A CASE STUDY: THE ISSUES HIGH SCHOOL PRINCIPALS ENCOUNTER WITH INSTRUCTIONAL SUPERVISION By GREGORY CURTIS GENTRY, SR. (Under the direction of DR. SALLY J. ZEPEDA) ABSTRACT This case study explored the perspectives of four high school principals regarding the definition of instructional supervision, the process of instructional supervision, the climate that enhances instructional supervision, what gets in the way of principals supervising teachers, and the structure of the high school. The constant comparative method of data analysis was used in this qualitative study. Drawing from the literature in the areas of the purposes and intents of instructional supervision and the history of the principal as instructional leader, the researcher examined the construct of instructional supervision within the high school setting. Results indicated that principals could not clearly articulate a definition of supervision, but rather, they defined supervision as evaluation. The factors that enhanced supervision included trust and management style. Findings indicate that due to the compartmentalized nature of the high school that the principals in this study were stymied by their inability to set priorities based on work demands and lack of expertise across specialized content areas. Other constraints included role entanglements between assistant principals, department chairs, and instructional coordinators that prevented the principals from emerging as informed instructional supervisors in their buildings. Discussion and implications are presented for principals, school systems, and leadership preparation programs in higher education. INDEX WORDS: Instructional supervision, Supervision, Teacher Evaluation, High School, Principal, Leadership, Instructional Leadership. A CASE STUDY: THE ISSUES HIGH SCHOOL PRINCIPALS ENCOUNTER WITH INSTRUCTIONAL SUPERVISION by GREGORY CURTIS GENTRY, SR. B.S., Georgia College and State University 1990 M.Ed., Georgia College and State University 1995 Ed.S., The University of Georgia 1996 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION ATHENS, GEORGIA 2002 © 2002 Gregory Curtis Gentry, Sr. All Rights Reserved A CASE STUDY OF THE ISSUES HIGH SCHOOL PRINCIPALS ENCOUNTER WITH INSTRUCTIONAL SUPERVISION by GREGORY CURTIS GENTRY, SR. Approved: Major Professor: Dr. Sally J. Zepeda Committee: Dr. Kenneth Tanner Dr. C. Thomas Holmes Dr. Julius Scipio Dr. Anthony Strange Electronic Version Approved: Gordon L. Patel Dean of the Graduate School The University of Georgia August 2002 DEDICATION This work is lovingly dedicated to my wife, Mary H. Gentry. This project would not have been without her love, help, and support. iv ACKNOWLEDGEMENTS This undertaking has been accomplished with the additional help and support of many individuals. Each of these individuals played a different role, whether it be knowledge or support. To my chair, Dr. Sally Zepeda, thank you for directing my research. Your knowledge and work ethic have motivated me. The worth of your tireless patience and timely advice can never be measured. Your guidance made this journey a success. To my committee, Dr. Ken Tanner, Dr. Tom Holmes, Dr. Anthony Strange, and Dr. Julius Scipio, thank you for your support and willingness to serve in this capacity. To the superintendent of the Samville County School System for allowing me to be a part of the Samville County School community and to the four high school principals who graciously shared their thoughts on instructional supervision. To my parents, Annette and Ralph Gentry and Carolyn Hamrick, without whose love, support, and babysitting, this project would never have been completed. To my sons, Curt and J. W., who have been patient (most of the time), may this inspire you to work hard and do your best. To my mentor, friend, and teacher, Dr. Erin Weaver, I can never repay you for all of the encouragement and support. You were there since the beginning. To my school staff and administrative team, Kim Halstead, Janette Dogan, Robin Boutwell, Anthony Lunceford, Cheryl West, Cindy Reardon, thank you for all your support. This project is part of each of you. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .................................................................................................v CHAPTER I INTRODUCTION.........................................................................................1 Statement of the Problem............................................................................1 Theoretical Significance .............................................................................2 Significance of the Research....................................................................... 9 Purpose of the Study..................................................................................10 Research Questions....................................................................................10 Definition of Terms....................................................................................11 Assumptions...............................................................................................11 Limitations of the Study.............................................................................11 Overview of Research Procedures .............................................................12 Organization of the Dissertation................................................................12 CHAPTER II REVIEW OF THE LITERATURE...........................................................14 Introduction................................................................................................14 History of Supervision...............................................................................15 Purposes and Intents of Supervision..........................................................19 vi vii The Yuck of Supervision...........................................................................29 History of the Principal and Instructional Supervision..............................31 The High School........................................................................................34 Chapter Summary......................................................................................37 CHAPTER III RESEARCH DESIGN AND METHODS .................................................39 Research Design and Rationale..................................................................39 Data Collection..........................................................................................44 Context of the Study..................................................................................45 Profiles of Participants...............................................................................56 Data Collection Procedures........................................................................59 Data Analysis .............................................................................................62 Trustworthiness..........................................................................................67 Limitations .................................................................................................71 Chapter Summary......................................................................................72 CHAPTER IV FINDINGS ................................................................................................74 School System............................................................................................75 The Context of Supervision in Samville County.......................................75 Individual Cases.........................................................................................78 Common Themes .....................................................................................118 Defining Supervision...............................................................................119 The Supervisory Process..........................................................................128 The Climate that Enhances Supervision..................................................132 viii CHAPTER V SUMMARY, IMPLICATIONS, AND DISCUSSION FOR FURTHER RESEARCH.....................................................................................................................147 Summary of the Study.............................................................................147 Discussion................................................................................................149 Defining Supervision...............................................................................149 The Process ..............................................................................................151 The Climate..............................................................................................155 What Gets in the Way of Supervision......................................................157 Structure of the High School....................................................................160 Implications for School Systems that Include High Schools ...................161 Implications for Higher Education...........................................................163 Implications for Further Research............................................................164 Final Commentary....................................................................................164 REFERENCES ................................................................................................................165