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AN AUTOETHNOGRAPHY a Dissertation by CARL View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Texas A&M Repository A PRINCIPAL IN TRANSITION: AN AUTOETHNOGRAPHY A Dissertation by CARL HENRY DETHLOFF Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2005 Major Subject: Educational Administration © 2005 CARL HENRY DETHLOFF ALL RIGHTS RESERVED A PRINCIPAL IN TRANSITION: AN AUTOETHNOGRAPHY A Dissertation by CARL HENRY DETHLOFF Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, David A. Erlandson Committee Members Linda E. Skrla Luana J. Zellner R. Kelly Hester Head of Department Jim Scheurich December 2005 Major Subject: Educational Administration iii ABSTRACT A Principal in Transition: An Autoethnography. (December 2005) Carl Henry Dethloff, B.A., Austin College; M.A., Austin College Chair of Advisory Committee: Dr. David Erlandson This research represents a highly personalized account of the complexities, interpretations, and reflections of a principal in transition from one elementary school to another elementary school in the same district. Using myself as the subject and the researcher in the social context of an elementary school provided the impetus for this self-study. Through an insider’s vantage point, I have chronicled and traced the experiences of my own administrative transition using the qualitative methodology of autoethnography. This genre of qualitative research brings the reader closer to the subculture studied through the experiences of the author. While every campus and district has its own unique culture and environment, the introspection and evaluation provided by the methodology of autoethnography greatly facilitates an understanding of the processes of transition. The experiences I have encountered, the problems I face, and the interpretations derived from them will strengthen my own practice as a public school administrator and provide insight into the ever-changing administrative position called the principalship. iv Data gathering consisted of a reflexive journal, my personal calendar, faculty agendas, staff memos, and reflective analysis. At the completion of the school year common strands, key attributes, and coding of the data served to provide retrospective insights. These research tools were used to capture the experiences of my administrative transition. The results of this study were expressed in a personal narrative that comprises Chapters IV through VI. Chapters I through III present a traditional dissertation model that includes the introduction, review of literature, and research methodology. Chapter VII offers recommendations, a discussion of the findings and concluding remarks. v DEDICATION To my wife, Judy, whose constant encouragement, unwavering support, and patience provided me the willpower to continue my journey. Your confidence in me never faltered. Thanks for making my life complete. To my learning heroes: the late Dr. Robert Mason, Athletic Director and Men’s Basketball Coach at Austin College, whose mentoring and guidance about life still provide me strength; and my father, Henry Dethloff, your interest in my educational career, advice, and love are an inspiration for all dads. vi ACKNOWLEDGEMENTS It is with great appreciation that I extend my thanks to the many people that made this research come to fruition. I would like to thank the members of my committee for their support, constructive critique, and positive feedback throughout my experience. Dr. David Erlandson, who chaired my committee, provided the idea that prompted this study. I am continually intrigued by your vast knowledge base and willingness to push the margins of qualitative research. Your concern for me as a person, professional, and student mean more to me than words can express. Thanks for looking out for me the last ten years and never giving up hope! To my committee members: Dr. Linda Skrla, who continually shaped my work to be more scholarly and provided depth to the research through your insight and wisdom in the area of qualitative inquiry. Your feedback is always top-notch and pushes me to reach higher understanding. At the completion of each chapter I would pause and consider this question, “What would Dr. Skrla think?” This served as a quality control measure for my work. If my chapter passed this litmus test, I knew it would have value. Dr. Kelly Hester, I appreciate your kindness, words of encouragement, and timely feedback regarding my study. It was encouraging to have a professional viewpoint that was outside the realm of educational administration. However, more than anything, you provided me a connection to my Austin College family. Your participation on my committee was a constant support, and I thank you for your willingness to serve as a member. vii Dr. Luana Zellner, I thank you for “coming to my rescue” and serving on my committee in its final stages. Your enthusiasm, kind remarks, and constant support of me as a campus principal and TAMU student have always been first-rate. I also want to extend my gratitude to a couple of individuals that were always unwavering in their friendship, provided invaluable advice, and imparted meaningful guidance. Joyce Nelson, I can’t thank you enough for being a pillar of strength for me to lean on and showing me how to navigate through the quagmire of minutiae involved in a doctoral program. Clark Ealy, thank you for continually supporting my quest to make graduation a reality. Thanks for your guidance, advice, and encouragement. Finally, thanks to the real educators in my life, my daughters Caroline and Abbey. I didn’t know much about life, learning, or love until we were blessed with the two of you. viii TABLE OF CONTENTS Page ABSTRACT………………………………………………………………........ iii DEDICATION…………………………………………………………............ v ACKNOWLEDGEMENTS…………………………………………………... vi TABLE OF CONTENTS.................................................................................. viii CHAPTER I INTRODUCTION…………………………………………….. 1 Statement of the Problem……………………………… 5 Statement of Purpose………………………………….. 7 Research Questions……………………………………. 8 Operational Definitions………………………………... 9 Limitations…………………………………………….. 10 Design of the Study……………………………………. 10 Significance of the Study……………………………… 11 Contents of the Dissertation……………………............ 11 II REVIEW OF THE LITERATURE……………………............. 12 Organizational Leadership…………..…………............ 13 Evolution of the Public School Principal………............. 15 Qualities, Skills, and Expectations of the Modern Principal………………………………............... 20 Change Process in Schools…………….......................... 31 Moral Purpose……………….............................. 35 Understanding Change………………................. 37 Relationship Building……………...................... 38 Knowledge Creation and Sharing………………. 39 Coherence Making…………………………....... 42 School Culture……………………................................. 44 Culture and Leadership.................................................... 46 III RESEARCH METHODOLOGY……………............................ 55 Purpose of the Study………………………………........ 55 Methodology………………………................................ 57 ix CHAPTER Page History of Autoethnography............................................ 59 Telling the Story………………...................................... 62 Research Design and Methods……………………….... 63 Data Collection…………………………………............ 64 Data Analysis.................................................................. 68 Coding the Data............................................................... 70 Summary.......................................................................... 72 IV A PRINCIPAL IN TRANSITION…………………………….. 74 The New Subculture…………………………………..... 74 My Experience at Luckett Elementary………………… 81 The Maturation Process………………………............... 83 Back to Reality……………………................................. 85 The Time Is Now……………………….......................... 88 Switching Offices and Making a Change………………. 94 V BECOMING THE PRINCIPAL OF ANOTHER SCHOOL……………………...................................................... 103 My New Pad………………………………………......... 103 The Teachers Arrive......................................................... 107 Staff Development............................................................ 111 We’re Back...The Students Arrive……………………... 121 Lets Call It a Day………………...................................... 127 Increasing Our Relationships............................................ 128 VI A NEW SCHOOL YEAR AND A NEW PRINCIPAL.............. 132 The Fall Semester Is Underway....................................... 132 Instructional Focus.......................................................... 135 Oops, I Goofed................................................................ 140 The Honeymoon’s Over!................................................. 142 If You Can’t Beat Them, Join Them............................... 146 Holliday Jollies................................................................ 152 Out with the Old, In with the New................................ 153 Member of the “Gang”.................................................... 155 Spring Has Sprung........................................................... 156 The End Is Near............................................................... 159 x CHAPTER Page VII CONCLUSIONS........................................................................
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