teachers, principals, who resolve to generate a
positive school culture that is built on collaboration, can also reap meaningful
benefits. They suggest that through sustained dialogue among teachers, a principal
can also gain knowledge about curriculum development and implementation, as well
as the impact that data driven decisions can have on informing effective classroom
practices. As Gomez and Van Zant (2006) remark, an astute instructional leader, who
has gained wisdom from engaging in discussion with the faculty about the direction
58
of the school, can begin to understand the varied layers and complexities of
instructional reform, and in turn anticipate the needs of the teachers.
Principals, who have a working knowledge of sound pedagogical practices,
as well as an understanding of learning theories, can better guide and nurture
teachers through the process of formative assessment (Weasmer and Woods, 1998).
As argued by Brock and Grady (2001), the expertise they will be able to glean from
participating in professional development opportunities with the faculty can give
principals more confidence in illustrating their knowledge of exemplary instructional
practices when observing individual teachers. Cuidero, Palumbo, Leight, and Nelson
(2005) found that those principals who consistently made efforts to watch both new
and experienced practitioners in their classrooms, not only held the faculty to lofty
expectations, but were also able to hold them “accountable for follow-through of
school-wide agreements surrounding instruction” (p. 19).
The Challenges a Principal Faces in Building a Positive School Culture
This section of the literature review will focus on the second research
question, which centers on the barriers that a principal faces in cultivating a positive
school culture that supports novice teachers. Following this section will be an
examination of the third research question relating to the perceptions that novice and
veteran teachers have regarding the role of the principal in cultivating a positive
school culture.
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The Necessary Skills of a Principal
As noted by Fullan and Miles (1992), principals will invariably face
problems in altering a negative school culture if they do not have the needed skills.
As pointed out by Azzara (2001), if the principal is perceived to be too dominant in
attempts to share in the process of engendering collaboration, they will lose the trust
of the faculty. While embracing the role of facilitator in establishing faculty
dialogue, principals must also be mindful of the power they have to directly impact
novices through a commitment to helping them succeed (DeMoss, 2002).
Johnson, Berg, and Donaldson (2005) maintain that if retaining promising
teachers is considered the goal upon which induction programs are constructed, it is
important to create an organized and sustained support system that values teachers at
all stages of development. Azzara (2001) holds that a principal, who is adept at
communicating with faculty members, can encourage teachers to break away from
firmly entrenched patterns or habits that have stunted professional growth. She
proposes that looking for new ways to enhance student learning is possible if
principals are proficient in clearly articulating their thoughts.
Bolman and Deal (2002b) mention that if the principal lacks the skill set to
persuade teachers to evaluate their performance in order to enhance the learning of
all teachers, they will find themselves working in isolation in any attempt to enact
change. As a result of any tendency to disregard the expertise of faculty members, a
principal can potentially “leave everyone frustrated and disempowered” (Bolman and
Deal, 2002b, p. 66). Without the skills to appreciate the knowledge that a staff has to
60
offer in creating a productive learning community, the chance to create collegial
bonds may be diminished (Gideon and Erlandson, 2001).
Fullan and Miles (1992) caution that teachers will not respond to the wishes
of a principal if patience is not exhibited during the process. They hold that this will
become even more evident if a principal does not commit to a plan that provides
adequate time, and an understanding of when to take the lead and when to defer to
the faculty when making decisions. Kelley, Thornton, and Daugherty (2005) hold
that to garner the support needed to accomplish any set goals at the school, a
principal must demonstrate a passionate and sincere desire to make the site a more
satisfying place to work.
Accurately Assessing the Existing Culture of a School
As found by Shen (2001), the disparity that is often evident between what a
principal thinks to be true, and what teachers perceive as reality can undermine the
chances of reaching educational objectives. In regards to misguided views on
effective leadership, he discovered that some principals erroneously thought that the
steps they were taking to empower practitioners were adequate, even though the
teachers themselves felt that the power distribution remained the same. Senge (1990)
concedes that principals must have a clear vision of how a plan should be instituted
at a school. He holds that if they do not have a grasp on the disposition of the faculty
in participating in the work to create change, then problems will ensue.
Lambert (2002) suggests that a principal, who does not have an
understanding of the presence or absence of collegial ties that exist at the school, will
61
make decisions based on inaccurate assumptions about the willingness of teachers to
work together. She postures that a tainted view of the existing school climate can
lead a principal to draw suspect conclusions that do not meet the needs of the staff.
Working in isolation can cause a principal to unilaterally implement policy that only
serves to frustrate teachers at the school (Terry, 1999). Consequently, the faculty will
come to assume that their opinions are not valued.
Teachers, who are prevented from participating in a learning community
designed to spark growth, will be more apt to become contributors of a negative
culture (Protheroe, 2005). Separated from a principal, who does not recognize the
importance of empowering all staff members on campus, Deal and Peterson (1999)
suggest that teachers with similar years of experience in the classroom, and common
attitudes regarding their powerlessness, will form small factions that will cut them
off from their colleagues. They add that a divided faculty can lead to negative
attitudes. This can cause the erosion of collegial relationships at the school site. If
new practitioners are indoctrinated into such a negative environment, the chance that
they will find satisfaction in their work at the school will be diminished (Johnson,
Berg, and Donaldson, 2005).
Kelley, Thornton, and Daugherty (2005) point out that a principal must
refrain from acting impulsively on ideas that are seemingly sound, but do not address
the needs of the school in the foreseeable future. However, Johnson and Kardos
(2002) contend that a principal must investigate possible opportunities to enhance the
professional growth of the staff, and to influence the manner in which collaboration
62
is embraced. Childs-Bowen, Moller, and Scrivner (2000) hold that principals will
eschew quick solutions in eliminating any existing problems relating to a lack of
collaboration among the faculty. Instead, they will favor a plan that is generated from
the needs of the teachers responsible for educating the students. Cistone and
Stevenson (2000) contend that a principal must identify the shortcomings of the
school and the attitudes of the people who work there. They add that it is in the
balance of goal setting and the actual implementation of strategies to meet these
objectives where problems in restructuring the culture of a school can occur.
The Challenge of Balancing Dual Roles
A principal, who does not guide the faculty in creating a clear vision that
embraces the opinions of all members of a learning community, may have to endure
the fallout associated with a divided staff, who are unwilling to put aside their own
interests (Mohr and Dichter, 2001). The contrast between the decision to reshape the
culture of a school, and actually implementing measurable strategies to execute this
goal may preclude the principal from making discernible progress as a leader of
change (Terry, 1999). Additionally, finding a harmonious relationship between
duties associated with managing the school, and those expected to be fulfilled by the
instructional leader, can be problematic for a principal (Shellard, 2003).
Underscoring the difficulty for a principal to take on the role as an
instructional leader, Mohr and Dichter (2001) mention that the endeavor can be
challenging, because responsibilities that were once defined will initially be unclear.
They suggest that this may occur because of the complex nature of serving as
63
manager at the site, while also taking the steps to give teachers voice in helping to
decide on the direction of the school. Typically viewed as two separate entities,
Shellard (2003) believes that it is difficult for a principal to address all of the needs
of a school. However, she suggests that from ensuring that the school functions
without incident, to looking at ways to enhance student achievement, the principal’s
role as manager of the school and instructional leader should complement each other.
Bolman and Deal (2002b) maintain that the principal must be willing to
identify a protocol for evaluating the interactions that take place between faculty
members. They propose that cultivating collegial relationships can yield results if the
principal is adept at evaluating teachers in their work outside of the classroom, while
serving as guides in helping practitioners enhance their pedagogical practices. In
addition to maintaining the operation of the school, Protheroe (2005) suggests that
the site principal must be the one who creates the avenues where teachers can be the
instruments of change. Wanazare and DaCosta (2001) conclude that it is in the
collective work of the teachers and the principal where progress can be made in
developing a school culture that will provide the impetus to transform outdated
practices.
In a study by Coldren and Spillane (2007) in which a school was chosen to
develop a case study, the instructional leadership and managerial practices of the
principal were examined. Using both interviews of teachers and school leaders, as
well as observations of grade level team meetings, they were able to examine the
tools that the principal used to forge connections “between different communities of
64
practice” (p. 372) at the school even though managerial duties needed to be attended
to. It was found that through classroom observations, and with the use of both
formative and summative assessments of the faculty, the principal could remain
connected to the work of the teachers.
Misguided Assumptions and Inaccurate Assessments of the Faculty
Brock and Grady (2001) hold that making assumptions about the knowledge
base and skills of novices may cause a principal to overlook the vital task of offering
assistance to them. They conclude that it is essential that a principal, as the
instructional leader, is concerned with the teaching progress of novices, and their
role in helping to shape the school culture. They further suggest that in unlocking the
talents of the veteran teachers through the sharing of power, a principal must be
involved in helping new teachers navigate any problems associated with their
assignments. Flores (2006) found that some novices are given superficial support in
the early days of their assignments. She concluded that these induction efforts, which
typically take the form of orientation seminars, are viewed by beginning practitioners
as ineffective in helping them meet their needs. Quinn and Andrews (2004) suggest
that the principal must accurately understand how to help novices adapt to their
surroundings, so they will have a better chance to succeed in the classroom, and in
their relationships with other teachers on campus.
Renard (2003) points out that novices are more likely to take more time in
planning lessons, in assessing the work of the students, and in formulating a class
management plan, and as a result harmful ramifications can occur if new teachers are
65
not supported in their efforts in the classroom. Blasé and Blasé (2004) found that
principals, who either treated teachers with heavy-handed control or abandoned them
altogether, were more likely to witness a faculty, who was suspicious of
administration and fearful of failure. They hold that accommodating the needs of
novices must be a process that is closely monitored by the principal. Renard (2003)
cautions that the principal cannot simply allow novice teachers to detach themselves
from their working environment. Inman and Marlow (2004) conclude that although
difficult to execute due to the numerous responsibilities that a principal must contend
with, the site leader must honestly assess the extent to which new teachers are treated
as valued members of the school community.
Terry (1999) argues that a principal, who does not understand the climate of
the site and the way to unlock the talents of both novice and veteran teachers, will
typically act on misguided conclusions. He adds that as a result of an inadequate
assessment of the prevailing school culture, and an inability to facilitate the
development of collegial ties among teachers, principals may run the risk of stunting
the growth of novices. Flores (2006) found that without support, new practitioners
might begin to eschew a student centered learning approach for one that is rigid and
teacher centered. School site leaders must display flexibility in navigating any
setbacks that hinders attempts to forge a positive school culture (Patterson, 2001). He
comments that they must be resilient in attempts to draw on the expertise of
experienced veterans, and unfailing in motivating novices to share their knowledge
of current theory.
66
The Perceptions of Novice and Veteran Teachers Regarding the Role of
the Principal in Cultivating a Positive School Culture
The following section of the literature review will investigate the third
research question, which focuses on the perceptions that novice and veteran teachers
hold regarding the role of the principal in cultivating a positive school culture.
Understanding the Perceptions of the Faculty
In becoming actively involved in facilitating a positive school culture that
supports novice teachers, a site principal must be aware of the various perspectives
that both novice and veteran teachers hold regarding this endeavor (Bolman and
Deal, 2002a). As pointed out by Bryk and Schneider (2003), cultivating a school
culture that empowers both novice and veteran teachers must hinge on the formation
of trusting relationships between the faculty and the principal. Barth (2001)
concludes that a distribution of power that allows teachers to participate in any
instructional decision-making at the school will invariably be informed by the
prevailing attitudes that the faculty has towards the principal.
In a positive school culture that fosters collaboration among teachers as well
as the principal, Marks and Printy (2003) contend that the relationship between the
two parties must be based on collective responsibility. They add that in order to
inform student learning and professional growth, the expertise and skills that both
teachers and the principal bring to a partnership must be perceived as vital in
enacting change. Mohr and Dichter (2001) add that the opportunity to strengthen
67
collaborative relationships partly resides in the principal’s ability to gain an
understanding of the perceptions that the faculty has regarding the decision to forge
collegial bonds to impact student learning. Brock and Grady (2001) hold that the
beliefs that both novice and veteran teachers hold about the role of the principal in
eliciting professional input can be the factor that dictates whether or not
collaboration will become a meaningful endeavor.
Fink and Resnick (2001) conclude that the work of the principal in
facilitating a positive school culture can occur if faculty members are willing to
believe in the direction they will be asked to take in informing meaningful change on
campus. They contend that a sense of loyalty must be present in the teaching staff if
progress is to be made in altering the school culture. In order to garner this
commitment by both novice and veteran teachers, Kelley, Thornton, and Daugherty
(2005) hold that understanding the needs of the faculty should be a priority of the
principal. They add that the foundation that must be built in order to collectively
develop a plan to foster collaborative relationships, and in turn, impact student
learning is generated from the disposition of the teaching staff to follow the lead of
the principal. Bryk and Schneider (2003) suggest that from the outset of any plan to
restructure the way in which teachers interact, and are empowered to take ownership
of their professional learning, the principal must be mindful of the tendencies that the
faculty exhibit to either embrace or reject the work they will be asked to engage in.
Fullan and Miles (1992) propose that the site principal must be willing to
move past any reluctance to share power with the faculty if progress is to be made in
68
altering any negative feelings that could hinder the formation of a school culture that
promotes collegial relationships. Brindley, Fleege, and Graves (2000) conclude that
any negative perceptions that novice or veteran teachers hold regarding the work of
the principal in creating a campus that supports professional development should be
viewed as important data when altering any practices that have precluded growth
among faculty members. They contend that the identification of any attitudes among
teachers that are seen as detrimental to professional learning can be conducive in
helping faculty overcome their negative perceptions about school leadership. Barth
(2001) argues that recognizing the positive or negative perceptions of the faculty can
assist the principal in helping both novice and veteran teachers find satisfaction in
their work.
Novice Perceptions of the Principal’s Role in Cultivating a Positive School Culture
Brock and Grady (2001) comment that novice teachers perceive that the site
principal is a vital part of their of their success in their new teaching assignments.
They hold however, that in many cases the principal inaccurately assumes that
teaching credential programs develop new teachers, who do not need support once
they are hired. Renard (2003) contends that while many new teachers are confident
about having the chance to put theory into practice at their new school sites, they, at
times, feel as if they are not given enough time to acclimate themselves to the rigors
of the profession. According to Inman and Marlow (2004), novice teachers believe
that they must be given the opportunities to implement the knowledge they have
brought with them from their credentialing program.
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In conjunction with the socio-cultural framework, in which Vygotsky (1986)
proposed that development can be viewed as a by product of social setting, novice
teachers must be provided with opportunities to interact with colleagues on a
sustained and formalized basis. The ability of novices to offer their knowledge can
be seen vital component of their development. This is echoed in the thoughts of
Kozulin (2002), who contends that development hinges on a particular social setting
where interaction among individuals is either hindered or embraced. It is in the
opportunity to participate in a social setting where individuals will begin to identify
themselves as members of a collective whole rather than outsiders who operate on
the periphery (Dewey, 1997). As stated by Johnson and Kardos (2002), a supportive
school culture that fosters this sense of belonging can inspire novices to offer their
thoughts in discussions relating to student learning. This, in turn can inform the
growth that they experience at the school.
Weiss (1999) determined that in regards to the retention of quality novice
teachers, the way in which they viewed their principal as helpful in allowing them to
participate in collaborative partnerships with other teachers was a key factor in
whether or not they felt valued at their respective sites. She concluded that the
absence or presence of the principal in developing collegial ties among colleagues
was a significant factor in how the novice teachers viewed school leadership as either
supportive or detached from helping them find satisfaction in their work.
Additionally, Olebe (2005) contends that novice attitudes and perceptions about the
70
support that should be given to them should be a consideration that must be
addressed if individual school sites wish to retain quality additions to the staff.
In examining the expectations that novices hold regarding the support that
should be offered to them, Johnson and Kardos (2002) comment that their desire to
have the chance to work with colleagues could be met if a positive school culture
exists on campus. They add that in a school culture where novice and veteran
teachers, as well as the principal, are engaged in the process of informing student
learning, professional growth will be more likely to occur. In these school settings
where the principal was a visible presence in cultivating a community of learning
among professionals, novices were able to take ownership for their growth. Davis
and Bloom (1998) conclude that because many novices believe that they should be
allowed to share their ideas regarding instructional matters, and because they are
more apt to thrive in an environment that allows them to do so, opportunities for
collaboration should be provided to them by school leadership.
In a study that examined the perceptions of novices regarding their first years
in the profession, as well as the impact that these beliefs have on their level of
satisfaction, Stockard and Lehman (2004) found that working conditions at a given
school could inform retention rates. Using two separate surveys that were completed
by 379 first year teachers in grades 1-12, they concluded that the absence or presence
of campus opportunities for novices to realize professional growth and the extent in
which support was provided to them, ultimately determined the satisfaction they had
at the site. The study concluded that these variables are directly related to school site
71
leadership, and the steps that are taken to encourage novices to take ownership of
their development. As a result, it was determined that if the expectations that novices
have when entering the profession are met because of positive working conditions,
then they will be more apt to find satisfaction in their work.
Feiman-Nemser (2003) comments that the development of a plan to improve
the culture of a school should account for the perceptions that novices hold regarding
their desire to be counted on as integral members of the teaching staff. She holds that
inviting new teachers to take an active role in improving student learning can allow
site leadership to empower novices on campus. DeMoss (2002) found that the desire
of teachers to be instrumental in informing instructional practices could be satisfied
if the principal is committed to creating a structure that allows them to share their
knowledge. She adds that the goal to improve student learning and enhance
professional development hinges on the ability of the principal to allow teachers to
shape the direction of the school. Colley (2002) concludes that novices, who
perceive that the site principal is vital in providing them with opportunities to work
in a supportive environment, can be better served if the structure of the school allows
them to hone their skills.
As a result of the regard that many new teachers have for the opinions of
school leadership, Davis and Bloom (1998) state that it is crucial that the principal is
an advocate of new additions to the staff. They comment that frequent
communication between novice teachers and the principal can help to eliminate any
ambiguity that exists regarding classroom performance and the role new teachers
72
have in collaborating with colleagues on instructional matters. Flores (2006) concurs
that the views novices hold regarding the importance of the principal should be
considered as vital when formulating a plan to help them seamlessly transition from
their credential program to the classroom. She concludes that the sometimes cursory
guidance provided to novices by school leadership should be replaced by a paradigm
that is both comprehensive and meaningful.
Brock and Grady (2001) agree that a site principal, who regards novice
teachers as crucial components in the future development of the school, should
reciprocate the respect that is given to them by new additions to the staff. They
believe that the principal should understand that the early experiences of novices are
at times filled with uncertainty, and as a result they should be supported, so they can
begin to feel comfortable in utilizing the knowledge they have learned in their
credential program.
Veteran Perceptions of the Principal’s Role in Cultivating a Positive School Culture
In contrast to the perceptions of many novice teachers, who view the
principal as an important part of their early years in the profession, some veteran
teachers view the principal and any change in the direction of the school with
skepticism (Bolman and Deal, 2002b). They contend that although negative attitudes
among veterans can be problematic, they can be overcome through the decision by
school leadership to persevere in tapping into the desire of other teachers to develop
a culture that is predicated on collaboration. Quinn and Andrews (2004) believe that
any veteran perceptions of the principal that are detrimental in constructing collegial
73
ties among faculty members can be overcome. They argue that in order for veteran
teachers to take ownership in changing the direction of the school, the principal must
be actively involved in helping new teachers acclimate themselves to their
surroundings. Additionally, if veterans perceive that the principal takes steps to
support novices on campus, they will be more apt to follow suit.
As pointed out by Shen (2001) the disparity between the perceptions of the
principal and teachers regarding actual opportunities that are offered to take on
leadership roles at a given school can account for some of the cynicism that veteran
teachers hold. However, Blasé and Blasé (2001) contend that any negative attitudes
directed at the principal by veteran teachers can be diminished if the expertise among
faculty members is valued and, in turn, utilized to inform the decision-making
process at the school. They add that to stem existing negative perceptions about a
principal’s plans to develop a strategy to create a positive school culture, veterans
must be inspired to take ownership for their professional growth both inside and
outside of the classroom.
Deal and Peterson (1999) contend that at some school sites, groups of
teachers isolate themselves from other faculty members, and begin to illustrate
negative attitudes of both leadership and any changes that are proposed to improve
classroom instruction. As a result, the fragmentation that occurs can hinder any
chance for teachers to work collaboratively to inform student and professional
growth. They add that the negative perceptions that these small cohorts of teachers
sometimes hold can undermine a “sense of shared mission and purpose” (Deal and
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Peterson, 1999, p. 119). However, as Dufour (2003) argues, it is in the collective
work of both teachers and site leadership where any existing skepticism can be
addressed and used as a catalyst for discussion in enacting change on campus.
Although some veteran teachers are skeptical of any changes proposed by the
principal, Williams (2003) maintains that many veteran teachers, who have been
deemed as exemplary at their school sites, are eager to be active participants in any
attempts to foster collaborative partnerships. Marks and Printy (2003) hold that
through efforts to empower veteran teachers to share their expertise and take on
leadership roles, the site principal can ultimately inspire all faculty members to take
ownership for their growth. Peske, Liu, Johnson, Kauffman, and Kardos (2001)
contend that it is vital that a school committed to enacting change must have veteran
teachers, who are enthusiastic about taking the necessary measures to inform
professional growth opportunities and impact student learning. They comment that
by tapping into the eagerness of those veteran and novice teachers, who are willing
to take on leadership roles, a principal will have a better chance to facilitate the
construction of an environment that promotes both professional and student growth.
Bogler (2001) concluded that it is the structures of a school and the attitudes
of school leadership that can determine if teachers will maintain a high level of
professional self-esteem. In a study where 745 teachers from 98 schools in northern
Israel were administered a Lickert scale questionnaire, it was determined that the
steps taken at their respective schools to make them feel valued, and the degree in
which their work was seen as an integral component of student success was
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significant in determining if they would find satisfaction in their work. It was found
that if the environment of the school was conducive in engendering feelings of pride
among teachers, and if school policy facilitated empowerment among them, then
they would find more satisfaction in their work. Sargeant (2003) suggests that the
ability of a principal to provide all faculty members with opportunities to work
collectively to develop their skills, will not only determine if they find satisfaction in
their work, but also dictate whether or not individual teachers will decide to stay at
their respective sites.
Summary
Hanushek, Kain, and Rivkin (2004) suggest that the retention of quality
beginning practitioners should be a priority of any school that wishes to maintain a
stable teaching force that is competent in helping students reach academic goals. Due
to a variety of factors that can preclude novices from having the chance to
experience growth in their new surroundings, some become disenchanted, which can
stunt their ability to find satisfaction in their work (Kardos, 2004). It is suggested by
Deal and Peterson (1999) that the lack of satisfaction that some novices feel can be
attributed to the lack of support they are given not only from school site leadership,
but also from other faculty members. Without opportunities to interact with
colleagues on a frequent basis, novices can find it challenging to navigate the
problems that are endemic of the early years in the profession (McLaughlin and
Talbert, 2001). The chance for both new and veteran teachers to meet, to a large
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degree, depends on the way in which the school structure allows for collaboration
(DuFour, 2003).
Marks and Printy (2003) contend that a school whose culture prevents
individual teachers from interacting with colleagues can undermine any efforts to
unlock the potential of new additions to the staff, and tap into the wealth of expertise
of the veteran teachers. Brock and Grady (2001) maintain that the goal of providing
the faculty with the chance to develop their teaching skills can become a reality if the
principal is aware of the potential impact that collaboration can have on improving
relationships among staff members. As the architect of a positive school culture,
Mohr and Dichter (2001) believe that the principal’s role is paramount in eradicating
any negative feelings regarding collaboration that previously existed among teachers.
If a goal of the principal is to help new teachers adapt to their new work
environment, it is essential that all faculty members are recognized as important
leaders, who are capable of participating in decisions regarding student learning
(Day, 2000).
While a principal will face challenges in altering a negative school culture
that is entrenched at a school, Protheroe (2005) suggests that it is vital that
perseverance and a willingness to empower teachers through the sharing of authority
is evident. The collective efforts of the principal and the faculty in fostering attitudes
that stimulate growth, can allow for meaningful change on campus (Barth, 2002). If
viewed as separate goals, Wagner (2001) argues that it will be become even more of
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a daunting task for a principal to retain potentially exemplary novice teachers, as
well as encourage veteran practitioners to hone their skills.
The objective to design and implement a plan that helps to cultivate a positive
school culture, and, in turn, engender a learning environment that enhances teacher
development and satisfaction, can become a reality (Johnson and Kardos, 2002).
These changes, according to Gideon and Erlandson (2001) can occur if the principal
and faculty work together to improve the manner in which learning and growth are
addressed both inside and outside of the classroom.
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CHAPTER 3
METHODOLOGY
Introduction
A multi-method qualitative approach was used to collect data for this study.
The use of interviews of the principal and novice and veteran teachers at the site, as
well as an open-ended questionnaire administered to novices, comprised the
collection of data. The data was coded and analyzed in order to inform findings that
helped in answering the research questions.
The purpose of this study was to determine the role of the principal in
cultivating a positive school culture that encourages novice teachers to remain at a
given site. While teacher retention was the starting point from which the discussion
began, the study primarily focused on the impact that a principal generated learning
community can have on a beginning teacher. The responsibility of the principal in
motivating veteran teachers to engage in educational discourse with their novice
counterparts was examined. The perceptions of novice and veteran teachers about the
role of the principal in cultivating a positive school culture was also looked at to
determine if these feelings have an impact on their ability or willingness to engage in
sustained dialogue with veteran colleagues.
The range of possible strategies that can be implemented in fostering a
positive school culture where meaningful collaboration can take place was also
investigated. Examining the challenges of a principal, while making the decision to
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cultivate a positive school culture at the site was also studied. In order to discuss the
issues outlined in this study, one Southern California urban high school was selected
as the unit of analysis for the data collection. Through an analysis of the data gleaned
from the school site, the following research questions were addressed:
Research Questions
1. What strategies does the principal use to positively influence the school
culture to support new teachers during induction?
2. What are the perceived barriers for a principal in cultivating a supportive
school culture for new teachers?
3. What are the similarities and differences in perceptions that novice and
veteran teachers hold regarding the role of the principal in cultivating a
positive school culture?
Sample and Population
Sampling Type and Rationale
For this study, the school site was selected using the typical case sampling
approach. Southfield High School was selected not on its exceptional qualities, but
rather from statistical data that underscores its position as typical to other urban
schools in a variety of areas, including teacher retention rates, academic performance
index (API) scores, and student demographics.
In conjunction with the use of the typical case sampling approach, a criterion
sampling strategy was also employed when selecting the school site. The rationale
for this form of sampling stems from the desire to ensure that the school is similar in
80
key characteristics to other school sites. This “predetermined criterion of
importance” (p. 238) outlined by Patton (2002), can be valuable in improving the
quality of the sample selected in regards to drawing reasonable conclusions. The
characteristics of the school were used as a starting point in discussing the findings
from the questionnaires, and the interviews conducted with the teachers and
principal. As two sampling approaches that fall under the umbrella of purposeful
sampling, Patton (2002) reiterates that the typical case method approach, and the
criterion sampling strategy can be instrumental in determining the answers to the
research questions through the identification of patterns, trends, and comparisons.
Overview of the School
Southfield High School is located in the Los Angeles Unified School District.
The school has an enrollment of 3, 726 students. 99% of the students at the site are
Hispanic (Table 1). Additionally, the school site has 79% of its students participating
in the free or reduced lunch program. At Southfield High School, the dropout rate is
3%, which is equal to the state average. Regarding the Academic Performance Index
(API scores), Southfield was at a 602 for the 2005-2006 school year, which
represents a 10-point increase from the previous year (Table 2). During the year, the
school sites met its school wide growth target. At Southfield High School, 16% of
the faculty are first year teachers, which is well over the state average of 7%.
Additionally, the average teacher has had 13 years of experience in the classroom.
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Table 1 – Student Demographics Chart
Table 2 – API Chart
82
Role of the Researcher
For this study, the researcher does not have an affiliation with the school site,
and, in turn can remain impartial in the collection and analysis of the data.
Participants
For this study, novice and veteran teachers as well as the site principal were
considered the units of analysis. At the school, the novices included the eight, second
year teachers, who have earned their single subject preliminary credential, and who
have also had one full year of experience at the site. Of the eight novice teachers,
who completed the questionnaire, and who also took part in the interview process,
five were female. Four of the novices studied are of Hispanic background, while the
other four are Caucasian. Three of the novices teach in the science department, one is
a special education teacher, two are members of the English department, one novice
teaches history, and one is a dance instructor.
The responses of the eight, second year teachers allowed for the collection of
data that illuminated their opinions regarding the principal’s participation in
cultivating a positive school culture, and the level of support that was provided to
them during their first year of teaching. The eight, second year novices at the school
were given the questionnaire, which consisted of five open-ended questions, and then
each of the eight participated in the interview process.
The number of novices, who completed the questionnaire, dictated the
number of veteran teachers who were interviewed. The veteran teachers were
randomly selected to take part in the interview process. As defined, the veteran
83
teachers selected have at least three years of experience as classroom instructors. Of
the eight veterans who were interviewed, seven are male. Six of the eight veterans
are Caucasian, while one is African-American, and one is Asian-American.
Additionally, two of the veterans are English teachers, two are history teachers, and
one teaches science. One of the veterans is a computer science teacher, one is a
health science teacher, and one is a member of the math department. Both novice and
veteran teachers who participated in the study have a full teaching load, which means
that they have five classes to teach throughout the course of the school day.
Examining the perceptions, attitudes, and behaviors of both novice and veteran
teachers, as well as the site principal, who has held the position at the school for four
years, offered a variety of perspectives regarding the way the principal-generated
structures at the school fosters collaborative practices among faculty members, or
hinders their professional growth.
Instrumentation
Overview of Instrumentation
In order to ensure validity in the study, steps to triangulate the data were
utilized. The use of interviews and questionnaires offered an understanding of three
different participant perspectives regarding the presence or absence of a quality
school culture, the involvement of the principal in fostering a positive school culture,
and the frequency and quality of collaboration among teachers. Through the
triangulation of the data sources, it was possible to identify any similarities,
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discrepancies, and differences in perceptions that exist among the novice and veteran
teachers and the principal at Southfield High School.
Sources of Data Collection
Using a socio-cultural theoretical framework, a multi-method qualitative
approach was utilized for this study. Data for this study was collected from
questionnaires and interviews. An examination of the collected data helped in
understanding the perspectives of novice and veteran teachers regarding the
principal’s impact on cultivating a positive school culture that supports new teachers
at the school site.
Open-ended Questionnaires
A five question open-ended questionnaire was administered to all second
year novices on campus. It was also made available to them through Survey Monkey.
The questionnaire was field-tested using a panel of experts in the field of teacher
education. These experts included two K-12 teachers, a BTSA director at a local
school district, one director of student affairs at a local university, and one educator
in a teacher-credentialing program. This process was used to test the validity and
reliability of the instrument to measure the perceptions and attitudes of all second
year novice teachers regarding their experiences on campus with both the principal
and other teachers.
The construction of the open-ended questionnaire was informed through the
socio-cultural theoretical framework relating to Vygotsky’s (1986) thoughts on the
impact of social setting on learning and development. Additionally, the research
85
questions of this study as well as the work of Quinn and Andrews (2004), and Blasé
and Blasé (2004) were employed to inform the protocol of the questionnaires. Their
work relating to novice teacher perceptions regarding the support provided to them at
a school site, and the perceptions that novice and veteran teachers have about their
principal, were vital in the construction of the questionnaires, and in the development
of the coding scheme that was used to analyze the data. The open-ended
questionnaire protocol is included as Appendix A.
After the questionnaires were collected, the responses of the beginning
teachers were coded. As pointed out by Patton (2002), it is vital to construct a system
of coding that helps to decipher the raw data collected. This coding scheme, which
helped in organizing the responses of the novice teachers, was broken into
themes/categories, including support provided (SP), collaborative practices (CP),
school culture (SC), teacher satisfaction (TS), and principal involvement (PI). An
analysis of themes/categories helped to determine if the interactions with the veteran
teachers and the principal were consistent with the responses offered in the
interviews. With questions that relate to the research questions of this study, the
open-ended questionnaire offered a broad overview of the perceived needs of the
eight novice teachers, and their thoughts regarding the support that was indirectly or
directly provided to them by the site principal.
Interviews
For this study, separate open-ended interviews were conducted with those
second year novice teachers who completed the questionnaire. The number of novice
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teachers who completed the questionnaire determined the number of veteran teachers
that were interviewed. Additionally, the site principal was also asked to take part in
the interview process. In order to ensure validity and reliability of the interviews, the
questions were field-tested using the same expert panel that was employed for the
questionnaire. Utilizing the interview is advantageous in that it is focused and is
conducive to analysis (Patton, 2002).
The information gleaned from the interviews provided an in-depth
understanding of the relevant practices of the key respondents at Southfield High
School. The separate interviews of the novices and veterans, as well as the site
principal, provided a starting point in determining how they viewed themselves and
other colleagues as valued members of the school community. This helped in making
inferences about the involvement of the principal in cultivating a positive school
culture, the level of satisfaction teachers have at the site, and the extent to which they
are active participants in impacting student and professional learning.
The development of the interview questions was informed through the socio-
cultural theoretical framework relating to Vygotsky’s (1986) precepts regarding
learning as a social endeavor. The premises of this theory were tied to this study
through an examination of collaboration and professional growth among teachers
and how they are facilitated. Additionally, in designing the interview protocol and
the coding scheme relating to the principal’s involvement in facilitating a school
culture that fosters collaboration among novice and veteran practitioners, the
research questions as well as the work of Peske, Liu, Johnson, Kauffman, and
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Kardos (2001) as well as Birkeland and Johnson (2002) were used. The
themes/categories that were used for the open-ended questionnaires were also
utilized for the interviews. These themes helped in the analysis of the transcribed
interviews, and were of assistance in determining the perceptions of novice and
veteran teachers as well as the principal. Each interview question for both novice and
veteran teachers, as well as the principal, yielded responses that directly related to
the research questions regarding the strategies and challenges of a principal in
fostering a supportive school culture. The interview protocol used for this study is
included as Appendix B.
The methodology chart (Table 3) that follows describes the framework and
protocol used in the collection of data. In the chart, the types of methods used, the
rational and function of the data collection methods, and the population that
participated in the study is outlined. In addition, the implementation of the data
collection, and the methods of analysis are highlighted.
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Table 3 – Methodology Chart
Type
of
Method
Rational for Choice
/ Function
Population Implementation Method
of
Analysis
Open-Ended
Questionnaire
• All Novice
Teachers
• To gain an in depth
understanding
of the perceptions
of all second year
teachers on campus
• To gain an
understanding of the
school culture and the
efforts of the principal
in cultivating a climate
of collaboration
among teachers
• All second
year
novices
on campus
• Administered by
researcher
• Provide all
second year
novice teachers
with an open
ended
questionnaire
consisting
of five questions
• Analysis of novice
short answer
responses to
questionnaire
Interviews
• Novice
Teachers
• Veteran
Teachers
• Site Principal
• To gain perspective
of second year
novice and
veteran teachers
regarding school
culture and
collaboration
• To determine the
thoughts of
principal regarding
school culture and
induction
• Eight second
year novice
teachers
• Eight veteran
teachers
• Site
principal
• Administered by
researcher
• One hour
interview of
eight randomly
selected novice
teachers
• One hour interview
of eight randomly
selected
veteran teachers
• One hour
interviews of site
principal
• Analysis of tape
recorded
and transcribed
interviews which
will yield themes
that will be coded
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Data Collection
Throughout the collection of the data, a step-by-step protocol was used to
implement the use of the questionnaires, and the interviews. During the first week of
October of 2007, each of the nine, second year novices at Southfield High School
were given a number from one to nine. They were then provided with the
corresponding five question, open-ended questionnaire. Each questionnaire was also
assigned a number ranging from one to nine. These were given to the corresponding
second year novice teachers before the beginning of the school day, and collected in
sealed anonymous envelopes after a one week time period. Additionally, the
questionnaire was made available for a one week time period to the novice teachers
via Survey Monkey. Eight of the nine novices completed the questionnaire on the
hard copy provided to them or through Survey Monkey. After the eight
questionnaires were collected in person or through Survey Monkey, the respondents
were asked to participate in the interview process. These interviews took place in the
second week of October during their conference period.
The number of novice teachers, who completed the questionnaire and
participated in the interview process, determined the number of veteran teachers that
were interviewed. These interviews were conducted after the novice interviews were
concluded. The names of all veteran teachers on campus were written on a separate
sheet of paper and each was assigned a number. Eight numbers were randomly
chosen from slips of paper that were placed in a box. These selected numbers were
then matched with the corresponding numbers of the veterans on the master list.
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Each was then asked to participate in the interview process. These interviews took
place during the conference periods of the veteran teachers in the middle of October.
In order to gain a perspective of the similarities or discrepancies in
perceptions that could occur between the interviewed teachers on campus and the
principal in regards to school culture and support provided, the principal was the last
respondent interviewed. This interview took place toward the end of October. The
interviews of the novice and veteran teachers, as well as the principal, lasted between
thirty-five minutes to an hour and a half. The interviews, which were tape-recorded,
consisted of five open-ended questions, and probing questions as needed. The
following chart (Table 4) depicts the time period in which the instruments were
developed and administered. Additionally, the chart identifies the time frame in
which the coding and analysis of the collected data occurred.
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Table 4-Gantt Chart
Depicting Data Collection Schedule
1. Instrument
Development __
2. Administration of
Open-ended Questionnaire __
3. Interviews Conducted ___
4. Coding of Open-ended
Questionnaires __
5. Interviews Transcribed ___
6. Coding of Transcribed
Interviews ____
7. Writing of Chapter 4
(Findings) _________
May June July August September October November December
________= Discrete Time Performed
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Data Analysis
The coding categories or themes, which were informed from the conceptual
framework of this study, as well as the research questions and key studies relating to
support provided (SP), collaborative practices (CP), school culture (SC), teacher
satisfaction (TS), and principal involvement (PI), were used to break down the raw
data from the open-ended questionnaires and transcribed interviews. Several
responses were placed in more than one category/theme relating to the coding
scheme. The coded data was analyzed to discuss findings relating to the research
questions. These findings helped to determine the thoughts novices have about the
existing support that is offered to them at Southfield High School, the strategies the
principal utilizes in cultivating a positive school culture, and the potential challenges
that are encountered in doing so.
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CHAPTER 4
ANALYSIS AND DISCUSSION OF FINDINGS
Introduction
In Chapter 4, the data collected from the open-ended questionnaires and the
interviews will be discussed as they relate to the three research questions outlined in
chapter one. For the purpose of discussion, the responses to the questionnaires and
interviews were coded using the protocol discussed in Chapter 3.
Before presenting the findings of the open-ended questionnaires and the
interviews, a brief overview of the structural changes that were implemented by the
principal will be discussed. Adopted to promote professional and student growth,
these structures were discussed at length by all respondents during the data
collection.
Overview of the Structural Changes Facilitated by the Principal
After he was hired, and before his first day at Southfield, the principal made a
commitment to restructure the school so students would have the chance to learn
from teachers, who had frequent opportunities to discuss best ways to enhance
academic growth. Before making any changes to the existing school structures, the
principal selected teachers and staff members, who were identified by administrators,
to serve as contributors in the process of examining best practices in implementing
the ideas proposed. This group, which consisted of forty to fifty members, became
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known as the think tank. Following the selection of this core group of school
stakeholders, the principal then invited any other site employees to serve on this
committee.
For each suggested alteration in the school schedule, or in the manner in
which teachers would be provided with time to collaborate, the principal and the
think tank committee visited other school sites to examine the various designs that
were used to impact professional and student growth in the context of a positive
school culture. The committee would then identify the strengths and weaknesses of
each paradigm, and then engage in discussions that focused on the best ways to
implement changes at Southfield.
As one of his first significant changes, the principal suggested that students
should be given the opportunity to learn from the same set of teachers throughout
their four years on campus. The reconfiguring of the faculty into eight separate
academies, or small learning communities (SLC’s) became the starting point where
professional and student growth was addressed. In each academy, 9-12 grade novice
and veteran teachers from all disciplines, including English, mathematics, world
language, science, history, physical education and the fine arts, were grouped
together and given common conference periods. Each week the teachers in the
academies meet to discuss student progress, intervention needs for those students
who are struggling, and curriculum building.
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In conjunction with the implementation of the academies at Southfield, the
principal also restructured the bell schedule in order to create longer class periods.
This paradigm, known as the 4 x 4 class schedule, changed the number of classes
that students would be required to take during the course of their school day. Instead
of six periods of 52-minute classes, students would now take four classes in the fall
semester and four different classes during the spring semester. On this schedule, each
class period would be 87 minutes in length.
The principal has also instituted a plan to break individual departments into
smaller professional learning communities (PLC’s), where grade level teams are
broken up into four or less teachers. Once every two weeks, during an altered bell
schedule, each PLC within each department meets to discuss and develop pacing
plans and common assessments. They engage in work relating to standards-based
curriculum construction and implementation. There is also a monthly professional
development day where each department meets off campus to work collectively on
improving instruction. Table 5 depicts the time line of the structural changes that
took place at Southfield when the principal was hired during the 2003-2004 school
year.
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Table 5-Gantt Chart
Depicting Changes at Southfield After Principal Was Hired
1. Principal
Hired _
2. Principal-
Created Think
Tank __
3. Visitations of Schools
that Utilized Academies
and 4x4 Schedule __________
4. Implementation of
Academies and 4x4
Class Schedule ___
5. Staff Discussions
of PLC’s ____________
6. Staff Visitations of
Schools that Utilized
PLC’s _____
7. Implementation of PLC’s
At Southfield __
Nov Dec Jan Feb Mar Apr May Sep Oct Nov Dec Jan Feb Mar Apr May Sep
(2003) (2004) (2005)
________= Discrete Time Performed
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Presentation of Findings
Research Question One: What strategies does the principal use to positively
influence the school culture to support new teachers during induction.
Novice Open-ended Questionnaire Responses
The construction of the questions on the open-ended questionnaire was
informed by the research questions, the socio-cultural theoretical framework, and the
literature presented in chapter two. The open-ended questionnaire was developed and
administered to gain a general understanding of the insights novices had regarding
their experiences in working with other teachers on campus, and the support that was
directly or indirectly provided by the principal. The questionnaire also sought novice
opinions regarding the culture of the school, and whether or not this culture was
conducive to collaboration. The subheadings that follow were developed from the
literature relating to school culture. Additionally, they were generated from the
coding protocol and themes that emerged from the collected data.
Novice Perceptions: Teacher Collaboration
A majority of the eight, second year novice teachers at Southfield High
School stated that the academies and the professional learning communities have the
potential to impact teacher and student growth, as well as inform the way teachers
collaborate. They reported that the new structures provided opportunities to discuss
pedagogical practices with colleagues and helped them acclimate themselves to their
new school. The following quotes support these findings:
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Our school is divided into academies, with whom teachers meet once a week
to collaborate and build curriculum and target problem students. This was
extremely helpful in developing positive relationships with other teachers
within departments as well as coming up with good lessons.
Being a member of an academy was extremely helpful during my beginning
months of teaching. I learned from other teachers that one must modify
lessons to meet the needs of the students. I felt that my contributions were
acknowledged and I learned a lot from my colleagues.
The principal and administrative team has created a schedule where all
teachers from each academy have the same prep period. In addition, one day
each month is dedicated to the professional development day for each of our
content areas. This is beneficial as it provides time to work with teachers in
my content area. I also meet once each work with the same colleagues for
about an hour.
The basic design of our professional learning community promotes
discussion with colleagues about student learning.
All teachers in my academy have a common conference to make
collaboration time easier and accessible during the school day.
These novices perceived that the principal’s strategy to implement the
academies and the PLC’s gave them opportunities to forge working relationships
with other new teachers and with veteran colleagues. Hausman and Goldring (2001)
found that professional learning communities can provide ongoing opportunities for
teacher learning, in addition to creating collegial ties. They add that this can enhance
the commitment teachers have at their school sites.
Six of the novices described the principal’s efforts in offering support as
significant to their development. They believed that this indirect or direct support
provided frequent opportunities for collaboration. The novices also perceived that the
expanded periods of time to meet has enabled them to forge connections with
colleagues, which has fostered feelings of trust among them. The following
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responses illustrate the satisfaction that novices at Southfield felt from having the
chance to work with colleagues:
I have the opportunity to share my successes and failures with respect to
instruction, activities, and techniques with my colleagues.
My colleagues and I have started to observe each other. We feel comfortable
sharing our opinion and being completely honest with one another. This
definitely helps our instruction.
Staff at Southfield are strongly encouraged to participate in formalized
discussions with each other relating to student learning.
Our principal encourages the formation of professional learning communities.
We have implemented common pacing plans and common assessments.
Consistent with these findings, Brock and Grady (2001) and Inman and
Marlow (2004) conclude that school wide efforts to welcome the knowledge and
input of novices can enhance the satisfaction they feel at a given site.
Novice Perceptions: Empowerment
Six of the novices were encouraged by the strategies that the principal
employed in facilitating a school culture that is predicated on productive
collaboration. They felt that they were encouraged to participate in discussions that
determined the direction of the academies and the SLC’s. These novices also
reported a willingness to take on leadership roles at the school. The following quotes
underscore the confidence that the second year novices have in engaging in discourse
geared towards informing both professional and student growth:
I usually take the lead in brainstorming new ideas and fresh ways to present
them.
I have taken on some leadership roles in my academy.
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In our small learning communities, I contribute to developing instructional
goals.
I participate in discussions relating to student learning through our small
learning communities, during meetings on short Tuesdays, and at curriculum
development and academy meetings.
Novices reported that they are encouraged by the chances they are given to
directly impact the direction of the school. Ramaley (2000) comments that the
inclusion of all faculty members in a plan to meet set goals can empower novice
teachers. These perceptions are further supported in the eight novice interviews,
which were conducted after the open-ended questionnaires were completed.
Novice Interview Responses
The structured interviews consisted of questions that were informed by the
research questions and the literature discussed in Chapter 2. In the following section,
novice responses relating to research question one will be reported. Following a
report of the data collected from novice interviews, the responses of the eight veteran
interviews, as well as the principal interview relating to research question one will
be documented.
Novice Perceptions: Teacher Collaboration
Six novices believed that structures such as the academies (SLC’s) and the
professional learning communities (PLC’s) were helpful in bringing teachers
together to improve classroom instruction. These novices maintained a positive
attitude regarding the changes made to encourage collaboration among teachers.
They stated that they were grateful for the opportunity to work closely with
colleagues. The ability of novices to develop bonds with fellow teachers was
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attributed to the decision by the principal to break the school into smaller units.
These units consisted of teachers with a diversity of experiences. The following
quotes highlight the perceptions novices have regarding the way in which teachers
interact at Southfield:
I find a very tight knit group with teachers working together to collaborate.
The teachers in my professional learning community are very supportive of
each other.
The academies create a smaller school environment for the students and make
them feel that they’re really part of a community.
In the professional learning communities, our department broke down into
sections, in which case we were able to work profitably and productively.
To these novice respondents, reducing the school to small teams was
instrumental in creating collegial relationships that spurred professional growth.
They reported that this made them feel valued on campus. Fink and Resnick (2001)
and Marks and Printy (2003) hold that motivating teachers to actively contribute to
discussions relating to student learning can improve the climate of a school.
A majority of novices perceived that the principal was involved in altering
the culture of the school through his desire to bring teachers together in order to
collaborate. Each of the eight novices believed that the exchange of ideas regarding
instruction was not only an important part of professional growth, but also a way to
pool their skills to impact the level of instruction that was provided to students. This
is documented in the following quotes:
I think the principal has built a culture at Southfield that allows for
collaboration among teachers and allows new teachers to get help where they
need it.
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I would say for the most part, it’s a cooperative school. Teachers are willing
to try new things.
The principal seems supportive of collaboration.
A majority was eager to share their thoughts with colleagues, and was open
to the idea of working in the small groups that constituted the academies and the
departmental professional learning communities. The following quotations are
representative of the value that novices place on the principal’s plan to cultivate a
school culture that inspires teachers to work collaboratively to set goals:
The principal is really pushing to try and change the whole culture, the
environment of the school.
He [the principal] is really promoting his new vision, this new plan. I think he
does have a goal, a direction, and a vision.
Zepada (2004) contends that the principal is responsible for creating the
opportunities for novices and veterans to collectively take ownership for their
growth. In conjunction with this, second year novices at Southfield were appreciative
of the principal’s plan to develop teaching competency. These novices suggested that
his decision to create a school where individual faculty members are considered
valuable participants in the academies and the PLC’s has inspired them to hone their
instructional practices. In commenting on the change process in restructuring a
school, Goldenberg (2003) contends that the collective efforts of the principal and
teachers are vital in ensuring that professional development opportunities are
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meaningful. Youngs and King (2002) found that in creating school structures such as
professional learning communities, a principal must establish trust and set goals that
focus on teacher learning and collective professional growth.
Novice Perceptions: Empowerment and School Culture
Six of the eight novices interviewed stated that they were satisfied with their
roles as contributors to discourse relating to student learning. They reported that
participating in formalized discussions in the academies and PLC’s became a source
of empowerment that enabled them to share their knowledge regarding best practices
in the classroom. The following quotations are representative of the perceptions
these novices have regarding their ability to actively share in the process of
impacting student achievement at Southfield:
The professional learning community I belong to is only four teachers, which
encourages all of us to have a say.
With all of the groups that have been set up, I think that there’s a lot of
support and it’s easy to be heard if you have an opinion.
I am a member of my academy, and I want to improve the structure and
whatever it is we have running in our academy.
In our academies, we’re looking at kids that are in danger of failing and we’re
trying to intervene.
As the second year novices felt empowered, they contended that they were
willing to work outside of the classroom with colleagues to determine the measures
they would take inside the classroom to enhance student learning. Akhavan (2005)
and McCann and Johannessen (2004) conclude that the chance for novices to share
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the pedagogical knowledge that they already possess can inform the perceptions they
have of their new work environments.
Veteran Interview Responses
Veteran Perceptions: Implemented Structures
Although the eight veteran teachers interviewed stated that they were initially
concerned about the changes in the school structures, a majority indicated that they
were eager to continue to work collaboratively to reach goals that they had set. When
asked about strategies that the principal had used to develop a school culture that
fostered collegiality, six of the veterans reported that the structural changes were
instrumental in developing meaningful discourse among team members. Several
quotes from the interviews were particularly noteworthy:
The professional learning communities are really working. When I sit down
with the other two teachers, and we go through lessons together and discuss
them, the light bulb goes on over my head, and I get it and I know that I am
capable of doing that.
We are meeting frequently in our PLC’s even on our own time.
The principal has created small learning communities so students see the
same teachers. If a student gets to know the teacher well enough, then they’re
more apt to buy into whatever the teacher is doing.
We now have the chance to really get the kids learning about something and
really learn it.
As indicated, they perceived that communication between faculty members
had been improved through the development of the academies and the PLC’s. They
are confident that meetings would continue to be more about student achievement
and less about issues that did not relate to academic goals. DuFour (2003) comments
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that the impact of professional learning communities can be enhanced if their
purpose is viewed by members as valuable in promoting professional growth.
Veteran Perceptions: Collaboration
As reported in six of the veteran responses, the principal was clearly visible
and active in implementing the new structures at Southfield. Two of the respondents
were skeptical of the impact that the academies and PLC’s would have on student
learning over an extended period of time. However, a majority indicated that they
were appreciative of the principal’s strategy to improve the collaboration process on
campus. These respondents stated that veteran teacher buy in to his vision was
steadily increasing because the principal himself was both passionate about the
changes and was actively involved in executing them. Veterans found that their
willingness to work with colleagues, including novices, was renewed. The following
statements from this subgroup are significant:
We’re trying to improve student learning, and the principal is constantly
doing things. I have been here for 19 years, and I have had principals where
nothing changed. It was the same old, same old.
Because of the opportunities to work in teams, the new teachers are very
enthusiastic. It’s a little refreshing to hear new ideas, and their passion, and
their enthusiasm.
If the principal is not in charge of one of he PLC’s then he is constantly
visiting to see how each group is doing.
In my professional learning community, the principal is in charge of that
particular group.
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The veteran teachers are satisfied that the principal would not dismiss their
expertise. They are also confident that he would continue to support their efforts
provided that they remain focused on the task of enhancing student achievement.
Regarding the process of change, Northouse (2004) holds that the ability of a leader
to rely on the skills of individuals in generating collectively set goals will inspire
members to take ownership in meeting organizational objectives. Williams (2003)
contends that if veterans are tabbed as vital components in learning communities,
they will be more apt to actively involve themselves in the work that is executed.
Veteran Perceptions: Empowerment and Decision-making
Six of the veteran teachers interviewed perceived that because of the
experience and expertise they had gained in their years at Southfield, they were
regarded by administration as integral members of their respective teams. They
stated that the principal’s strategy of placing them in groups where they could share
their knowledge with colleagues has empowered them. They reported that because of
the formalized discussions they have had with other teachers, they are more apt to
reflect on their own classroom practices in order to better serve the needs of the
students. A majority of the veterans reported that their newfound voice in making
decisions regarding instruction is also a significant contributor to the satisfaction
they find in their work. They indicated that because they feel valued by
administration and by their peers, they are more likely to share and listen to the ideas
of colleagues. This is evident in the following quotes:
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In our academy meetings, we have the opportunity to share strategies.
It seems as if changes are producing good results. Even though there are
some things I don’t like, my attitude is always one of I am part of the team.
We have the chance to meet and discuss things and go over potential
coordinating and culminating activities.
We’re starting to collaborate more over the last couple years. A really good
thing that we did was come up with common pacing plans for each grade
level in the English department.
The veterans commented that the ownership they have taken in their teams is
a result of the opportunities they are given by the principal to impact the setting and
attainment of objectives. Tirozzi (2001) and Wagner (2001) maintain that providing
all teachers with a forum to share ideas in reaching clearly defined goals can impact
professional growth and improve school culture. Marks and Printy (2003) argue that
if teachers are regarded as vital sources of knowledge, they will be more apt to
provide their insights in discussions regarding instruction and student learning.
Principal Interview Responses
Principal Perceptions: School Culture and Collaboration
The principal stated that the strategies he utilized to foster collegial
relationships resulted from his desire to forge connections between teachers and
students. In the interview, he pointed to the creation of the academies and the PLC’s
as a starting point from which feelings of belonging could be generated. He reported
that the small teams allow for frequent discussion among teachers. He noted that this
has improved the culture of the school and inspired both novice and veteran teachers
to contribute their knowledge and expertise with peers. The principal added that he
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felt the new structures would ultimately improve retention rates among novices. A
representation of his perceptions are documented in the following quotes:
I felt that there were just lots of different kinds of things that could be done to
make the school better. I am making the connection between teacher and
student more relevant, so the kids see those connections and become hooked
into whatever it is we’re trying to teach them.
All of the academy members have the same conference period, so they get
together at least on a weekly basis and discuss student work. The ideas is to
get together and talk about the direction of the academy, where they’re going
with it, what they need to do to make their academy stronger, to really build
collegiality.
I was looking for ways to make connections, ways to build professional
relationships with teachers to teachers, students to students, and students to
teachers.
The PLC teams consist of no more than four teachers. They create goals that
are sustainable, that are strategic, that are time-bound, and that are based on
the standards. They then look at common formative assessments.
As reported by the principal, the objective to create a school culture that
hinges on the development of collegial relationships and structured collaborative
practices will ultimately impact student learning. Based on the conversations he has
had with faculty members, and his observations of the academies and PLC’s, he
perceives that the structures he has implemented has motivated novice and veteran
teachers to pool their talents in a manner that did not occur before he arrived at
Southfield. These findings are illustrated in the following quotes:
I have had members of various PLC’s come to me and say “This is the best
work we have done so far.”
The professional nature of their [the teachers] conversations lead me to
believe that they are immersed in the work of discussing how to impact
student learning.
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During my observations you could tell that they were excited about their
work in creating grade level common assessments.
Leithwood, Steinbach, and Jantzi (2002) suggest that effective school change
hinges on the ability of leadership to foster collegial relationships among teachers in
order to reach objectives that have been clearly articulated. They propose that this
can inspire teachers to work collectively towards achieving goals that are viewed by
the faculty as vital for school improvement. Supovitz (2002) holds that professional
learning communities can be effective if the examination and development of
instructional strategies remains the focus of discourse among teachers. Through
clearly defined objectives and an empowered faculty, the principal at Southfield
commented that professional and student growth would continue to occur. In
connection with these perceptions, Anderson (2001) and Griffin, Wohlstetter, and
Bharadwaja (2001) contend that the articulation of ideas regarding student learning
can have a positive impact on both novice and veteran teachers.
Principal Perceptions: Guidance and Support
The principal indicated that he has provided novice and veteran teachers with
guidance in executing the work done in the academies and PLC’s. He also believes
that he has trained his administrative team to effectively offer support to the teachers
in their efforts to work collaboratively. According to the principal, his team is also
knowledgeable about best practices regarding instruction, and the power of utilizing
formative assessment to gauge student learning and inform better teaching strategies.
He comments that his frequent discussions with members of the administrative team,
and the work they engage in during the weekly administrative team meeting
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illustrates their ability to observe and accurately assess the work executed by
teachers. The following statements document these perceptions:
The administrative team has its own PLC that meets once a week. We jigsaw
articles regarding student learning and best practices and we report out to
each other.
When we [the administrative team] finish with our meetings, we talk about a
cascading message. We ask “What is the message that we got out of this
meeting?” We make sure we know what this message is, and then each
administrator goes to their assigned department chairs and report out the
message.
What we’re doing is every department and academy has an administrator who
works with them. What we’re trying to do as an administrative team is work
collaboratively with the teachers.
What the administrators do before they meet with the teachers is bone up on
teaching strategies and model these strategies to the teachers. We also give
them an article to read and then make predictions. They dig into their work
and they start doing things such as create goals, common pacing plans, and
syllabi that are all common.
At the formative assessment time, the administrators and the small teams
report out to each other about what’s going on. What their results were like.
While serving as the administrator in charge of one of the academies on
campus, the principal stated that he is confident that his vice principals are holding
their respective academies to the same standards that he has for his group. He
commented that assessing the work of the teachers in the academies and PLC’s
allows him to applaud their strengths, and identify and address the areas where they
need to improve. The principal also indicated that his frequent classroom visitations
enable him to determine if collaboration actually translates to improved instruction.
The following quotes are noteworthy:
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We [the administrative team] get together and chart how many times we get
into the classroom, whom we have seen. We have got color-coding on our
charts so we know that this administrator has gone into a lot of classrooms.
One of the things I try to do is get into the classrooms a lot. And when you
walk into the classrooms you see that some of the teachers are really reaching
out to the kids.
The principal mentioned that he has attempted to support novice teachers
through the development of the academies and PLC’s. He contends that the
implemented structures have been successful in developing trusting relationships.
This, he adds, has resulted in more student-centered discussions among teachers. Mai
(2004) argues that if individual teachers are given the means in which to assess their
own performance, they will be more apt to engage in discussions with colleagues
regarding classroom effectiveness. Inman and Marlow (2004) and Gomez and Van
Zant (2006) contend that the adjustment of novices to their respective schools, and
the way in which veteran teachers regard them will depend on the chances they are
given by the principal to share in educational discourse.
Principal Perceptions: Empowerment
As reported by the principal, reshaping the culture of the school has been
possible by giving all teachers ample opportunities to question his decisions and
offer suggestions. Offering leadership positions to both novice and veteran teachers,
remaining involved in collaborative work, and maintaining an open door policy has,
in the principal’s belief, helped him develop an environment where teachers are
willing to share their knowledge. His perceptions that he has created a culture where
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teachers are encouraged to engage in frank discussion regarding established
objectives are evident in the following quotes:
I keep telling any audience I have, whether it be a group of teachers, a faculty
meeting, small groups of teachers, or department meetings that when I say
things that don’t resonate with you, I want you to question and I want you to
push back.
If you really want to change the culture of a school, you have to listen to
everybody, and then let them know that they have been heard and that you
understand what they are saying. You make a decision that is sometimes
against what they think is right, but you listen to them, and they know that
they have been heard.
One of the things we realize is that our hope is with the new teachers. For
instance, in our social studies department, a novice teacher has become the
co-chair. She’s taken on a leadership role. We’re fanning a fire.
We’re very proud of the new teachers that have come forward for us. They
say things like “Of course we should be doing the small learning
communities.”
I am very proud of where we have come to this point, and I think that we are
getting a great deal of buy-in from a lot of the teachers.
The principal commented that there are some veteran teachers who have
resisted his efforts to encourage them to work collaboratively with colleagues.
However, he remarked that he would continue to take steps to ensure that all teachers
are held accountable for the work that is to be accomplished in the academies and in
the professional learning communities. The following quotes underscore the
principal’s commitment in impacting student achievement by cultivating a school
culture that encourages both novice and veteran teachers to collectively take
responsibility in assessing and altering pedagogical practices:
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I tell the teachers who have shown resistance in taking part in their
professional learning communities that we are holding them to expectations,
and that their participation is non-negotiable.
For those veterans who have been outspoken in their displeasure about the
expectations that we [the administrative team] hold for the teachers, I bring
them in my office and say “Your voice is important to us and we appreciate
your concerns, but we expect you to contribute to your team. You can either
work with your colleagues during the time provided to you, or you will need
to complete your tasks on your own time.”
We [the administrative team] have let the teachers in the SLC’s and PLC’s
know that they are required to turn in a product to us at the end of their
meetings. In addition to closely monitoring and encouraging the teams during
their meetings, we remind them that we need to see the progress they have
made in completing the work that they set out to do.
Any chance I get, I encourage the faculty and compliment them on the work
they have done, and the progress that the school is making, and I also remind
them that I am committed to their development and to the process of moving
forward with the plan to encourage teachers to discuss best practices in
promoting student growth.
If I am not satisfied with the effort of any of the PLC’s, or if one of my
administrators reports that the time spent by some of the groups was not as
productive as it could have been, I call teachers in and remind them that their
contributions are extremely important and that I will continue to hold them
accountable for meeting the expectations that we have for them.
The principal reported that he is mostly satisfied with the progress that both
novice and veteran teachers have made in welcoming the responsibility to
collectively engage in the work of enhancing the instruction offered to students.
Barth (2001) proposes that a principal’s decision to improve the school climate can
more readily occur if the knowledge base of teachers is seen as a vital resource.
Weiss (1999) found that a principal’s ability to value the knowledge novice teachers
was a factor in determining their attitudes and their decision to remain at a school.
Table 6 summarizes key participant responses in relation to research question one.
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Table 6
Summary of Participant Responses Relating to Research Question One
Theme Novice Veteran Principal
Collaboration
• Majority of novices
contend that
academies and
PLC’s are helpful
in enhancing
professional and
student growth.
• Majority of
veterans reported
they are
appreciative of the
chances to
collaborate with
colleagues.
• They perceive that
discourse among
teachers is more
student-centered.
• Principal is
satisfied that
collaborative teams
are beginning
to impact student
learning.
• He believes that
teachers are more
satisfied.
Empowerment
• Most novices
reported that they
are given frequent
opportunities to
share pedagogical
knowledge with
colleagues.
• They stated that
they felt valued on
campus.
• A majority of
veterans perceive
that the principal
values their
knowledge and
expertise.
• They are more
satisfied in their
work because of
the opportunities to
determine the
direction of the
school.
• Principal perceives
that novice and
veterans are taking
ownership of their
growth.
Principal
Support
• A majority of
novices stated that
the principal is
supportive of their
development.
• They
commented that he
is involved in
ensuring that
collaboration is
productive.
• Most veterans
stated that the
principal is a
visible presence in
supporting
collaborative work.
• They believe that
he is directly
involved in the
assessment of the
collaborative teams.
• Principal is
satisfied that he
supports teachers
and that he
frequently assesses
work of
collaborative teams.
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Research Question Two: What are the perceived barriers for a principal in
cultivating a supportive school culture for new teachers?
Novice Open-ended Questionnaire Responses
In the following section, the findings of the open-ended questionnaire
administered to the eight, second year novices will be reported. These responses will
relate to research question two.
Novice Perceptions: Support Provided
While a majority of novices perceived that they were provided with support
from the principal in engaging in discussions with colleagues regarding student
learning, two were skeptical of the value of the academies and PLC’s. These novices
stated that some of the veteran teachers in certain small teams had not bought into
the principal’s vision. They reported that the culture of the school was not conducive
to engaging in collaborative practices that could make a difference in their
professional growth. In addition, three of the eight novices believed that the principal
was unavailable to them if they had any concerns. The following quotes are
particularly significant:
Unfortunately, I feel there is a lack of interest by some colleagues in
participating in collaboration. Some, I feel have an elitist attitude or
competitive streak that precludes them from sharing.
The academies don’t quite work out, because when we meet, by the end of
the day, most people are just frustrated or tired.
It was just a direction to collaborate.
A problem that I see for new teachers is that it can be a wild ride here,
because the academies aren’t all they’re cooked up to be.
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I often wonder what other academies are like, because I feel like mine
doesn’t really do much.
As reported by these novices, the opportunity to profit from the small teams
depended on whether or not their colleagues were enthusiastic about their work in
reaching objectives. Commenting on the process of change in the school context,
Silins, Mulford, and Zarins (2002) argue that the behavior of the principal regarding
restructuring efforts will impact the perceptions that teachers have of a plan to
transform existing practices. They add that the direct involvement of the principal in
spurring professional growth will determine the extent to which teachers are willing
to participate in the work of reaching school wide goals. Shen (2001) and Lambert
(2002) maintain that the principal must be aware of the attitudes of all teachers to
engage in collaborative practices if progress is to be made in improving working
conditions that are conducive to this process.
Novice Perceptions: Empowerment
Two novices reported that even in the academies and PLC’s they still did not
have the opportunities to share their knowledge with colleagues. They perceived that
their ideas regarding student learning were disregarded by some of the veterans
during their meetings. According to these novices, it is the adversarial and dismissive
nature of some of the veteran teachers that prevents them from feeling that they are
contributing to the work of reaching team goals. They stated that not having the
chance to be more vocal is frustrating. The novices also indicated that their inability
to offer their thoughts regarding instructional practices resulted from the outspoken
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nature of some of the veterans, who believed that the small team approach was a
wasteful use of time. These perceptions are illustrated in the following statements:
I feel that I could be empowered, but I don’t. If the collaborative process
worked better, I would feel more empowered by it.
I think that no matter what, a veteran teacher has more authority over me.
I feel that if everybody just took on a small role, we could make something
really great. But at this point, I feel like it’s myself and one other teacher who
really care to make it something that matters.
Wegenke (2000) contends that challenging and changing entrenched
practices must include a commitment by the principal to inspire all teachers to take
ownership in improving the way the school promotes student growth. He proposes
that in order to enact change, the principal must be a visible presence in empowering
novice and veteran teachers to understand that their collective efforts will directly
impact their effectiveness in the classroom. In connection to these findings, Kelley,
Thornton, and Daugherty (2005) argue that a principal must be deliberate yet
methodical when adopting a plan to alter the way in which teachers work together to
spur professional and student growth.
Novice Interview Responses
In this section, the eight novice interview responses relating to research
question two will be presented. Next, the findings of the eight veteran interviews as
well as the principal interview relating to research question two will be addressed.
During these thirty-five minutes to an hour and a half structured interviews,
respondents were asked five questions. Additionally, they were asked to respond to a
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number of probing questions, which were posed to encourage them to clarify or
elaborate on their responses.
Novice Perceptions: Support from the Principal
Two of the novices reported that the lack of guidance by the principal in
fostering productive collaborative relationships has undermined the purpose of the
academies and PLC’s. According to these novices, the enthusiasm they have to
participate in meaningful discussions with colleagues is undermined because the
small teams have become social clubs. These novices indicated that conversations
not related to instruction and student learning prevented their teams from reaching
goals. Additionally, two novice teachers stated that they have had little contact with
the principal. They noted that this has hindered their ability to seek out advice from
him regarding their work in the classroom or in their small teams. They commented
that the principal’s attempts to foster a positive school culture have not translated to
their own experiences as new teachers. Evidence of these experiences are illustrated
in the following quotes:
The structures are in place, but I really think that if a new teacher wants to
collaborate, he or she has to go out of their way.
I think this school has many cliques that get along together. It takes quite a
while for you to be accepted into one of these little cliques.
As far as the role of the academies in my development, I don’t think it has
one.
I haven’t had any direct dealings with the principal.
He [the principal] doesn’t have a lot of direct advice or anything like that.
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The novices perceived that the lack of connections that they have with other
teachers in their teams has prevented them from feeling a sense of collegiality that
others experience at Southfield. They noted that the indifference and apathy that
some of the veterans display in the academies and PLC’s has created an environment
that prevents meaningful collaboration from occurring. This dilemma is exacerbated
by their perception that they are unable to turn to the principal for support, who they
report is unavailable to them. Bolman and Deal (2003) hold that change will
ultimately lead to resistance and conflict. They contend that it is the way in which an
organization and its members welcome conflict as a means to engender dialogue that
will ultimately determine if growth is to take place. Protheroe (2005) and Blasé and
Blasé (2004) suggest that in the absence of a visible principal, individual teachers
could feel less connected to their colleagues and to site administrators. However,
Feiman-Nemser (2003) point out that a principal who is involved in helping novice
teachers develop connections with colleagues will have a better chance of facilitating
an environment that encourages professional sharing.
Novice Perceptions: Decision-making
Two novices stated that some of the veteran teachers in their respective small
teams hindered their ability to offer their knowledge in conversations regarding
student learning. They noted that their inability to be autonomous and to share their
knowledge with peers has prevented them from realizing the potential benefits of
sustained collaboration. These novices reported that they are discouraged from
voicing their opinions due to the dynamics of their teams. They also suggested that
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as a result, they did not feel satisfied with their early experiences at Southfield.
These perceptions are highlighted in the following quotes:
As a new teacher last year, I really didn’t feel like I could speak up.
Last year I was a new teacher, so my role was to take in information and also
be given information.
Instead of “Hey, that was a good idea, but you need to go about it this way,”
it’s more like “No.” I seriously get the impression that the principal sees me
as an enemy.
Although these novices contend that they are eager to contribute, they
reported that the make up of their respective academies and PLC’s have
marginalized their efforts and made them feel less valued. They commented that this
has been disappointing, because they have vital knowledge to contribute to their
teams. Renard (2003) suggests that if novice contributions are trivialized or
dismissed, they will be more apt to distance themselves from colleagues. In
overcoming the challenge of providing all teachers with a safe forum in which to
share ideas, Tirozzi (2001) holds that the principal must be directly involved in
ensuring that collaboration among faculty members is an inclusive endeavor.
Novice Perceptions: Veteran Buy-in to Implemented Structures
As reported, six novices were satisfied with the opportunities they had to
impact school wide growth through their participation in the academies and PLC’s.
However, two novice respondents noted that a number of veteran teachers in their
respective academies, and in the PLC’s hold negative attitudes about the importance
and value of them. As indicated by these novices, the reluctance of the veteran
teachers to participate in collaborative efforts to impact student learning has greatly
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reduced the productivity of the small teams. These novices reported that several of
the veterans felt that the academies and PLC’s was just another directive handed
down from administration and would eventually lose its support. The vocal nature of
a few of these veterans has, in the comments of these novice teachers, affected the
interaction among team members. As a result, these novices reported that they were
disillusioned with the small team approach and frustrated that their willingness to
actively share ideas with colleagues had been derailed. The following quotes are
representative of the perceptions of these novices:
I hear a lot “Oh, we have done this,” or “We have been told this before.”
There’s been opposition to the academies. Some of the veteran teachers are
very resistant to working together with other teachers.
Because the veterans have seniority over us, I think they are the ones that
pretty much take the lead on pretty much everything.
I have seen veterans that have been resistant to the new strategies discussed.
I am a little disenchanted in terms of the collaborative process only because I
feel that there’s some people that are going to do what they want to do no
matter what.
The two novices stated that the negative attitudes in the PLC’s have limited
their opportunity to enhance their growth and the growth of their students. Flores
(2006) contends that without the opportunity to participate in productive discourse
with colleagues regarding academic growth, novices may begin to exhibit
instructional practices that do not meet the needs of students. However, Achinstein
(2002) maintains that if conflict among teachers in professional learning
communities is navigated in a manner that engenders dialogue relating to goals,
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learning can begin to occur. Northouse (2004) postures that a leader must be able to
convey the rationale for enacting change if members are to exchange self-serving
interests for attitudes that are conducive in reaching organizational goals.
Veteran Interview Responses
Veteran Perceptions: Support from Principal
Among the eight veteran teachers interviewed, two reported that the
expectations that the principal had relating to the academes and PLC’s were not
clearly defined. As a result, these veterans were skeptical of the value of them. The
two veterans commented that they were also disheartened by the lack of assessment
of the work done during collaboration. They also noted that the potential benefits of
the academies and PLC’s is undermined because there is a lack of guidance from the
principal. They noted that the absence of the principal, and the perceived lack of
direction precluded them from finding value in the changes that have taken place on
campus over the last three years. The following quotes reveal these perceptions:
I feel the meetings that we have are, I wouldn’t say busy work, but I don’t
know if its had any kind of impact.
I believe small learning communities can be a dramatic force for good, but
the reason they are not working is because they’re just structural. They’re just
organizational charts.
During the first year, we had some good meetings, but we really didn’t seem
to follow through.
I don’t have a relationship with any administrator, and I could go months
without one even speaking to me.
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As indicated by the two veterans, the disconnection between the principal and
the work that is expected of all teachers has caused them to question the purpose of
the implemented structures. Johnson and Kardos (2002) argue that the principal must
be actively involved in gauging and assessing collaborative practices if the process is
to be used effectively to inform professional development.
Veteran Perceptions: Implemented Changes
Three veterans reported that they were critical of the way in which the
structures were implemented by the principal. The perceived sudden decision by the
principal to break Southfield into academies and PLC’s was noted by these veterans
as the source of their frustration. They remarked that the principal did not spend
enough time soliciting the opinions of the veterans on staff before making his
decision to alter the way in which teachers would collaborate. Additionally, they
indicated that the lack of training and staff development prior to the changes became
a concern for some of the teachers on campus. These perceptions are evident in the
following quotes:
When we first started this stuff three years ago, we were modeling ourselves
on a high school in Santa Barbara, but what we didn’t realize is that they had
two years of staff development before they started it.
There was no effort in making sure that there was a buy-in in the first place,
or getting some groundwork done.
There is always new stuff. It’s like every year a new thing and then another
thing. It’s like we kind of just need some time to kind of put stuff in order
before moving on.
I think we needed one more year to prepare for the academies.
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I enjoy collaborating with my colleagues, and I think we have tried to do that,
but every time we start doing one thing, it seems like the project gets hijacked
to something else.
While they stated that they are not completely adverse to the changes that
have taken place, these veterans suggested that their expertise and knowledge was
not accounted for. Bolman and Deal (2002b) and Blasé and Blasé (2001) hold that
any resistance to change exhibited by veteran teachers can be diminished if their
experience is viewed as a vital in the development of school wide goals. Bolman and
Deal (2003) add that navigating resistance to change requires leadership to provide
extensive training to help members of an organization acquire the knowledge
necessary to meet objectives.
Veteran Perceptions: Empowerment
Two of the veterans interviewed stated that the principal’s decision to quickly
implement his agenda has created animosity among some teachers. They contend
that his reluctance to garner more support before the changes were made has
negatively impacted those teachers, including novices, who have supported the
principal’s vision. The two veteran teachers indicated that their expertise was never
truly acknowledged by the principal, and as a result they would continue to oppose
his small team approach to collaboration. Additionally, they suggested that many of
the meetings they attend are unproductive. The disappointment and frustration of the
two veterans regarding the lack of communication from the principal is illustrated in
the following quotes:
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He [the principal] is of the opinion that if he forces people to go to meetings,
then he has participation. He doesn’t understand that when you have forced
somebody to go to a meeting, you don’t have cooperation.
Honestly, I don’t think that very many teachers feel empowered about
anything. We have committees, and we have all this, but for the most part,
any suggestions we make seem to just kind of disappear.
As far as me actually getting together in my department and saying “Okay,
you know, we’re all going to do this and that,” it’s not going to happen.
If the principal communicated better with me and I had a relationship with
him, and he wasn’t just the icon and spearhead of everything, I would do a
better job.
The two veterans noted that they had distanced themselves from
collaborating with both novice and other veterans in their academies and PLC’s, and
would not alter the way they teach their students. Woods and Weasmer (2004)
suggest that it is critical that respectful and professional dialogue among all teachers
can help them sharpen instructional practices. As Marks and Printy (2003) contend,
the growth of both novice and veteran teachers hinges on their ability to participate
in the decision-making process at a school.
Principal Interview Responses
Principal Perceptions: Veteran Buy-in
The principal admitted that he would continue to face opposition from some
of the more seasoned veterans, because they were disappointed that one of their
former colleagues did not get the principalship position before it was filled. The
principal noted that he should have identified the dissenters on campus, and then
addressed their resentment before he made the decision to redesign Southfield. He
perceives that their adversarial attitudes have prevented all teachers from reaping the
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benefits of working in small teams. The following statements underscore his
concerns:
A small percentage of the veteran teachers are saying “No, I am not going to
do it. I am resisting. I’m going to mildly resist and stay away from it, not be
involved. That’s what I’m going to do.”
Some of the novices are reluctant to speak out against the negative comments
of the veterans. At times, they are influenced by some of the more critical
members of the faculty that are not into the idea of reform, and they feel kind
of like, “I am just going to sit back and wait and not say too much yet.”
When I came on board, there was an heir apparent that some teachers felt
ought to be the principal. I got a call from the district and they asked me to
consider applying, and lo and behold I got it. What I understood later was
they were looking for an instructional leader as opposed to an operational
leader. A lot of teachers felt betrayed by the decision to hire me.
A couple real stick in the mud guys are retiring maybe a couple years early,
because they just don’t want to explore other ways to teach students. They
feel uncomfortable that other teachers are finding success in the classroom,
but they are not.
What I would do differently is identify the resistors and go to them more with
a respectful attitude. I might say, “I really want to hear your concerns,” and
have that dialogue with them.
In his interview, the principal stated that he was concerned about the negative
influence that some of the veterans could have on the novice teachers at the school.
As reported earlier, he indicated that he was satisfied with the progress that the
faculty had made in redefining collaborative practices during his tenure at
Southfield. Although he reported that many of the dissenting veterans have left
Southfield or have retired early, he contends that he still has much work to do to
garner more support from some of the more vocal teachers on campus. He stated that
he would continue to speak to those veterans, who have openly defied his vision to
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create a culture of collaboration on campus. His resolve to inspire these veterans to
actively participate in their respective collaborative teams, and to hold them
accountable for exhibiting defiant behavior is evident in the following quotes:
Sometimes I sit down with veterans, who I know are upset about something. I
listen to them, and then I let them know that their attitudes are impacting
other teachers. I say, “Something you’re doing is not working. What changes
are you going to make so all of us can benefit from your experience?”
We [the administrative team] welcome teacher opinions, but sometimes we
have to say, “That won’t work, because it interferes with our plan to move
forward.” We compromise if the focus remains on our goals to improve
student learning. If the comments of the teachers do not speak to these goals,
we push back and say “This is how we are going to continue to do it.”
When a common assessment has been created, and a teacher does not utilize
it or if the scores are much lower than other teachers, I call them on it.
The principal noted that the professional development of both novice and
veteran teachers, and the academic growth of the students, depends on his ability to
empower those outspoken faculty members that have been overlooked in the
decision-making process. Dimmock (1999) comments that in order to enact school
reform, the principal must inspire teachers while evaluating their classroom
competency. He adds that this process requires that school leaders take on roles that
put them into position to frequently encourage teachers to use opportunities to assess
their performance as well as share their insights with colleagues. Day (2000) holds
that in order to help novices assimilate into their new surroundings, veterans need to
be recognized as valuable assets of the school environment.
Table 7 provides an overview of participant responses relating to research
question two.
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Table 7
Summary of Participant Responses Relating to Research Question Two
Theme Novice Veteran Principal
Collaboration
• Two novices stated
that veteran
negativity has
prevented them
from finding value
in collaboration.
• This has made
them feel
powerless.
• Two veterans
reported that they
did not find value
in collaboration.
• Principal reported
that in some
academies and
PLC’s, some of the
veterans are
impacting the
ability of members
to find value in
collaboration.
Empowerment
• Two novices
reported that they
felt frustrated
because they were
prevented from
contributing to
discussions relating
to student learning.
• They did not feel
valued at
Southfield.
• Two veterans were
upset because they
were not consulted
when changes were
made.
• They contend that
their expertise and
experience was
disregarded.
• Principal stated that
he should have
solicited the input
of more teachers
before changes
were made on
campus.
Principal
Support
• Two novices felt
that they could not
turn to the principal
for support.
• They felt
disconnected from
other teachers on
campus.
• Two veterans
stated that the
principal rushed
into decision to
make changes.
• They reported that
the principal was
not involved in
assessing the work
of the collaborative
teams.
• Principal holds that
he must continue to
identify dissenters
and encourage
them to share their
expertise and
knowledge.
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Research Question Three: What are the similarities and differences in
perceptions that novice and veteran teachers hold regarding the role of the
principal in cultivating a positive school culture?
Novice Open-ended Questionnaire Responses
Following, are the findings of the open-ended questionnaire administered to
the eight, second year novices at Southfield. These findings will relate to research
question three.
Novice Expectations: Principal Involvement in Their Growth
All of the eight novices reported that they expected the principal to facilitate
a culture that would enable them to actively participate in the sharing of ideas with
colleagues. Eager to discuss curriculum building, teaching strategies, and class
management designs, the novices noted that they expected collaboration to be a
significant factor in their development. The novices commented that it is the
principal’s role to provide opportunities for teachers to meet on a frequent and
formal basis to reach objectives generated from both the faculty and administration.
The novices indicated that the principal must be patient and supportive in allowing
them the opportunity to acclimate themselves to their new surroundings. They also
reported that the principal should also be aware of the demands made on novice
teachers, and allow them time to develop as professionals. The perceptions are
revealed in the following quotes:
I need to work with other teachers. It helps a great deal to work with and
bounce ideas off others.
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I strongly believe that teachers must collaborate in order to be effective.
Without collaboration, my efforts are isolated, and I cannot succeed in
impacting my students as much as I would if I shared lessons and ideas with
other teachers.
I believe that it is important that the principal understands that you’re still
trying to get adjusted. Although all teachers should be held accountable for
student learning, there is an adjustment period for new teachers.
In connection with these findings, Davis and Bloom (1998) concluded that in
order to improve retention rates, the principal must be an advocate of new teachers.
Novices at Southfield reported that they could better develop their skills in an
environment that empowered them to confidently share their knowledge with
colleagues. The creation of this climate, they noted, was ultimately the responsibility
of the principal and the administrative team.
Novice and Veteran Interview Responses
In the following section, the novice and veteran interview findings relating to
research question three will be presented.
Novice and Veteran Expectations: Principal’s Role in Fostering Collaboration
Novice teachers reported that they expected the principal to utilize strategies
that serve to open lines of communication between teachers. They noted that specific
opportunities to meet with colleagues incorporated within the school day should be a
starting point from which scheduled dialogue can occur. The novices remarked that
the principal should be responsible for creating a school climate where teachers have
an opportunity to grow. They suggested that the satisfaction that they found in their
first few years at a school site depended on the support they were given, and their
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ability to contribute to discussions regarding student learning. Their views are
documented in the following statements:
There are a tremendous number of duties, but if the principal is going to
support new teachers, it shouldn’t be like, “Oh, let’s lump all of the new
teachers in a room and sit around and listen to the principal talk.”
I feel that collaboration with other teachers is essential for developing a
vibrant, seamless program that foster student learning.
A principal should be available, and call you in to have one-on-one
discussions with him.
In a majority of the interviews of novice and veteran teachers, both subgroups
noted that the principal was important in cultivating a positive school culture.
However, two veteran teachers suggested that a principal should refrain from having
too much control over the work of the teachers in enhancing student learning. They
perceived that a principal, who fails to trust the knowledge and expertise of a given
faculty, runs the risk of stripping teachers of their independence. This, they reported,
would only lead to feelings of resentment. Additionally, they commented that
collaboration, if mandated by the principal, would create frustration among some of
the more seasoned teachers. The following quotes are noteworthy:
I would think that those teachers who are near retirement have seen and heard
so many new trends come and go.
I would say that collaboration doesn’t have too much effect on my teaching. I
really can’t see that having any kind of effect on student learning.
You know how when teacher have been teaching for a while, sometimes they
get cynical or they complain about things.
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Two of the veterans stated that they expected a principal to trust a teaching
staff to determine the best way to improve academic achievement among students.
These veterans were concerned that a new direction in enhancing professional and
student growth could signal an upheaval in their instructional practices. In
connection with these findings, Bolman and Deal (2002a) and Shen (2001) hold that
a principal must be aware that decisions to alter the way in which teachers interact
should be driven by data. They comment that the absence of measurable goals could
undermine efforts to inspire teachers to examine their existing practices.
Table 8 offers a summary of participant responses relating to research
question three.
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Table 8
Summary of Participant Responses
Relating to Research Question Three
Theme Novice Veteran
Collaboration
• Novices expected a
principal to provide
them with frequent
opportunities to
share knowledge
with colleagues.
• Majority of
veterans reported
that they expected
a principal to put
them into the
position to
contribute their
knowledge and
expertise with other
teachers.
Empowerment
• Novices stated that
collaboration with
other teachers on
issues regarding
student learning
would make them
feel more valued
and satisfied in
their work.
• Veteran teachers
stated that that in
decisions made on
campus, they
expected a principal
to respect their
experience.
• They wanted to
actively participate
in discussions
relating to proposed
changes.
Principal
Support
• Majority of
novices reported
that they expected a
principal to be
supportive and
available for
advice.
• They expected the
principal to tap into
the enthusiasm they
would bring to a
campus.
• Veterans expected
a principal to be
involved but not
overbearing.
• They commented
that the principal
should cultivate a
school climate
where teachers are
allowed to
determine the best
ways to inform
student growth.
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Discussion of Findings
The following discussion focuses on an analysis of the findings relating to the
three research questions.
Research Question One
Discussion of Novice Responses
The open-ended questionnaires administered, and the ensuing interviews
underscored the value novices found in the principal’s attempts to facilitate a
positive school culture. A majority of the novices expressed an appreciation of the
opportunities they were given to collaborate with colleagues. Due to the principal’s
strategy of breaking Southfield into small teams, nearly all of the second year
novices felt enthusiastic about sharing their knowledge with beginning and veteran
colleagues. This ultimately led to the creation of bonds that enhanced the level of
satisfaction these beginning teachers found in their work. These findings are
consistent with Barth (2002) and DuFour (2003) regarding the importance of
providing school structures that enables novices to work with veteran colleagues to
develop their pedagogical skills. According to a majority of novices, the opportunity
to collaborate in learning communities was attributed to the work of the principal. He
was perceived to be involved in offering support in ensuring that the work executed
in the academies and PLC’s moved teams towards reaching set goals.
Citing frequent opportunities to experience professional growth, novices felt
that their efforts in their small teams impacted the way they approached their
students. Their ability to work in a positive school culture that hinged on an
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exchange of ideas gave novices a feeling that their contributions were deemed as
vital. As a potential strategy in retaining quality teachers at a given school site, the
practice of collaboration can have far ranging effects on professional development
(Kardos, 2004; Birkeland and Johnson, 2002; Childs-Bowen, Moller, and Scrivner,
2000). At Southfield, most novices reported that the ideas they shared regarding their
use of instructional strategies and methods of assessment to impact and measure
student progress was welcomed by veteran teachers.
A majority of novices valued the structures that promoted collaboration,
because of the opportunities it gave them to take on important roles outside of the
classroom. Because they perceived that they were empowered to take the lead in
determining the direction of their academies and PLC’s, most novices found
satisfaction in their work. As noted by Iatarola and Fruchter (2004) and Blegan and
Kennedy (2000), the facilitation of a school culture based on collaboration among all
teachers can motivate novices to contribute to discourse among colleagues. This can
be instrumental in allowing them to feel confident in taking on leadership roles.
Through an analysis of the novice responses, it was evident that most felt connected
to their work and took ownership for their growth, because of the chances they had
to impact the growth of their colleagues.
Discussion of Veteran Responses
A majority of veterans were initially concerned about the new structures
implemented by the principal. However, most reported that in time they grew to
embrace these changes. These veterans suggested that previous efforts to foster
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collaboration were short lived because the context in which these conversations took
place was not conducive in engendering meaningful dialogue. Because previous
collaboration among faculty members was sporadic and unstructured, most veterans
thought that it was ineffective. However, as they began to adjust to the frequent
meetings of the learning communities, and because the goals of their work were
clearly articulated, veterans reported that they were satisfied with the opportunities
they had to work with colleagues. As underscored by Gomez and Van Zant (2006),
the efforts of a principal in providing the chance for novices to engage in discussions
relating to student learning can impact the way in which their veteran counterparts
collaborate with colleagues. Inman and Marlow (2004) contend that empowering
novices through a supportive environment can improve their job satisfaction, and
motivate veterans to engage in dialogue relating to educational objectives.
As reported by a majority of the veteran respondents, they were aware that
the principal was involved in ensuring that teachers remained focused on
accomplishing the goals of the academies and PLC’s. Because of his visible
presence, and the perception that he was resolute in creating an innovative and
positive working environment, the veterans noted that more of their peers gradually
began to buy into his vision, and take ownership for their own development. Kearney
(2005) and Cistone and Stevenson (2000) suggest that it is the involvement of the
principal that can ultimately determine if efforts made to generate a positive school
culture are successful. The veterans at Southfield indicated that the participation of
the principal in creating a positive climate, and the enthusiasm of the novices in
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sharing their thoughts, inspired them to contribute to discussions that took place in
the academies and PLC’s. In the absence of a school culture that stimulates
collective sharing among teachers, Deal and Peterson (1999) and Protheroe (2005)
hold that veterans will be more apt to separate themselves from their novice
counterparts, which can undermine attempts to inform professional growth.
Discussion of Principal’s Responses
Youngs (2007) and Kelley, Thornton, and Daugherty (2005) contend that a
principal, who takes the initiative to cultivate a positive school culture, can foster
meaningful collaboration among all teachers, and enhance the level of satisfaction
among novices. At Southfield, the principal is satisfied that his efforts to alter the
professional learning environment of the school are beginning to impact classroom
instruction. Through his decision to help create connections among teachers, he
perceives that both novice and veterans are taking ownership of their development.
He contends that the formation of the small academies and the PLC’s have allowed
teachers to meet on a regular basis to discuss the best ways to create and implement
curriculum that meets the needs of all students.
As Supovitz (2002) suggests, collaboration in the context of professional
learning communities must be driven by teacher conversations relating to
instructional designs and approaches in enhancing student learning. In the interview,
the principal reported that along with his administrative team, he has clearly
articulated the student-centered objectives of the academies and PLC’s. He also
stated that he has let the faculty know that they will be held accountable for actively
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participating in the work of their collaborative teams. Additionally, he also
maintained that he has provided all teams with the necessary resources to help them
focus their discussions on student growth. Through his efforts in assessing the
effectiveness of the academies and the PLC’s, the principal holds that he has
provided both novice and veteran teachers with the tools to find satisfaction in their
work both inside and outside of the classroom. This notion is supported through the
comments of a majority of novice and veterans, who view the existing structures as a
catalyst that promotes professional competency.
The principal also indicated that his decision to give novice teachers
leadership positions and actively elicit input from veterans has empowered them to
contribute to discussions regarding student achievement. The responses of the
teachers interviewed reiterate his perception that he has cultivated a positive school
culture that motivates teachers to be accountable for their work. Many of the novices
maintain that they are satisfied with their ability to freely articulate their ideas.
Additionally, a majority of the veterans contend that while it has been a gradual
process, they have come to respect and support the principal’s decision to alter the
collaborative process at the site.
Research Question Two
Discussion of Novice Responses
Although a majority of the novices advocated the structures implemented by
the principal, two claimed that their experience in the small teams was undermined
by the attitudes of some of the veteran teachers. These novices noted that their ability
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to participate in meaningful dialogue was sabotaged by negative feelings directed
towards the principal. They indicated that the dynamics of their respective groups
prevented them from finding satisfaction in providing team members with the
knowledge and theory they have gleaned from their credentialing experiences. Their
responses are consequential because they underscore the notion that the principal and
administrative team must continue to eliminate any negative feelings that could
undermine efforts to enhance beginning teacher retention and student achievement.
As reported by two novices, the connections that the principal wanted faculty
members to forge did not exist in some groups. These respondents suggested that
certain veterans distanced themselves from the work of the group, because they had
not been initially consulted in the decision to alter the structures of the school. This
could possible serve to divide teachers and stifle efforts to reach objectives relating
to professional and student growth. Deal and Peterson (1999) and Johnson, Berg, and
Donaldson (2005) hold that those teachers, who feel that they do not have a voice in
determining the direction of their own work, or the work of the school at large could
create smaller subgroups that detach themselves from their colleagues. They add that
these smaller coalitions can be instrumental in creating a negative school culture that
precludes novice teachers from finding satisfaction in their new settings.
The responses of two novices suggest that the administrative team, and in
particular, the principal, must closely monitor the progress of the academies and
PLC’s. These opinions can be viewed as potential barriers for the principal in
facilitating buy-in from all teachers in his efforts to improve the culture of the
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school. From the responses of the two novices, it is evident that the principal must
take steps to eliminate feelings of powerlessness that novices have in working
collaboratively with their colleagues to impact student learning.
Two novices also reported that they were not given any type of meaningful
support from the principal. They noted that their wish to discuss concerns with the
principal regarding their experiences in the small teams was not possible because he
was unavailable to them. These novices also felt that the work done in the academies
and the PLC’s needed to be monitored by the principal if dissension among certain
faculty members was to be eliminated. As the facilitator of a positive school culture,
the principal must address the concerns of those novices and veterans, who are
frustrated by any persistent negative feelings that undermine productive
collaboration. Silins, Mulford, and Zarins (2002) suggest that a principal’s
commitment in attempting to enact change on campus can determine if teachers will
work collectively to transform the way in which professional and student learning is
approached and executed.
Discussion of Veteran Responses
Shen (2001) found that principals sometimes perceived that they were taking
appropriate measures to empower faculty members when creating a climate that
values all teachers, when in actuality their efforts only served to widen the gap
between teachers and administration. He contends that the perceptions of all
stakeholders relating to change must be assessed in order to create and implement a
sustainable plan to impact reach school objectives. Two of the veterans were
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disenchanted by their inability to participate in the decision-making process
regarding the formation of the small teams. While thinking that providing
opportunities for teachers to meet would be looked on with favor by all faculty
members, the principal actually alienated certain individuals. The sentiments of these
two veterans could potentially undermine the principal’s ability to facilitate a culture
where professionals work collaboratively to improve instruction.
The perception held by the two veterans that the principal had rushed into his
decision to implement the new structures has created tension in some of the
academies and the PLC’s. These veterans argued that when it was time to actually
begin the process of executing the work, the expectations were not clearly
articulated. As a result, some veteran teachers were uncertain of the way to reach the
objectives that were explicitly and implicitly expressed. The two dissenting veterans
were particularly candid about their displeasure regarding the implementation of the
structures. They reiterated that they would be unwilling to fully immerse themselves
in the work asked of them, because of the way the principal had dismissed their
knowledge and experience.
Discussion of Principal’s Responses
The principal concedes that he has made an error in failing to recognize the
impact that any one individual could have in the small teams. While he is pleased
with the progress the teachers have made in utilizing collaborative practices to
improve instruction, he is concerned that his enthusiasm for restructuring the school
could have caused friction among various veterans. If left unchecked, the difficulties
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that the principal faces with some of the veterans on campus could prove to be
detrimental when continuing his plan to facilitate a school culture that is supportive
of all teachers. He admittedly made assumptions that did not take into consideration
the opinions of all teachers. This has caused him to reassess the manner in which he
will elicit input from the teachers.
The principal contends that he and his administrative team will continue to
identify those teachers, who have refused to participate in the collaborative process
or have undermined the dialogue that takes place in the SLC’s and PLC’s. Although
he comments that dissenting teachers are becoming more rare at Southfield, he holds
that he must continue to call them into his office and speak to them about their
concerns. He contends that he will continue to listen to these teachers, and make
compromises with them provided that the goals of the collaborative teams are met.
The principal maintains that his insistence on holding faculty members accountable
for the work executed in the academies and in the PLC’s has enabled him to help
them realize that he is confident that the pooling of their collective knowledge and
expertise can impact student learning.
Lambert (2002) contends that before a principal makes decisions regarding
the direction of a school, there must be a clear understanding of the existing
relationships among teachers, and whether or not their interactions are conducive to
fostering meaningful dialogue. Kelly, Thornton, and Daugherty (2005) and Childs-
Bowen, Moller, and Scrivner (2000) suggest that attempts to enact school reform
should be generated from an assessment of the needs of the faculty and the students.
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The principal at Southfield realizes that his insistence on moving his vision forward
to begin the process of altering the school culture, could have cost him an
opportunity to appease some of the more vocal veteran teachers. He holds that he
will continue to make efforts to empower those veterans who feel disillusioned.
Additionally, he maintains that he will be directly involved in ensuring that novices
are not discouraged by comments made by their veteran counterparts.
Research Question Three
Discussion of Novice and Veteran Responses
The open-ended questionnaires and novice interviews revealed that in a
majority of cases, beginning teachers at Southfield expected the principal to be a
visible presence in the early years of their careers. They noted that the principal
should also be actively involved in creating or maintaining a positive school culture
that would enable them to collaborate with colleagues. This ability to share ideas was
identified as an important factor in whether or not they would find satisfaction in
their work. Weiss (1999) and Feiman-Nemser (2003) contend that novices perceive
that the principal is an important component of their development. They add that it is
important that new teachers are assimilated into a supportive school setting that
regards them as vital members of the faculty. They argue that the retention of quality
teachers can occur if novices are given opportunities for professional growth.
Each subgroup had differing views on the role of the principal in facilitating a
school culture. A majority of the veterans agreed with novices in acknowledging that
the principal must be involved in ensuring that teachers are given ample chances to
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discuss teaching practices. Two of the veteran respondents mentioned that they
expected a principal to be visibly involved in assessing the way teachers interact.
However, they cautioned that the process of decision-making without their input
would be viewed with suspicion. Williams (2003) and Marks and Printy (2003)
suggest that tapping into the expertise of veterans and offering them a chance to take
on leadership roles can motivate them to adopt attitudes that help in the facilitating
of a positive learning environment.
To garner support from the faculty in cultivating a positive school culture, a
principal must utilize the knowledge of both novice and veterans and empower them
in taking ownership for their development (Peske, Liu, Johnson, Kauffman, and
Kardos, 2001). As suggested through the novice and veterans responses, the
principal at Southfield must strike a balance between offering guidance and support,
and allowing teachers to assist him in his efforts to restructure the school. If he is
able to achieve his plan to inspire teachers to work together during scheduled periods
of time, there is a chance for the new structures to take hold.
Leithwood, Steinbach, and Jantzi (2002) found that in informing school
change, a principal must give all teachers opportunities to collectively hone their
skills with colleagues. They contend that this can generate enthusiasm among faculty
members, which, in turn, can motivate them to assess the way they approach their
work. In order to enhance professional development and student learning at
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Southfield, the principal must retain beginning teachers and continue to create
opportunities for novice and veterans to create partnerships to inform the objectives
of the academies and PLC’s, and determine the future direction of the school.
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CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
Background
As pointed out by Ingersoll (2003), nearly half of new teachers in urban
settings leave the field within a five-year period. In schools that are regarded as low
performing, the high turnover rate is especially troubling (Johnson and Birkeland,
2003a). According to Guin (2004), those schools that are plagued by a high turnover
rate are less likely to provide students with a comprehensive educational design.
Johnson, Berg, and Donaldson (2005) add that if potentially exemplary teachers
leave a particular school or leave the profession altogether, a lack of continuity in
instruction will occur. They comment that the academic growth and achievement of
students might be negatively impacted if they are continually offered instruction by
teachers, who have not had the opportunity to hone their skills.
Olebe (2005) contends that the environment in which new teachers work can
determine whether or not they choose to stay at a given site. Johnson and Kardos
(2002) maintain that in schools characterized by negativity among faculty members,
novices could find it difficult to develop their skills. Barth (2002) holds that if
teachers are forced to contend with a negative environment where they work in
isolation, and are not given opportunities to share their knowledge with colleagues,
they can begin to experience feelings of disillusionment. This type of culture can
increase turnover rates (McCann and Johannessen, 2004). However, as noted by
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Brock and Grady (2001) and Birkeland and Johnson (2002), the manner in which
novice teachers are supported and viewed as integral members of the school
community can positively impact retention rates.
Dimmock (1999) and Silins, Mulford, and Zarins (2002) hold that
restructuring a school to change the way teachers interact and work collectively to
enhance student achievement entails a school wide effort that begins with the
principal. They suggest that the behavior exhibited by the principal can ultimately
determine if teachers will also engage in the work of changing existing conditions in
order to inform their growth and the development of the students. While Bolman and
Deal (2003) contend that change will invariably lead to conflict, they hold that if
navigated properly, it can prove to spur the progress of an organization. Barth (2001)
concludes that the principal must be an active participant in efforts to inspire teachers
to assess the manner in which they approach their work both inside and outside of
the classroom.
Kelley, Thornton, and Daugherty (2005) argue that it is the school site
principal, who can facilitate meaningful discussion among faculty members. They
hold that the creation of a positive school culture can be a powerful induction
program because of the bonds that are created between teachers. Deal and Peterson
(1999) add that a school climate that promotes collaboration among professionals
can provide both novice and veteran teachers with an opportunity to become part of
the decision-making process at a particular school site. They contend that this can
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serve to empower teachers, which can improve the level of satisfaction they find in
their work.
Woods and Weasmer (2004) suggest that a principal, concerned with forging
ties between all teachers in order to improve instruction and enhance student
learning, must develop a school culture that promotes collaboration. Blasé and Blasé
(2001b) hold that a principal’s plan to develop a school culture that motivates
teachers to engage in discussion that promotes professional and student growth must
be systematic in nature. They add that the creation of an environment that engenders
collaboration can occur provided that teachers are offered frequent opportunities to
meet.
Dufour (2003) contends that by forging collegial bonds among teachers in the
context of professional learning communities, a principal must create a clearly
defined plan in altering the culture of a school. With any paradigm that a principal
adopts, Mitchel (2000) adds that both novice and veteran teachers must be
empowered to utilize their expertise and knowledge in impacting classroom
instruction. Somech (2005) found that encouraging novice and veterans to
collectively take ownership in determining the direction of a particular school will
empower them to take on leadership roles outside of the classroom. As pointed out
by Kardos (2004), this can also impact the level of satisfaction that novices feel in
their work, and as a result, improve retention rates. Blasé and Blasé (2001a)
conclude that it is the principal’s vision in facilitating a positive school culture that
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can ultimately inform the professional growth of novices. They suggest that this can
determine the impact novices have on their colleagues and the students they teach.
Purposes of the Study
In order to reverse the trend of new teacher turnover in urban schools, it is
vital to investigate the factors that can determine the level of satisfaction that novices
have at their respective schools. As an integral variable in whether or not novices
feel supported and valued at a given school, the dynamics of school culture and the
impact it has on retention rates was examined. An analysis of the factors that hinder
or enhance the cultivation of a positive school culture can yield data relevant to the
growth of both teachers and students. The principal’s role in facilitating the creation
of a school culture that supports new teachers and promotes professional growth was
also investigated. Therefore, the principal’s role in empowering teachers as a critical
component of school change was the focus of this study.
The purpose of this study was to investigate the challenges that a principal
faces in cultivating a school culture that is conducive to informing exemplary
instruction. Additionally, this study provides a blueprint for school leadership in
creating a positive school climate. This can assist a principal in facilitating the
development of collaborative practices that enables teachers to engage in productive
discourse relating to student learning.
The findings of this study have significant implications for school
stakeholders both inside and outside of the classroom. Many novices face the
challenges of acclimating themselves to their new surroundings. This study provides
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them with a template for navigating the potential barriers they could face in working
in a climate that fails to support them. By illuminating the antiquated school
structures and firmly entrenched practices that can hinder professional development,
the results of this study can provide solutions in helping novices put the theory they
have learned in their preparation programs into credible practice in the classroom.
This can also assist them in better meeting the needs of all students.
Additionally, this study will be helpful in identifying any obstacles that
prevents veteran teachers from actively participating in the decision-making process
on campus. As a result, this study has the potential to serve as a guide in unlocking
the expertise and knowledge of veteran teachers, who have chosen to distance
themselves from the work of improving classroom instruction, and in turn, student
achievement.
The results of this study can also be used to benefit a site principal. Through
an analysis of the literature and the data collected at Southfield High School, this
study can provide a better understanding of the perceptions that both novice and
veteran teachers hold regarding collaboration, their desire to have a voice in
determining the direction of the school, and the role of the principal in facilitating
these endeavors. This study also serves as a guide in identifying the challenges that a
principal can potentially face when making the decision to restructure the way in
which teachers interact to inform student learning. The findings discussed in this
study can also offer a site principal a comprehensive template for cultivating a school
culture that supports its novice teachers, and inspires veterans to share ideas with
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their colleagues to positively impact the growth of their students.
Theoretical Framework
Vygotsky’s (1986) socio-cultural theory served as the framework for this
study, as it pertains to the development of individuals through participation in a
group setting. In this social context, the individual can begin to utilize and hone
cognitive processes through frequent interactions with other members of a group. As
Dewey (1997) proposes, the chance for a person to engage in discussions with a
larger group can ultimately help to facilitate growth. Additionally, he contends that
for development to occur for an individual in a social setting, experiences must be
deemed as meaningful. In connection to this study, teacher growth and development
can be enhanced if the culture of the school is conducive to fostering sustained and
formalized collaboration. For a teacher to sharpen pedagogical practices and
classroom competency, there must exist opportunities to share and discuss
knowledge with colleagues in a group setting. At Southfield High School, this has
become a reality as the site principal has taken steps to construct a learning
environment where professional discourse among teachers is encouraged.
Research Questions
Research Question One: What strategies do the principal use to positively influence
the school culture to support new teachers during induction.
Research Question Two: What are the perceived barriers for a principal in
cultivating a supportive school culture for new teachers?
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Research Question Three: What are the similarities and differences in perceptions
that novice and veteran teachers hold regarding the role of the principal in cultivating
a positive school culture?
Participants
Eight novice teachers, eight veteran teachers, and the site principal of
Southfield High School participated in this study. The eight novices, have a single
subject preliminary credential, and are in their second year of teaching. Five of the
eight novices are female. Additionally, four of the novices are Hispanic and the other
four are Caucasian. Three science teachers, one special education teacher, two
English teachers, one history teacher, and one dance teacher comprise the eight
novices used for the study.
The eight veterans, who were randomly selected, have been teaching at
Southfield for at least three years. Seven of the eight veteran teachers are male. Of
the eight, six are Caucasian, one is African-American and one is Asian-American.
Two of the veterans teach English, two teach history, and one teaches science.
Additionally, one of the veteran respondents is a computer science teacher, one is a
health science teacher, and one is a math teacher. The principal began his fifth year
at Southfield in the fall of 2007.
Instrumentation
The research questions constructed for this study, a socio-cultural theoretical
framework based on Vygotsky’s ideas regarding social setting and learning, and the
work of Quinn and Andrews (2004) and Blasé and Blasé (2004) were utilized to
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inform the questions that constituted the open-ended questionnaire. Additionally,
Vygotsky’s thoughts on social learning, the research questions, and the work of
Peske, Liu, Johnson, Kauffman, and Kardos (2001) and Birkeland and Johnson
(2002) helped in the development of the interview questions. In conjunction with
these influences, the responses to the eight novice open-ended questionnaires were
used in creating the interview questions.
A coding scheme that was generated from the research questions helped in
categorizing the data collected from the open-ended questionnaires and the
interviews that were conducted. Using open-ended questionnaires and structured
interviews provided three different perspectives regarding the school culture at
Southfield, the involvement of the principal in facilitating the creation of a positive
school culture, and whether or not formalized collaboration among teachers yielded
productive dialogue relating to student achievement. The triangulation of the data
sources illuminated any differences or similarities in perceptions among the
participants in this study.
Procedures
The open-ended questionnaire was given to the nine second year novices
during the first week of October of 2007. The novices had the option of completing a
hard copy version of the questionnaire that was provided to them in a sealed
envelope, or completing it on-line via Survey Monkey. Of the nine, second year
novices, eight completed the open-ended questionnaire. The eight questionnaires
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were then collected, and the eight novices were then scheduled to participate in an
interview during the second and third week of October.
Since eight novices completed the open-ended questionnaire, and agreed to
take part in the interview process, eight veterans were randomly selected to take part
in an interview. These interviews also took place in the second and third week of
October. After the completion of the eight novice and veteran interviews, the
principal interview was conducted. This took place during the third week of October.
All interviews, which consisted of five open-ended questions, as well as probing
questions were tape recorded, and lasted between thirty-five minutes to an hour and a
half. They were conducted on the Southfield campus during the conference periods
of both novice and veteran teachers.
Data Analysis
After the eight open-ended questionnaires were collected, the responses were
coded. The coding protocol, which was informed from the theoretical framework of
the study, as well as the research questions and key studies outlined in Chapter 2,
were used to categorize the raw data collected. The raw data was broken down into
categories or themes, including support provided (SP), collaborative practices (CP),
school culture (SC), teacher satisfaction (TS), and principal involvement (PI). After
the open-ended questionnaire data was coded, the seventeen interviews were
transcribed. The data found in these transcriptions was coded, using the same
categories and themes utilized for the open-ended questionnaire data. For both the
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open-ended questionnaires and the interviews, the coded data was analyzed in order
to discuss the findings relating to the research questions posed for this study.
Selected Findings
Using the framework of the three research questions, the following selected
findings were generated from the open-ended questionnaires administered to the
novices, as well as the interviews conducted with novice and veteran teachers, and
the site principal at Southfield:
Research Question One: Selected Findings
1. An emerging theme yielded by the novice open-ended questionnaires,
and supported by the interviews, underscored the support that the principal had in his
efforts to facilitate collaboration among all teachers. Additionally, the majority of the
novices indicated that they were appreciative of the support that was provided by the
principal to inform their development, and in turn, the growth of the students.
2. The interviews conducted with the novice teachers supported the
findings of the open-ended questionnaires regarding their belief that the
opportunities to engage in formalized discussions with colleagues serves as a source
of empowerment. The majority of novices felt that they were offered frequent
chances to share their knowledge with their peers and hold leadership positions on
campus. To these novices, the ability to actively participate with colleagues in
determining the way in which students would be taught enhanced their feelings of
satisfaction. These findings support the notion that the principal is actively engaged
in utilizing strategies that help to unlock the talents of all faculty members.
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3. The responses of a majority of the veterans interviewed supported the
perceptions of the novice teachers that the principal had taken steps to facilitate
sustained collaboration. The views of a majority of the veterans were consistent with
their novice counterparts in regards to the satisfaction they found in having the
ability to inform their professional growth. They reported that as members of
academies and PLC’s, they had frequent opportunities to evaluate and enhance their
own teaching practices, as well as share their expertise with colleagues.
4. The principal’s responses regarding his satisfaction in cultivating a
positive school culture that promotes collaboration is consistent with the majority of
the novice and veteran teachers interviewed. As borne out in a majority of the open-
ended questionnaires administered to novices, as well as the interviews of both
novice and veterans, the principal felt that he had provided all faculty members with
the chance to participate in improving the level of instruction offered to students.
Research Question Two: Selected Findings
5. A minority of the novices interviewed felt that they were prevented
from reaping the benefits of collaboration. These novices perceived that certain
veterans, who were skeptical of the ways in which the structures of the school were
implemented, undermined the teams that they were members of. The responses of a
minority of the veterans interviewed supported the comments of the novices
regarding the lack of productive collaboration in some of the academies and PLC’s.
These veterans were disappointed that they were not consulted before and during the
implementation of the structures geared to impact professional and student growth.
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6. A minority of the veterans reported that the principal was directly
responsible for the confusion that existed in some of the academies regarding the
execution of their work. These teachers placed the blame for the apathy that existed
in their respective academies on the principal’s lack of direct involvement and
guidance. The dissenting attitudes of two of the veterans interviewed were consistent
with the disillusionment that a minority of the novices had regarding the
effectiveness of their teams.
7. The interview of the principal also confirmed some of the responses
provided by a minority of both novice and veteran teachers regarding the
effectiveness of collaborative efforts at Southfield. He stated that his inability to
adequately elicit the input of some of the more experienced veterans when making
the decision to redesign the school has created tension in some of the academies and
PLC’s. However, some of his responses in the interview indicate that he disagrees
with the perceptions of a minority of the veterans who believe that he has not
provided a clear blueprint for the work to be accomplished in the small teams. He
feels that he has properly trained his administrators to assess the work of the teachers
in the academies and small teams, and he also contends that he has been visible and
supportive in their efforts.
Research Question Three: Selected Findings
8. A majority of the novices expected a principal to be actively involved
in cultivating a school culture that encouraged them to share pedagogical knowledge
with colleagues. They reported that the principal should be a visible presence in
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offering them the type of support that would allow them to contribute to discussions
regarding their own learning as well as the learning of the students.
9. A majority of the veterans agreed with their novice colleagues that the
principal should be instrumental in facilitating a climate that promoted collaboration
among teachers. However, a minority of veterans cautioned that a principal should
not have unlimited control when determining the way in which teachers interact.
They reported that they expected a principal to consult with experienced faculty
members when making decisions relating to student learning.
Discussion
An analysis of the data collected from the open-ended questionnaires and
interviews points to the success of the principal in cultivating a positive school
culture that supports new teachers. However, questions relating to such issues as an
increased sample size could be posed that could indicate other possibilities for the
results of the data collected. Although the principal was supported by a majority of
novices in his efforts to facilitative collaboration among teachers, the concerns of the
minority may have worth and do merit further investigation.
When reviewing the responses to the open-ended questionnaires and
interviews, it is evident that the novice respondents were enthusiastic about the
opportunity they had to impact their own growth as well as the growth of their
students. Their eagerness to contribute to their academies and PLC’s underscored the
confidence they felt in sharing their ideas regarding classroom instruction. The
confidence a majority of the novices reported in collaborating with colleagues was a
159
result of the climate in which their professional learning communities operated. They
reported that the changes the principal implemented not only altered the way in
which collaboration is addressed, but also positively transformed the dialogue that
occurred between teachers. These novices commented that professional discourse
they engaged in with colleagues resulted from the clearly articulated objectives of
the small teams, and the willingness of teachers to use their knowledge and expertise
to improve student achievement.
The data collected at Southfield indicated that novices also felt empowered to
take on leadership roles in their academies and PLC’s, as well as offer insights into
the best ways to impact learning. It is possible to conclude that this particular
group of novice teachers at Southfield would have taken the lead in participating in
collaborative practices regardless of the principal’s efforts. However, as indicated by
a majority of their responses, their satisfaction was directly attributed to the
opportunities he provided to them in working with colleagues in a formalized
manner. Creating professional learning communities that included both novice and
veteran teachers allowed the principal to construct an environment where team
members glean knowledge from their colleagues regardless of their teaching
experience.
Novices indicated that they would have been less inclined to share with their
peers if they were not given frequent chances to collectively discuss their
instructional practices. Additionally, they commented that the positive tenor of the
meetings was conducive in fostering productive discussions regarding student
160
growth. As they suggested, this was the result of the principal’s vision to focus on
improving the school as a learning organization. The satisfaction that these novices
felt at the school, and the freedom they perceived they had in collaborating with
colleagues was attributed to the principal’s visible presence on campus and his
supportive guidance in ensuring that the academies and professional learning
communities focused on professional and student growth.
A majority of the veteran teachers interviewed also perceived that the
satisfaction they felt was a result of their ability to serve as integral members of their
academies and professional learning communities. It is conceivable that the
responses of the veteran teachers would have been similar even if the principal had
not been as involved in the process of constructing the small teams as he was
perceived to be by the respondents. However, a majority of the veterans indicated
that they felt valued by the principal, because he had taken measures to utilize their
knowledge and experience in enhancing student achievement. They believed that it
was the principal’s plan in restructuring the school to facilitate collaboration that
allowed them to freely and frequently exchange ideas with colleagues. These
veterans added that these opportunities have enabled them to learn from their novice
colleagues, which, as they indicated, did not occur before the principal came to
Southfield.
A majority of the veterans conceded that some of their veteran counterparts
were disgruntled by their belief that the decision to adopt a plan to foster formalized
collaboration was just another mandate handed down from school leadership.
161
Nevertheless, a majority of the veteran respondents applauded the principal’s efforts
to transform the culture of the school to one that is conducive to enhancing
classroom instruction. The comparisons they made regarding the way in which
teachers interacted before he arrived, and how they now engage in professional
discussion underscores their perception that the principal has had a marked
difference on professional development and teacher satisfaction.
While the principal was initially met with overt resistance in the changes he
proposed, veteran teachers gradually began to understand his rationale in fostering
collective dialogue that was student-centered. A majority of the veterans perceived
that the principal had been successful in overcoming the conflict that occurred as a
result of his decision to enact change on campus. They noted that he had been able to
navigate the negative attitudes of some of their colleagues by promoting discussion
that inspired them to assess their roles as classroom teachers. They regarded his
commitment in redefining the type of interactions that occurred between teachers as
instrumental in helping the more experienced veterans understand that a new
approach to teacher learning would ultimately impact student learning.
Although they were in the minority, two of the veteran respondents perceived
that the principal was not concerned with eliciting the opinions of the faculty when
implementing change on campus. They also commented that there was little
guidance from the principal in the way the collaborative work should be executed.
These significant findings contradict the perceptions of the principal, who suggests
that not only has he and his administrative team been directly involved in evaluating
162
the academies and PLC’s, he has also clearly articulated the objectives of the teams,
while providing support to teachers. While only two of the eight veteran respondents
perceived that the principal’s efforts have only served to create tension among
teachers, it is possible to conclude that he has failed to effectively implement a
comprehensive plan to transform the culture of the school in order to support new
teachers and inform professional growth. This suggests an area for further study, as
the degree of dissension may have been greater if the sample size was larger.
The principal’s belief that he has taken measures to ensure that all teachers
are supported in their collaborative efforts is confirmed by a clear majority of novice
and veteran respondents. The difference in perceptions between the principal and the
two veteran teachers can be attributed to the conflict that was created when he did
not solicit the input of some of the more experienced teachers when restructuring the
way collaboration would take place at Southfield. The principal admitted that he
could have spent more time in assessing the prevailing attitudes of the faculty in
regards to his plan to foster professional development through collaboration.
However, he indicated that the low performance of the students on standardized
tests, and the data he collected in his observations of classrooms on campus, led him
to be proactive in enacting change.
Disregarding the opinions of some of the more outspoken members of the
faculty has created some dissension among teachers in a number of academies and
PLC’s. This, the principal holds, could have been avoided if he had spent more time
in listening to the concerns of these teachers, and taken steps to include them in the
163
decision-making process regarding the changes in the bell schedule. He believes that
their negative opinion of him and the work that he has done at Southfield is a result
of his failure to show these veterans that they are valued on campus. However, the
principal points to his frequent conversations with novice and veteran teachers, his
observations of the academies and PLC’s, and the weekly meetings he has with his
administrative team, that has helped him assess the effectiveness of the strategies he
has utilized to alter the culture of the school. The progress that he has observed has
provided him with the evidence to conclude that Southfield has become a place
where professionals work together to share and discuss ways to impact their learning
as well as the learning of the students.
Conclusions
The analyzed data generated from the open-ended questionnaires and the
interviews suggest the following conclusions:
1. A majority of novice and veteran teachers at Southfield applauded the
efforts of the principal in restructuring the school in order to facilitate a positive
school culture that promotes collaboration. This process of collaboration, they
believe, could prove to be the catalyst that improved collegial relationships, which
would allow them to share ideas regarding pedagogical practices.
2. A majority of novice and veteran teachers perceived that the direct or
indirect involvement of the principal in promoting professional growth and teacher
satisfaction was essential in improving school wide efforts to impact student leaning.
They regarded the principal as vital not only in setting the tone for improved
164
instruction, but also in ensuring that collaborative efforts are assessed and monitored.
In a majority of cases, both novice and veteran teachers at Southfield were
appreciative of the opportunities they had to forge connections with colleagues. They
commented that these connections were instrumental in engendering feelings of trust
and a level of comfort that made collaborative experiences more productive.
3. A majority of novices at Southfield felt empowered to actively share the
knowledge that they had brought from their teacher preparation experiences. This
empowerment, they concluded, was a result of the frequent opportunities they had to
interact with colleagues on a formal basis. Many pointed to the opportunities for
formalized collaboration as helpful in allowing them the chance to utilize their
passion and knowledge in improving the way in which student learning can be
enhanced. Additionally, most novices felt that the opportunities to take on leadership
roles outside of the classroom improved the level of satisfaction they had during their
first year at Southfield.
4. A majority of the veterans interviewed perceived that the chance to
collaborate with colleagues was beneficial in that it allowed them the opportunity to
share their expertise with their novice and veteran counterparts. According to a
majority of veterans, the autonomy that they were given to articulate ideas with
colleagues was empowering. These veterans perceived that their participation in the
decision-making process was instrumental in giving them the freedom to determine
the direction of their respective teams.
165
5. The principal is convinced that his goal to improve the school culture
at Southfield is taking hold. He contends that he has provided formalized
collaborative opportunities for teachers to improve the level of instruction offered to
the students. He adds that this has not only empowered teachers, but has significantly
increased the ownership that the faculty takes in their development. Due to the
meaningful interactions between teachers in their teams, the principal contends that
novices are finding that their experiences at Southfield are more satisfying, which
has increased retention rates.
6. A minority of the novices interviewed were disenchanted with the
progress of their respective teams, because some of the more outspoken veterans
derailed any efforts to work towards meeting set goals. These novices added that a
couple of the veterans had not embraced the principal’s plan, and as a result, they
were prevented from reaping the benefits of collaboration that some of their fellow
novice counterparts experienced. This also precluded them from offering their input
regarding the progress of their teams and the best ways to inform student learning.
Additionally, these novices perceived that because the principal was unavailable to
them, they were not afforded the chance to express their concerns regarding the
problems that existed in their teams.
7. Two of the veterans interviewed were insistent that their existed a
lack of direction in their respective academies. They concluded that this was the
result of the principal’s inability to clearly articulate the goals of the academies and
the PLC’s, and his failure to monitor and assess the progress of the small teams. A
166
minority of the veterans also perceived that the principal did not take into account
the years of experience that they had, which they thought could have been helpful in
the creation and implementation of the small team approach at Southfield. Feeling
spurned by the principal, these veterans expressed frustration that in his decision to
implement his plan, the principal did not solicit the opinions of the entire faculty.
8. While satisfied with the progress he has made in facilitating a positive
school culture that fosters collaboration, the principal is aware that his decision to
restructure the school has alienated some of the veterans on campus. He is concerned
that the structured collaborative work designed to improve student learning is
undermined in some groups because of the negative feelings that some veterans have
towards him. This, he adds, is most troubling because it precludes some novices
from actively participating in working with colleagues to inform their own growth
and the growth of the students. The principal is concerned that if left unchecked, this
could cause some of his more talented novices to leave Southfield.
Recommendations
The following recommendations are generated from the findings:
1. Before alterations are made to the existing structures of a school to
foster a positive and supportive culture that impacts professional and student growth,
a principal should initially assess the prevailing climate of a school and the existing
relationships between teachers. Additionally, a committee of novice and veteran
teachers, who have been selected by their peers, could be created. This committee
167
could identify possible concerns that the faculty as a whole has regarding any
proposed changes on campus.
2. A clearly articulated rationale that is data driven, and rooted in
student achievement, must be the impetus for the changes that will be discussed and
ultimately adopted by all stakeholders. Before adopting significant changes in school
structures that are geared towards supporting novice and veteran teachers in their
work both inside and outside of the classroom, the principal might consider breaking
the overarching goals into smaller ones that can be attained in increments.
3. In order to truly garner school wide support in adopting a plan that
changes the way teachers interact, the principal must, throughout the process,
empower both novice and veterans teachers. This could be accomplished by
frequently soliciting their input on an individual basis or in group settings. The
comments of the teachers could be used to modify those aspects of the collaborative
process that hinder the progress of the small teams.
4. The site principal should possess a comprehensive understanding of
current theory regarding the best ways to establish, assess, and monitor learning
communities. This knowledge could be shared with the entire administrative team,
who should also be expected to participate in the process of ensuring that student-
centered collaborative efforts exist on campus. Extensive training should be provided
to all faculty members in areas including, collaborative practices, goal setting,
assessment, and the adoption and use of professional discourse in impacting student
learning and achievement.
168
5. In all phases of the implementation process, and in the meetings that
take place among teachers in collaborative teams, the principal and the
administrative team must continuously assess the work that is completed. This
assessment should be based on the goals that have been collectively established
regarding professional and student growth. These assessment tools should be used by
the principal to identify the strengths and weaknesses of each team on campus, and
the quality of work that is completed. If properly executed, productive collaboration,
as a by product of a positive school culture, could help to empower teachers,
improve their level of satisfaction, inform professional development, and provide
both novice and veterans with the opportunity to enhance their instructional
practices.
6. During the process of implementing the structures that foster
collaborative practices, and in the work of the small teams, the principal must be a
visible and active presence. The principal must be willing to monitor the progress of
the academies and PLC’s, and offer guidance, support, and encouragement to both
individual members as well as whole groups. As an advocate of collective sharing
among teachers, the principal must ensure that all participants in the collaborative
process fully understand that they will be held accountable for engaging in dialogue
that serves to meet established goals relating to student achievement. From
identifying and personally speaking to those individuals who have chosen to
disregard collaborative work, to holding teams responsible for turning in a product
169
that will be assessed by the administrative team, the principal must be clear that
behavior that is not conducive to student growth will be called into question.
7. This study should be replicated at other school sites where turnover
rates of novice teachers is high, where collaboration among teachers is sporadic and
unproductive, and where student achievement has either dropped or has not
improved over a designated period of time. Data collected from other school sites
could be used to highlight any similarities or discrepancies in data and subsequent
findings generated from the study of Southfield High School. Additionally, a
comparison between two or more schools could help to contradict or validate the
findings identified in this study.
170
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APPENDIX A
Open-Ended Questionnaire Protocol for Novice Teachers at Southfield High School
Researcher:____________________ Date:__________
Before passing out the questionnaire, perform the following tasks:
1. Write my name (Researcher), and the date of the interview at the top of the
interview protocol sheet.
2. Give the teacher time to read the introductory paragraph.
3. Ask the teacher if there are any questions.
4. Collect the questionnaire after it has been completed.
Hi, my name is Ray Coriaty, and I am collecting data for a study on new teacher
support, and the involvement of the principal in cultivating a school culture that best
supports the needs of novices on campus. Your responses are a vital part of the data
collection process, and will be instrumental in improving the experiences of new
teachers during their initial years in the profession. You are not obligated to answer
any of the following questions. However, the answers you provide to the questions
on this questionnaire, and your identity will remain confidential throughout the
collection, analysis, and description of the findings.
Thank you for taking the time to answer these questions, and for allowing me to use
your responses for this study.
Sincerely,
Ray Coriaty
180
Open-Ended Questionnaire for Novice Teachers at Southfield High School
Researcher:____________________ Date:__________
1. What type of support from other members of the school community do you need
in order to have success at your school site?
2. How important is it to collaborate with other teachers on campus? Explain your
answer.
3. What type of support was provided to you by the principal to encourage, and
facilitate collaboration among teachers.
4. What role do you assume when working with colleagues relating to instructional
practices that can inform student learning? Explain your answer.
5. Describe the extent to which you are encouraged to participate in formalized
discussions with colleagues relating to student learning.
181
APPENDIX B
Interview Protocol for Novice and Veteran Teachers and
Principal at Southfield High School
Interviewer:_________________ Date:__________ Teacher/Principal
ID#:________________
Preparing for the Interview
Before the interview, perform the following tasks:
1. Review the questions on the interview protocol before speaking with interviewee.
2. Write my name (Interviewer), the date of the interview, and the ID number of the
interviewee at the top of the interview protocol sheet.
3. On an audiotape, write the ID# of the teacher or principal.
4. At the outset of the interview, state “This is Ray Coriaty. This is an interview with
Interviewee #_________________.”
Introduction
Hi, my name is Ray Coriaty, and I am collecting data for a study on new teacher
support, and the involvement of the principal in cultivating a school culture that best
supports the needs of novices on campus. Over the course of the next hour, I will be
conducting an interview in order to elicit your responses regarding your experiences
at the school. Your responses are a vital part of the data collection process, and will
be instrumental in improving the experiences of new teachers during their initial
years in the profession. Your answers to the questions that you are asked in the
interview, and your identity will remain confidential throughout the collection,
analysis, and description of the findings. Please feel free to ask any questions before
we begin the interview.
Thank you for taking the time to participate in this interview, and for allowing me to
use your responses for this study.
Sincerely,
Ray Coriaty
182
Interview Questions for Novice and Veteran Teachers and Principal at Southfield
High School
Interview Questions for Novice Teacher
1. Describe the expectations you initially had about working at Southfield High
School.
Probe: Could you tell me a little more about your transition from you credential
program to working at Southfield High School?
2. What has the principal directly or indirectly done to impact your initial years in
the profession?
Probe: Could you elaborate on the specific actions that that you have observed in the
principal that would speak to his involvement in your growth as a professional?
3. Are there structures within the school day that help foster collaboration between
you and your colleagues? Explain your answer.
Probe: In what way do these structures or lack of them, influence your experiences as
an educator at Southfield High School?
4. Describe the extent to which you are encouraged to participate in formalized
discussions with colleagues relating to student learning.
Probe: Are you saying that you feel empowered at the school to participate in any
decision-making process relating to student learning? Are you saying that you do not
feel as if you are part of the decision-making process at the school in regards to
student learning?
5. Describe your role when working with colleagues relating to instructional
practices that can inform student learning?
Probe: Can you elaborate on the specific roles that you take on in your interactions
with colleagues on campus?
183
Interview Questions for Veteran Teacher
1. Describe your relationship with novice teachers on campus.
Probe: Could you elaborate on the interactions you have with novices on campus?
2. Describe your relationship with the principal on campus.
Probe: Could you elaborate on the interactions you have with the principal?
3. Describe the effect of collaborating with colleagues on issues relating to student
learning?
Probe: In what ways does your success in the classroom depend on your ability to
work with colleagues on matters regarding student learning?
4. How would you describe the principal’s current efforts in fostering collegial
relationships among faculty members on campus?
Probe: Could you elaborate on the specific strategies that the principal uses to foster
collaboration among teachers on campus?
5. What is needed to help teachers succeed in the classroom?
Probe: Could you identify the specific types of support that teachers need to be
successful in the classroom?
Interview Questions for Principal
1. Describe your working relationship with novice and veteran teachers on campus.
Probe: Could you elaborate on the quality of the relationships you have with novices
and veterans on campus?
2. What is your role in helping novice teachers address the myriad of challenges they
might encounter at the school?
Probe: Are you saying that you have a direct role in helping new teachers address the
challenges they could possibly face on campus? Are saying that you indirectly help
new teachers overcome the challenges they face on campus?
3. What opportunities are given to all teachers to collaborate on issues regarding
student learning?
184
Probe: Could you tell me a little more about the specific structures that are currently
in place at the school that help teachers collaborate?
4. What challenges do you face in facilitating the creation of a school culture that
supports new teachers?
Probe: Could you elaborate on the sources of the problems that you face in
facilitating a positive school culture?
5. What strategies do you use to cultivate a positive school culture?
Probe: Could you explain the extent to which these strategies are useful in cultivating
a positive school culture that supports new teachers?
Abstract (if available)
Abstract
The purpose of this study was to examine the role and the processes that a principal must address when cultivating a positive school culture that supports novice teachers. As a component of a meaningful induction design that helps novices transition from their credential program to their new teaching assignment, the school culture can be a key variable in retaining beginning teachers. The factors that impede or support induction efforts at a school site, and the challenges and strategies that a principal must address in developing a school culture that can prove to be instrumental in retaining novices, were studied.
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Asset Metadata
Creator
Coriaty, Raymond
(author)
Core Title
A comparative study of novice and veteran teachers in response to principal initiated efforts to cultivate a positive school culture
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
04/01/2008
Defense Date
03/04/2008
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
OAI-PMH Harvest,Principal,school culture,school reform,teacher induction
Language
English
Advisor
Pensavalle, Margo (
committee chair
), Kaplan, Sandra (
committee member
), West, Kim (
committee member
)
Creator Email
coriaty@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-m1078
Unique identifier
UC1123074
Identifier
etd-Coriaty-20080401 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-66091 (legacy record id),usctheses-m1078 (legacy record id)
Legacy Identifier
etd-Coriaty-20080401.pdf
Dmrecord
66091
Document Type
Dissertation
Rights
Coriaty, Raymond
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Repository Name
Libraries, University of Southern California
Repository Location
Los Angeles, California
Repository Email
cisadmin@lib.usc.edu
Tags
school culture
school reform
teacher induction