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How Virtual Administrator Behaviors Impact Instruction

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How Virtual Administrator Behaviors Impact Instruction HOW VIRTUAL ADMINISTRATOR BEHAVIORS IMPACT INSTRUCTION: A CASE STUDY by Tamra Lanning Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2018 2 HOW VIRTUAL ADMINISTRATOR BEHAVIORS IMPACT INSTRUCTION: A CASE STUDY by Tamra Lanning A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2017 APPROVED BY: Dr. Jared Bigham, Ed.D., Committee Chair Dr. Jason Bell, Ed.D., Committee Member Dr. Bruce Kirk, Ed.D., Committee Member 3 ABSTRACT The purpose of this case study is to present an in-depth understanding of virtual teachers’ perceptions of how virtual school administrators’ instructional leadership behaviors impact instruction. The theory guiding this study is Haim Ginott’s theory of congruent communication (Ginott, 1965, 1972). Ginott (1972) described congruent communication as harmonious and authentic, where words match the feelings. Virtual school administrators and teachers must rely heavily on communication to accomplish goals. How virtual school administrators relay expectations, criticism, and praise will impact teacher instruction. The experiences associated with teachers and administrators in brick and mortar schools will serve as a framework for discussion about the gap that exists in the literature concerning this issue in virtual schools. Data will be collected through virtual individual interviews, virtual focus group interviews, and documents. Data collected will be analyzed for common themes that transcend the cases (Yin, 2009). The data analysis will allow for conclusions to be drawn about the overall meaning resulting from the case study and general lessons that can be learned (Creswell, 2013). Keywords: instructional leadership, virtual administrator, virtual education, virtual teacher. 4 Dedication This paper is dedicated to my husband, Jeff, and our children, Mackenzie, Emily, and Tucker. My husband has been my greatest source of encouragement, cheering me on during the times I did not think I would make it through. His constant belief in my ability to do this spurred me on more than he will ever understand. Our children gave me the space I needed to work, left notes of encouragement, and picked me up during some of the toughest times. I love you all more than you will ever know. None of this would have been possible without Jesus Christ and His relentless love, guidance, and sustainability throughout my life. I am forever thankful for the multitude of blessings He has bestowed on my life. This paper is also devoted to the educators who are passionately paving the way for online education in order to serve the many students who benefit from this form of education. You are often undervalued and always overworked. I consider myself extraordinarily blessed to have worked with so many educators who have truly taught me what it means to be a teacher. You are all my heroes. 5 Table of Contents ABSTRACT .................................................................................................................................... 3 Dedication………………………………...……………………………………………….............4 List of Tables ................................................................................................................................ 10 List of Figures ............................................................................................................................... 11 List of Abbreviations .................................................................................................................... 12 CHAPTER ONE: INTRODUCTION .......................................................................................... 13 Overview ........................................................................................................................... 13 Background ....................................................................................................................... 14 Historical Context ................................................................................................. 16 Social Context ....................................................................................................... 17 Theoretical Context ............................................................................................... 18 Situation to Self................................................................................................................. 19 Problem Statement ............................................................................................................ 21 Purpose Statement ............................................................................................................. 22 Significance of the Study .................................................................................................. 23 Research Questions ........................................................................................................... 24 Central Question ................................................................................................... 25 Subquestions ......................................................................................................... 25 Definitions………………………………………………………………………………..27 Summary…………………………………………………………………………………27 6 CHAPTER TWO: LITERATURE REVIEW .............................................................................. 29 Overview ........................................................................................................................... 29 Theoretical Framework ..................................................................................................... 29 Behaviors .............................................................................................................. 30 Discipline .............................................................................................................. 31 Communication ..................................................................................................... 32 Related Literature .............................................................................................................. 33 Teacher and Administrator Communication ......................................................... 34 Rise of Virtual Education ...................................................................................... 36 The State of Virtual Education ............................................................................. 39 Virtual Education and Administration .................................................................. 42 Instructional Leadership ........................................................................................ 44 Preparation and Role of a Virtual Administrator .................................................. 47 Preparation and Role of a Virtual Teacher ........................................................... 50 Teacher Retention ................................................................................................. 53 Use of Time ........................................................................................................... 54 Teacher Perspectives on Administration .............................................................. 56 Summary ........................................................................................................................... 58 CHAPTER THREE: METHODS ................................................................................................ 60 Overview ........................................................................................................................... 60 Design ............................................................................................................................... 60 Research Questions ........................................................................................................... 61 7 Central Question ................................................................................................... 61 Subquestions ......................................................................................................... 61 Setting ............................................................................................................................... 62 Participants ........................................................................................................................ 62 Procedures ......................................................................................................................... 64 The Researcher’s Role ...................................................................................................... 65 Data Collection ................................................................................................................. 67 Individual Interviews ............................................................................................ 67 Focus Group Interviews ........................................................................................ 70 Documents ............................................................................................................ 71 Data Analysis .................................................................................................................... 72 Trustworthiness ................................................................................................................. 74 Credibility ............................................................................................................
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