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Single and Multiple Leadership Roles of Building Principals: Perceived Differences in Leadership Responsibilities in Selected Midwestern Districts

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Single and Multiple Leadership Roles of Building Principals: Perceived Differences in Leadership Responsibilities in Selected Midwestern Districts Western Michigan University ScholarWorks at WMU Dissertations Graduate College 6-2016 Single and Multiple Leadership Roles of Building Principals: Perceived Differences in Leadership Responsibilities in Selected Midwestern Districts Michael A. Gaunt Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Educational Administration and Supervision Commons Recommended Citation Gaunt, Michael A., "Single and Multiple Leadership Roles of Building Principals: Perceived Differences in Leadership Responsibilities in Selected Midwestern Districts" (2016). Dissertations. 1617. https://scholarworks.wmich.edu/dissertations/1617 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. SINGLE AND MULTIPLE LEADERSHIP ROLES OF BUILDING PRINCIPALS: PERCEIVED DIFFERENCES IN LEADERSHIP RESPONSIBILITIES IN SELECTED MIDWESTERN DISTRICTS by Michael A. Gaunt A dissertation submitted to the graduate college in partial fulfillment of the requirements for the degree of Doctor of Philosophy Educational Leadership, Research and Technology Western Michigan University June 2016 Doctoral Committee: Walter L. Burt, Ph.D., Chair Patricia L. Reeves, Ph.D. Donald J. Viegut, Ph.D. SINGLE AND MULTIPLE LEADERSHIP ROLES OF BUILDING PRINCIPALS: PERCEIVED DIFFERENCES IN LEADERSHIP RESPONSIBILITIES IN SELECTED MIDWESTERN DISTRICTS Michael A. Gaunt, Ph.D. Western Michigan University, 2016 Principals play a critical role supporting the student’s academic achievement. Their work has become increasingly challenging over past decades due to demands for increased accountability and a decline in fiscal and human resources. Principals, regardless of size and geographical locations, have had to assume additional work responsibilities, including additional administrative roles, in response. There is a plethora of research documenting the important role principals provide in supporting the academic achievement of students (Chickering and Reisser, 1993; Cotton, 2003; Figlio, 1999; Halinger and Heck, 2011; Leithwood, 1994; and Senge, 2007). Marzano et al’s., (2005) research, as described in his book, School Leadership That Works, identified 21 principal responsibilities for school leadership that are empirically correlated to increased student achievement. Given the current dilemma of an increasing number of principals having to assume additional leadership responsibilities, coupled with continuing demands placed on school leaders and teachers to increase student achievement, this investigator sought to determine whether there were differences, if any, between principals who held single and multiple administrative roles and their ability to implement Marzano’s second-order change responsibilities. To conduct this study, 62 principals in a Midwestern area were contacted and asked to participate. A SurveyMonkey instrument was administered to principals and they were asked to indicate their level of agreement with 36 statements related to Marzano et al’s. (2005) second-order principal-leadership responsibilities. The study identified seven directional hypotheses that were closely aligned to Marzano’s second-order change responsibilities. An independent t-test was used to determine whether there was a significant difference in the perception of principals in schools with single administrative roles, as compared to principals holding multiple administrative roles, and their capacity to implement Marzano’s second-order change responsibilities. Findings in this study indicate there was one hypothesis that found a significant difference between the two groups of principals. Principals with multiple administrative roles indicated they had more difficulty in monitoring and evaluating staff, programs, and procedures than their corresponding counterparts. The study concludes with recommendations for further study and suggestions to district administrators, professional organizations and school boards for improving the working conditions of principals in these challenging positions. Copyright Michael A. Gaunt 2016 ACKNOWLEDGEMENTS This has been nearly a decade of grateful effort. Greatest thanks goes to HP for giving me each day to continue working. Deepest thanks to my committee. Don has kept me grounded in the reality of an administrator's life, Pat in the changing future that is facing our leaders, and Walter for many years of getting me to understand that I am capable of more. In addition, Mary inspired me to see that I could still write, reminded me how to, and Diane kept all of us organized, answering my endless questions. Finally, for my tolerant family. My parents for sanctuary in the southern end of my world. Emely, Ben, Maggie, Charles, and Joshua... You have given me the freedom to finish the "200 page paper"--I love you all. Michael A. Gaunt ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................................................ ii LIST OF TABLES ......................................................................................................................................... vi CHAPTER 1 .....................................................................................................................................................1 INTRODUCTION ........................................................................................................................................1 Problem Statement ....................................................................................................................................4 Background of the Problem ......................................................................................................................6 Conceptual Framework ..........................................................................................................................10 Hypotheses of Study ...............................................................................................................................13 Research Variables .................................................................................................................................15 Research Design .....................................................................................................................................15 Population ...........................................................................................................................................16 Sample ................................................................................................................................................16 Selection .............................................................................................................................................16 Procedures for Data Collection ..........................................................................................................16 Instrumentation ...................................................................................................................................17 Data Analysis ......................................................................................................................................18 Significance of Study .............................................................................................................................19 Delimitations of Study ............................................................................................................................22 Limitations of Study ...............................................................................................................................23 Assumptions ...........................................................................................................................................23 Definition of Terms ................................................................................................................................23 CHAPTER 2 ...................................................................................................................................................25 LITERATURE REVIEW ...........................................................................................................................25 Evolution of Principal Role ....................................................................................................................25 The Principal as Manager ...................................................................................................................28 iii Table of Contents - continued The Civil Rights Movement ...............................................................................................................34 The School Effectiveness Movement .................................................................................................42 Transformative Leadership Practices and Second-Order Change ..........................................................47 Situational Context in Leadership Effectiveness Research ....................................................................51 School Funding and Student Achievement ............................................................................................56 Rural School Funding .............................................................................................................................66
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