Date of Award

2-3-2015

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Douglas Lare, Ed.D.

Second Advisor

Robert Millward, Ph.D.

Third Advisor

Patricia Smeaton, Ed.D.

Fourth Advisor

Angelo Senese, D.Ed.

Abstract

Administrators are continually involved in trying to enhance learning within their schools. With new requirements regarding teaching observations and the implementation of Common Core standards, school administrators are being asked to take on a new set of administrative tasks. One important task of principals is to be directly involved in classroom instructional practices and increase their influence as instructional leaders. This case study examined how principals and teachers in a suburban school district located in Southeastern Pennsylvania perceive the program, Administrators with Class. It is a program where once per semester the superintendent requires administrators/principals to return to the classroom to teach. In the meantime, the teacher of record is afforded the opportunity to visit peer classrooms. This study specifically looks to uncover the impact of this program as it relates to principal and teacher relationships, classroom techniques, and the perception of principals as instructional leaders. To uncover the perceptions of the program, the study utilizes qualitative coding techniques derived from surveying and interviewing participants in the program. This research will fill the gap in the literature that exists in regard to teaching principals, specifically the evaluation of an existing program that includes grades K-12. The superintendent and 20 selected administrators participated in face-to-face or telephone interviews, while 14 selected teachers completed a survey on Google Doc. A total of 34 individuals participated in the study. The study was completed during the second year of the program's existence. Examining a program such as Administrators with Class may provide options for principals looking to meet the demands of fulfilling their role as instructional leaders. Learning about the experiences and perceptions principals and teachers are having while participating in the program provides insights in determining the effectiveness of the program and examining the level of trust and confidence teachers have in their principals as instructional leaders.

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