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Secondary Teachers As Early Childhood Principals: a Qualitative Case Study

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Secondary Teachers As Early Childhood Principals: a Qualitative Case Study University of Northern Iowa UNI ScholarWorks Dissertations and Theses @ UNI Student Work 2014 Secondary teachers as early childhood principals: A qualitative case study Brian Dale Kingrey University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©2014 Brian Dale Kingrey Follow this and additional works at: https://scholarworks.uni.edu/etd Part of the Educational Administration and Supervision Commons Recommended Citation Kingrey, Brian Dale, "Secondary teachers as early childhood principals: A qualitative case study" (2014). Dissertations and Theses @ UNI. 16. https://scholarworks.uni.edu/etd/16 This Open Access Dissertation is brought to you for free and open access by the Student Work at UNI ScholarWorks. It has been accepted for inclusion in Dissertations and Theses @ UNI by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Copyright by BRIAN DALE KINGREY 2014 All Rights Reserved SECONDARY TEACHERS AS EARLY CHILDHOOD PRINCIPALS: A QUALITATIVE CASE STUDY An Abstract of a Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Education Approved: _______________________________________ Dr. Victoria Robinson, Committee Chair _______________________________________ Dr. April Chatham-Carpenter Interim Dean of the Graduate College Brian Dale Kingrey University of Northern Iowa December 2014 ABSTRACT Research has demonstrated a correlation between effective education leaders, principals in particular, and student achievement. The correlation included characteristics, or responsibilities, that effective principals exhibit in order to raise student achievement. These responsibilities, along with developmentally appropriate practices, serve as conceptual frameworks for this case study. The purpose of this study was to examine the lived experiences of preschool through third grade teachers who have served under principals with early childhood/elementary backgrounds and those with backgrounds in middle/secondary education. This qualitative case study focused on 10 Iowa early childhood classroom teachers in grades preschool through third. Further, all participants currently teach in early childhood classrooms in various sizes of school districts from rural, suburban, and urban areas throughout the state of Iowa. Data collection was completed through survey, semi-structured interviews, and document review. This case study focused on the effects principals have on early childhood programming. The concept of early childhood educational leadership applies to Iowa’s early childhood principals who serve teachers, students, and families in grades preschool through third. Themes that appeared throughout this case study included an early childhood principal’s need to: (a) have a background in early childhood education, (b) have an advanced understanding of child development, (c) implement effective teaching strategies to close the achievement gap, (d) communicate and relate to staff and students effectively, and (e) be visible in the early childhood classrooms. Implications include the option for the Iowa Board of Educational Examiners (BOEE) to reexamine the effects of licensing principals PK-12. In addition, the institutes of higher education within Iowa may need to adjust their programming to better serve the needs of early childhood educational leaders. SECONDARY TEACHERS AS EARLY CHILDHOOD PRINCIPALS: A QUALITATIVE CASE STUDY A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Education Approved: _______________________________________ Dr. Victoria Robinson, Chair _______________________________________ Dr. Jill Uhlenberg, Committee Member _______________________________________ Dr. Timothy Gilson, Committee Member _______________________________________ Dr. Susan Etscheidt, Committee Member Brian Dale Kingrey University of Northern Iowa December 2014 ii DEDICATION Throughout my life I have been fortunate to have supportive adults in my life that guided my personal growth and educational experiences. My immediate family including my mom, dad, and sister guided my personal growth and development. In addition, my extended family was highly influential in my first accomplishments. Upon entering school, I found an additional set of supportive adults who were interested in my overall wellbeing. Elementary, middle, and high school provided me rich opportunities and learning experiences to grow not only academically but also socially and emotionally. Those teachers who had the greatest impact on my life from my elementary, middle, and high school years include Cheryl Hull, Lori Lourens, Jacqueline Duffy, Chris Hudson, Kurt Wallace, Tracy Coon, Judi Braaksma, and Brenna Autrey. While many other teachers have crossed my educational path, these individuals shared with me their craft, their beliefs, and their expertise in teaching, and they made learning an adventure. With my K-12 educational experience at an end and my college career beginning, I was introduced to several professors who guided my undergraduate learning at Central College. Those professors who taught me the most were Pamela Mahoney, Beverly Brand, Dr. Joy Prothero, and Dr. Phil George. These professors provided me the basis in educational theory and pedagogy, as well as brought me to deeper understanding of the two areas of education on which I iii focus greatly – early childhood education and literacy. I owe much to the efforts of these exceptional professors; they have given me more than they know. The last group I wish to thank for their work in my life is the group of teachers who were classified as my cooperating teachers throughout my high school and undergraduate years. Cheryl Hull, Carol Oliver, Terri Gotta, and Julie Wallace were exceptional examples after whom I modeled. Their classroom practices, paired with their knowledge of how children grow, develop, and learn, provided a basis for my career in teaching; their influence is seen in my everyday classroom. iv ACKNOWLEDGEMENTS I wish to thank the professors who guided me through the doctoral program and ultimately through the dissertation process. Dr. Victoria Robinson has been a valuable asset to me during my time in the Department of Educational Leadership. Dr. Robinson’s guidance and support has been sustaining for the past four years. She has great attention to detail and is quick to offer suggestions in terms of course requirements, dissertation direction, and overall program planning. I credit her with the success of the Department of Educational Leadership; she is an asset to the College of Education. I would also like to mention Dr. Jill Uhlenberg, Dr. Timothy Gilson, and Dr. Susan Etscheidt. These professors have played a monumental role in the development and completion of my dissertation. I chose these individuals to serve on my dissertation committee for specific reasons; they are the experts in each of their chosen fields of study, and they are essential pieces to the departments of Curriculum and Instruction, Educational Leadership, and Special Education. Their insights have proved essential as I worked through the dissertation component of my doctoral program. I am pleased with their service while on my committee, and I wish to extend to them a heartfelt, “Thank you.” v TABLE OF CONTENTS PAGE LIST OF TABLES ............................................................................................................. xi CHAPTER 1. INTRODUCTION .....................................................................................1 Leadership: A Teacher’s View ..................................................................................1 Year 1 ......................................................................................................................1 Years 2-6 .................................................................................................................3 Years 7-9 .................................................................................................................6 Reflections and Questions ...................................................................................8 Early Childhood Principal Leadership ....................................................................9 Statement of the Problem .........................................................................................10 Research Questions ...................................................................................................11 Definition of Terms ...................................................................................................12 Significance of the Problem .....................................................................................13 Assumptions ..............................................................................................................14 Limitations/Delimitations .......................................................................................14 Theoretical Framework ............................................................................................15 Organization of the Study ........................................................................................16 CHAPTER 2. REVIEW OF THE LITERATURE ..........................................................18 Early Childhood Education .....................................................................................20 Early Childhood Theorists .................................................................................21
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