Dissertation & Research - Dr. Michael P. Smith – La Casa de Esmis

Doctoral Dissertation Materials

Abstract

PRINCIPALS AS ROLE MAKERS: A STUDY OF ILLINOIS PRINCIPALS’ PERCEPTIONS OF INSTRUCTIONAL LEADERSHIP
Michael P. Smith
228 Pages, August 2006

The purpose of this two-phase mixed methods study was to better understand how Illinois principals perceive and manage the many role expectations placed on them. Within the context of their approach to instructional leadership, follow-up interviews were used to further explore the role-making dimensions of their leadership practices.

Phase 1 of the study utilized a web-based survey designed to identify principals who perceive themselves to be role makers. In Phase 2, the researcher followed up with selected individuals to determine which lived experiences best match the definitions of role-making behavior that contribute to success as an instructional leader. The emerging themes from this research provide a better understanding of how principals who perceive themselves as role makers approach instructional leadership.

From the findings of this research, several benefits were identified for building principals who successfully model role-making behaviors. These benefits include reduced role stress, increased delegation of traditional leadership tasks, improved communication with staff, students, and their families, shared leadership, and better time management.

This study provided meaningful data that leads to recommendations for practice and further study. Recommendations for practice focus on including role-making strategies and knowledge for principal preparation programs; providing workshops to enhance communication with staff, delegate more shared leadership roles, and promote improved relationship skills for building principals; and encouraging best practices to assist the principal in their leadership role. Some recommendations for further research are also suggested.

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Reflections on Leadership: Principals as Role Makers

In 2007, I completed my doctoral research at Illinois State University, focusing on a critical tension in education: how school leaders move beyond mere "role-taking" (following a job description) to active "role-making" (shaping the instructional culture of their schools).

The Connection to Level 5 Leadership

In the concluding findings of my dissertation, Principals as Role Makers: A Study of Illinois Principals’ Perceptions of Instructional Leadership, I integrated the concepts popularized by Jim Collins in Good to Great. Specifically, I found that the most effective instructional leaders mirrored the qualities of Level 5 Leadership.

"Level 5 leaders channel their ego needs away from themselves and into the larger goal of building a great company. Their ambition is first and foremost for the institution, not themselves."

For a school principal, "role-making" is the ultimate expression of this humility and professional will. It requires a leader to look out the window to apportion credit for success to their teachers and staff, while looking in the mirror to apportion responsibility for setbacks. My research highlighted that when principals perceive themselves as "Role Makers," they are better equipped to build the "Hedgehog Concept" for their schools—focusing with crystalline clarity on what their specific school community can be the best in the world at achieving.

Research & Library Resources

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