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Career Pathways to School Leadership: A Case of Florida State University Educational Leadership Program Completers
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Career Pathways to School Leadership: A Case of Florida State University Educational Leadership Program Completers. |
| 개인저자 | Sampson, Erin M. |
| 단체저자명 | The Florida State University. Educational Leadership & Policy Studies. |
| 발행사항 | [S.l.]: The Florida State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 105 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781088313220 |
| 학위논문주기 | Thesis (Ed.D.)--The Florida State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Akiba, Motoko. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | Despite the critical role of school leaders in supporting teachers and improving student learning and the importance of ensuring qualified candidates to enter school leadership positions, perceptions and experiences of leadership preparation program completers regarding the career pathways into leadership are not yet fully understood. This mixed-methods study conducted a survey of 37 graduates and interviews of 9 graduates who graduated from the Florida State University's Educational Leadership and Administration (EDA) master's, specialist, and modified certificate programs between fall 2012 and summer 2018 to examine their career decision and experience with seeking and securing an assistant principal (AP) position. The study identified three career pathways-pathway 1: the graduates who have never applied for an AP position (17 or 46%), pathway 2: the graduates who have applied and secured an AP position (12 or 32%), and pathway 3: the graduates who have applied but not secured an AP position (8 or 22%). The main reason identified for not applying for an AP position was a concern with work-life balance due to the heavy AP responsibilities. Interview data revealed that pathway 2 completers had a clear understanding of the path and opportunities to achieve securing an AP position, were never discouraged even after multiple rejections in pursuing an AP position, and they built positive relationships with school and district leaders which helped them build their good reputation in the district. Pathway 3 completers indicated that they did not receive clear guidance as to how to secure an AP position, were discouraged after experiencing multiple rejections and started to have some doubt in the process, and they did not have positive relationships with school or district leaders who could have potentially helped them secure an AP position.viii An important implication of this study is for program completers to set realistic expectations regarding the timeline to secure an AP position so that they do not feel discouraged by multiple rejections |
| 일반주제명 | Educational leadership. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
