University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2005 From theory to practice: A multiple case study on novice administrators David T. Hobbs The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Hobbs, David T., "From theory to practice: A multiple case study on novice administrators" (2005). Graduate Student Theses, Dissertations, & Professional Papers. 9562. https://scholarworks.umt.edu/etd/9562 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. NOTE TO USERS This reproduction is the best copy available. ® UMI Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Maureen and Mike MANSFIELD LIBRARY The University of Montana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. **Please check "Yes" or "No" and provide signature** Yes, I grant permission Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. 8/98 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. FROM THEORY TO PRACTICE: A MULTIPLE CASE STUDY ON NOVICE ADMINISTRATORS by David T. Hobbs B.A., Colgate University, 2000 M. Ed., The University of Montana, 2003 Presented in partial fulfillment of the requirements for the degree of Doctor of Education The University of Montana May 2005 Approved by: Dean, Graduate School of Education S'- 2 0 -o s Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3180762 INFORMATION TO USERS 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 bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send 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. ® UMI UMI Microform 3180762 Copyright 2005 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Hobbs, David T. Ed. D. May 2005 Educational Leadership From Theory to Practice: A Multiple Case Study on Novice Administrators Chair Person: William P. McCaw, Ed. D. The purpose of this qualitative, multiple case study was to observe, analyze, and interpret the transition from the theoretical understanding of leadership to its application in the private, parochial administrative work environment. Using three purposefully selected novice principals, the research utilized semi-structured interviews, document analysis, daily observation and incident debriefing sessions to gain insight into this process of transformation. The central question of this research project was how do novice administrators recognize and utilize leadership theory in their daily practice? Four sub-questions were explored in order to support and frame the central question. 1. What contextual pressures are associated with the recognition and utilization of leadership theory in daily practice? 2. What personal characteristics are associated with the recognition and utilization of leadership theory in daily practice? 3. What transformations, if any, take place as the novice administrator moves from theoretical preparation to daily practice? 4. What is the association between the administrator’s perception of their actions, and the perceptions of professional associates? Thematic coding was used to analyze the various data sources, and the final analysis included both within and cross-case thematic development. Themes that emerged across cases involved issues of context, a conception of socio-political realities of school leadership, instructional leadership, and transformational leadership. Findings depicted the novice administrator in a disadvantageous position. Often making up for the mistakes of previous administrators and faculty distrust, they were able to reflect on leadership theory, but were limited in their ability to implement long term visionary change strategies. As a result, all administrators regarded themselves as in a position of service to the faculty. The manifestation of this role included foci on task completion and a role of support with regard to instruction. All administrators had high aspirations for the development of trusting relationships among the staff, and the ability to realize a shared vision with time. ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS There are many individuals to whom I am greatly indebted to for the opportunity to pursue my doctoral studies. First, my parents, whose unwavering support and financial aid made this possible. Next, my fiancee Kristen, who sacrificed countless hours of reality programming to proof-read seemingly unending revisions of this document. The subjects involved in this study also deserve my thanks. I greatly appreciate their willingness to engage in the research process, their candor, and perhaps most of all, their time. Lastly, I would like to thank the faculty and staff of the School of Education, The Department of Curriculum and Instruction, and most of all, The Department of Educational Leadership at The University of Montana. Working for the last three years with and among these professionals has been one of the best experiences of my life. My dissertation chair, Dr. Bill McCaw, deserves special thanks for his consistent attention to quality, no matter how we define it. Last but not least, thanks to my dissertation committee, Dr. Dean Sorenson, Dr. Bobbie Evans, Dr. Don Robson, and Dr. Carolyn Lott. You have all inspired me with your wisdom and care. iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS TABLE OF FIGURES..................................................................................... viii Chapter 1............. 1 Introduction ............................ ................. 1 Purpose .................................... 6 Significance of the Study ................................................................... 6 Research Questions ............................................................................................................... 7 Central Question ............................................................................. 7 Sub-Questions............................... 8 Limitations ......................................................................................................................8 Delimitations ..................................................................... 12 Assumptions .................................. 13 Definitions ........................................................... 13 Chapter 1 Summary.................................................................. 14 Chapter 2................... 16 The Building Administrator ...................................................................... ......:..................16 Bureaucratic Leadership............................................................................... 17 Leadership in Social Organizations ............................................................. 19 Participatory Leadership.....................................................................................................21 Organizational Climate..................................................................................................26 Classroom Instruction.....................................................................................................28 Organizational Commitment ............ 29 The Effects of Participatory Leadership................................ .. :..............30 On Managers and Leaders ......................................................................................... 33 Servant Leadership...............................................................................................................36 Contemporary Leadership Theory..................................................................................... 37 Instructional Leadership... ...........................................................................................38 Transactional Elements of Instructional Leadership ......................................................... 43 Transformational Leadership