Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.
Author ORCID Identifier
https://orcid.org/0000-0003-3565-033X
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Education
Year Degree Awarded
2022
Month Degree Awarded
May
First Advisor
Sharon Rallis
Second Advisor
Kathryn McDermott
Third Advisor
Raymond Sharick
Subject Categories
Education | Educational Administration and Supervision | Educational Leadership | Leadership Studies
Abstract
Principals are an influential factor in a child’s academic success (Manna, 2015; Louis et al., 2010; Waters et al., 2003). Although the path of influence is often indirect, principals affect student learning by developing and sustaining strong professional learning cultures (Hattie, 2009; Leithwood & Jantzi, 2012). As a result of the complexities surrounding principalship, a desire to understand the attributes, skills, and leadership actions of successful principals persists as an international focus of educational research. This study examines principalship through the experiences of various stakeholders within a school system utilizing a descriptive single case study ethnographic qualitative approach. This approach explores the relationships, experiences, and perceptions between a principal and those vertically aligned to the principal within the system from the teacher level to the superintendent. This study reflects a conceptual framework representing vertical professional learning within a system and several crosscutting cultural constructs supporting conditions for learning and communication across the system. Research methods included a participant inventory, document review, and non-structured interviews with various stakeholders in a single school district. This research supports that creating a learning culture requires a foundation of leadership talent that balances and reflects both instructional and transformative leadership attributes. When those leadership talents are maximized to foster conditions for collective capacity, collective efficacy, and reciprocal accountability, the leader has built a school that relies on its most valuable resource, its people.
DOI
https://doi.org/10.7275/28446743
Recommended Citation
Tranberg, Christopher J., "PROFESSIONAL LEARNING CULTURES AT WORK: HOW PRINCIPALS SERVE AS CATALYSTS FOR LEARNING" (2022). Doctoral Dissertations. 2576.
https://doi.org/10.7275/28446743
https://scholarworks.umass.edu/dissertations_2/2576
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Leadership Studies Commons