Proquest Dissertations
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Ml 48106-1346 USA 800-521-0600 EDUCATIONAL ADMINISTRATIVE PROBLEM SOLVING IN THE INFORMATION AGE DISSERTATION Presented in Partial Fulfillment of the Requirement for the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Lynne Geissinger Perez ***** The Ohio State University 1999 Dissertation Committee: Approve Professor Cynthia Uline, Advisor Professor Brad Mitchell Advisor Professor Phyllis Panzano ^ College of Education DMI Number: 9941407 UMI Microfonn 9941407 Copyright 1999, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright by Lynne Geissinger Perez 1999 ASSTRACl This individual case study examines the problem-solving practice of an expert educational administrator and his use of computer technology within that practice. It aims to understand how the expert finds, creates, interprets, and solves problems, and it explores the role of intuitive thinking within those processes. The study endeavors to understand to degree to which the efficiency of the computer, coupled with its capacity to access information, can assist in the expert's problem solving. And, it seeks to identify the ways in which this administratofs personal attributes and perceptions about computer technology influence its acquisition and use. A qualitative research design and methodology were chosen. Findings indicate that this expert educational administrator finds and solves problems proactively, strategically, and collaboratively and employs his intuition as a source of problem-finding and problem-solving information. Further, the study finds that he utilizes his computer primarily to access and communicate information, to educate self and others, and to cultivate instructional change. Finally, the study reveals a connection between problem solving expertise and the effective acquisition and use of computer technology. Dedicated to Ray, Ramon, and Christina whose love, support, and encouragement have always been everything to me 111 ACKNOWLEDGMENTS Nearly four years ago, when I began graduate school to earn my masters in educational administration, 1 had no idea of the journey upon which I was about to embark. Assigned a new assistant professor as my advisor, I started classes and settled in as a full time student. Two quarters in to my graduate career, I received a call that changed my life. At the urging of my advisor, I had been invited to attend an informational tea For students interested in pursuing a doctoral degree in education. Surprised, but intrigued, I attended the tea and the rest, as they say, is history. Thanks to my advisor. Dr. Cynthia L. Uline, I have achieved a goal 1 never would have thought possible. Her early confidence and her continuing mentorship have been invaluable. Cynthia, thanks for finding me, for encouraging me, and for pushing me. Thank you for your patience, your kindness, and for all of the time you have invested in my graduate education and my future. And, thank you, Cynthia, for sharing the tools of your professorial craft with me. To the real Dr. Mark Davidson, I extend my sincere gratitude for sharing your expert practice so generously, humbly, and kindly. You are truly an expert school leader in every sense of the word. I only hope this account of your practice brings you some sense of what you give each day to your students, staff, and school community. To my committee. Dr. Brad Mitchell and Dr. Phyllis Panzano, thank you for your IV contribution to my work. I also wish to thank Dr. Helen Marks serving on my candidacy exam committee. To Dr. Patti Lather, thank you for sharing your expertise in qualitative research. I learned so much from you. The content and delivery of your coursework provided a strong foundation for my work and challenged me to think in ways I never thought possible. To my cohort, Roger, Joann, Timm, and Nancy, without all of you, that first year might have been my last. You each enriched this experience, otTering support, humor, intellect, and someone to lean on when things got tough. I wish you all the very best. To my dear friends, Barbara and George Petzelt, thanks for always being there and offering that get-away I needed so often. And, to Sue Brenner, even though we are separated by miles, you always have been one of my biggest supporters. 1 thank you for your friendship and encouragement. Finally, to Ray, I give my love and gratitude for your unending faith in me. Always, you encouraged me with love, patience, and support. Without you, this wouldn't have been possible. And, to our children, Ray and Chris, thanks for your love and support. VITA February 9, 1952 Bom, Coronado, California 1974 B.A. University of Northern Colorado, Greeley, CO 1985-1995 Teacher, Deer Path Junior High School, Lake Forest, IL FIELDS OF STUDY Major Field: Education VI TABLE OF CONTENTS Page Abstract................................................................................................................................ii Dedication.......................................................................................................................... iii Acknowledgments............................................................................................................. iv V ita......................................................................................................................................vi List of Tables......................................................................................................................xi CHAPTER 1; INTRODUCTION........................................................................................1 Educational Administration: A Problem-Solving Perspective.......................................... 3 The Work of School Administration.......................................................................5 School Leadership as Problem Solving.................................................................. 8 Expert Administrative Problem Solving................................................................11 Applying Computer Technology to Administrative Problem Solving............................16 Purpose of the Study ............................................................................................................ 18 Research Questions..............................................................................................................18 Basic Assumptions...............................................................................................................18 Limitations of the Study.......................................................................................................18 Definition of Term s..............................................................................................................19 CRAPTER 2: REVIEW OF THE LITERATURE............................................................21 Leadership of the Educational Organization.......................................................................22 Early Leadership Research...................................................................................... 22 A Contingency Approach........................................................................................ 25 School Leadership in Context.................................................................................27 Types o f Leadership.................................................................................................29 Transformational Leadership...................................................................... 29 Cultural Leadership ..................................................................................... 31 Leadership as Cognition.......................................................................................................34 Judgment and Decision Making...............................................................................36 A Cognitive Approach..............................................................................................39