INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. 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Ann Arbor, MI 48106 THE VOYAGE TO LEADERSHIP: JOURNEYS OF FOUR TEACHERS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy 1n the Graduate School of The Ohio State University By Marsha Ann Playko, 8.S., M.A. ***** The Ohio State University 1991 Dissertation Committee: Approved by C. R. Williams L. L. Stull S. Heck Collefge of Education J. C. Daresh Copyright by Marsha Ann Playko 1991 All Rights Reserved ACKNOWLEDGMENTS This was an extremely large endeavor for a small-town school teacher to undertake. However, as a result of the encouragement, sup­ port, and guidance displayed by colleagues, friends, and family, my dream of pursuing and obtaining my Ph.D. has become a reality. First, I want to express my sincere gratitude to my program ad­ visor and friend, Professor C. Ray Williams. It was during our many meetings that he would challenge my thoughts and perceptions, and also encourage me to move beyond present conditions and boundaries in de­ veloping a more creative vision of schooling. Second, I acknowledge the special efforts of Professor Shirley Heck who provided hugs of encouragement while also offering valuable insights regarding the planning and writing of this dissertation. Her warmth and friendship provided me with support throughout my program. Special thanks are also given to Professor Lorren Stull who gra­ ciously accepted to step 1n and serve as the chair of my dissertation committee. His gentleness and professional support were truly appre­ ciated. Very special deep, heartfelt thanks go to my friend, partner, and mentor, Professor John Daresh. It was through his continuous encour­ agement, guidance, and personal and professional support that I re­ alized that a small town teacher could indeed undertake such a large 11 endeavor and successfully transform a personal dream into a profes­ sional reality. Appreciation 1s also expressed to Ms. Carolyn Wycuff, department­ al secretary, who never failed to be charming and friendly while re­ laying messages for me, as well as providing answers to often triv ial questions. To my boss, colleague, and friend at the Ohio LEAD Center, David Shelby, I express thanks for always having a smile, and for displaying sincere support and concern during my doctoral program. Special thanks are also extended to the four candidates and the university facilitators who served as the respondents 1n this study. Throughout the two years of this study, we became good friends as well as supportive colleagues while each of us pursued our Individual dreams and professional aspirations. Finally, I express my sincere gratitude and love to my parents, Mary and Frank Smith, and to my in-laws, Anne and Leonard Playko, who displayed much interest and personal"support during the completion of my study. I really appreciated all of their thoughtfulness and spe­ cial efforts. To,my husband, Richard and my three children, Kelly, Nick, and Mark, I want simply to, most sincerely and lovingly, say thank you so very much for understanding and supporting me over the years, and in helping me to complete my dream successfully. 111 VITA December 9, 1950 Born, Columbus, Ohio 1971 B.S., Ohio University Athens, Ohio 1976 M.A., The Ohio State University 1971-present Teacher, Groveport- Madison Schools PUBLICATIONS Daresh, John C., & Playko, Marsha A. (1989). Ihe Administrative Entry Year Program: £ Resource Guide. Westerville, OH: The Ohio LEAD Center and the Ohio Department of Education. Playko, Marsha A. (1990). What 1t means to be mentored. NASSP Bulletin. 75 (526), 29-33. Playko, Marsha A. (Forthcoming). Mentoring to develop Instructional leaders. Theory Into Practice. Playko, Marsha A. (1989). The Ohio Entry Year Standard for Administrators. UCEA Review. 30 (3), 5. Playko, Marsha A. (1989). On mentoring and leadership development. Exchange: Bulletin of the National Network for Innovative Leadership Preparation. 1 (2), 4-8. Playko, Marsha A. (1990). A Resource Guide for First Year Administrators 1n Ohio. Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development, San Antonio, TX. iv FIELDS OF STUDY MAJOR FIELD: Education Educational Theory and Practice, Elementary Education MINOR FIELDS: Professional Development Educational Administration Curriculum and Instruction v LIST OF FIGURES Figure paS® 1 Human Relations Management ..............................................20 2 Human Resource Management ................................................ 21 3 Profiles of the Candidates .............................................. 73 4 Data Collection Timeline ...................................................79 vi TABLE OF CONTENTS ACKNOWLEDGEMENTS............................................................................................. .11 VITA...............................................................................................................................1v LIST OF FIGURES......................................................................................................Vi INTRODUCTION................................................................................................................1 CHAPTER PAGE I. INTRODUCTION TO THE STUDY.............................................................1 Background of the Study .................................................................4 Statement of the Problem...............................................................8 Limitations of the Study ...............................................................9 Significance of the Study ...........................................................10 Overview of the Study....................................................................11 II. REVIEW OF LITERATURE......................................................................12 Traditional Leadership Preparation Programs ...................12 Danforth Foundation Program for the Preparation of School Principals .......................................23 Leadership Theory ............................................................................27 Career Development Theory ................................46 Adult Development Theory .............................................................53 Personal Formation and Reflection .........................................59 III. RESEARCH DESIGN AND METHODOLOGY............................................. 62 Rationale for the Methodology Utilized ..............................62 Selection of Research Subjects................................................65 Description of the Research Subjects ...................................68 University Program Descriptions ..............................................73 Data Gathering Devices .................................................................77 Data Collection .................................................................................77 Analysis of the Data......................................................................89 Chapter Summary ..................................... 95 vii IV. PRESENTATION OF DATA.................................96 Relevant Theoretical Domains ................................................... 96 Development of the Analytic Framework ................................97 Presentation of Study Data ......................................................101 Leadership Theory ...............................................................102 Career Development Theory ............................................. 147 Adult Development Theory................................................160 Administrator Induction and Socialization 188 Chapter Summary ..............................................................................231 V. DATA ANALYSIS AND CONCLUSIONS............................................... 232 Conclusions