A Qualitative Intrinsic Case Study to Explore Perception of Servant Leadership Among Novice Assistant Principal
Date
2018-12
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Abstract
Assistant principalship is the first step in educational leadership. Much is required of the new
assistant principal, which needs to be learned with little training. There is sufficient information
describing the work environment of a novice assistant principal. There is a specific gap in the
research to understand the knowledge novice assistant principals have regarding servant
leadership theory, skills, and resources. The qualitative intrinsic case study will explore the
familiarity novice assistant principals have with servant leadership and what servant leadership
traits align as best practices in the leadership role. The purpose of the qualitative intrinsic case
study is to explore the familiarity of servant leadership concepts among 15 novice assistant
principals in the Northern Virginia region. The research is designed with open-ended questions
to be given in an interview format. The 15 novice assistant principals will be selected from four
school systems and have no more than three years of administrative experience. Collection of
data is from three instruments: an interview to explore familiarity with servant leadership,
completing a Word document detailing job responsibility, and a webinar designed for a focus
group. Data will be analyzed by a triangulated method to include preset and emergent coding
systems, which lead to categorical analysis. The study will benefit novice assistant principals in
seeing servant leadership as a viable resource for the work environment. Additionally, the study
will enhance foundational knowledge in educational leadership and educational professional
development
Description
This qualitative study is intended to be a resource for novice assistant principals and to serve as a stepping stone for further research regarding servant leadership in an educational environment.
item.page.type
Dissertation