Leadership Development Practices of School-Based Administrators: The Impact of Trust and Humility

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dc.contributor.advisorBrandon, James Edward
dc.contributor.authorBushell, Ross James
dc.contributor.committeememberJacobsen, Michele
dc.contributor.committeememberBrown, Barbara
dc.date2019-06
dc.date.accessioned2019-03-27T20:27:27Z
dc.date.available2019-03-27T20:27:27Z
dc.date.issued2019-03-26
dc.description.abstractHow school principals support assistant principals aspiring to the role of the principal is of critical importance in educational leadership. The purpose of this case study was to investigate how principals within one urban school district identify leadership potential and nurture the growth of assistant principals aspiring to the principalship. The rationale for examining this topic was to explore how principals understand their role in leadership development within a public-school setting. Supporting the development of aspiring leaders within a school setting is of great importance for the future of school leadership, especially in the Canadian province of Alberta where this study was conducted. The Alberta School Leadership Framework (Alberta Education, 2010) indicated that 49% of school leaders would reach the average retirement age of 57 years in 2015 and that 32% of new school leaders relinquished their role within three years. The study used qualitative case study methodology involving semi-structured interviews with six principals to gather data on how they were supported when they were assistant principals and how they have subsequently supported others in developing their leadership ability. The use of case study was based on the theoretical perspective of interpretivism that “looks for culturally-derived and historically-situated interpretations of the social-life world” (Crotty, 2015, p. 67). The guiding research questions for this case study focused on how principals identify and nurture potential leadership ability in others and how they mentor assistant principals who aspire to the principalship. The findings of this inquiry revealed trust and humility as common themes shared among the six participating principals. The majority of research investigating trust and humility in schools has focused on the interaction of school principals and teachers rather than the unique working relationship between principals and assistant principals. This inquiry provides insight into the beliefs and practices of current principals and the manner in which trust and humility influence the interaction between principals and assistant principals engaged in leadership development. This study contributes to the growing body of knowledge related to leadership development with a focus on the relationship between the school principal and assistant principal.en_US
dc.identifier.citationBushell, R. J. (2019). Leadership development practices of school-based administrators: The impact of trust and humility (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/36320
dc.identifier.urihttp://hdl.handle.net/1880/110111
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectmentoringen_US
dc.subjectprincipal preparationen_US
dc.subjecttrusten_US
dc.subjecthumilityen_US
dc.subjectleadership developmenten_US
dc.subject.classificationEducation--Administrationen_US
dc.titleLeadership Development Practices of School-Based Administrators: The Impact of Trust and Humilityen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrue
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