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URBAN PRINCIPAL CREATIVE LEADERSHIP AND POLICY COMPLIANCE IN THE ERA OF ACCOUNTABILITY

Liggens, Gretchen
http://rave.ohiolink.edu/etdc/view?acc_num=csu1600265975475893

Abstract Details

2020, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
For decades, urban school reform has been a persistent issue. Research suggests that urban school reforms that connect equitably to broader community improvement efforts are more sustainable and that principals play a pivotal role in leading such efforts. Although the role of the school principal is a front-line leader charged with the execution of policy and legislation, the experience of principal leadership is an area of limited research particularly how the creative leadership of the school principal connects with school transformational improvement efforts. The purpose of this research was to explore and describe the experiences of urban principals, particularly their roles, responsibilities and leadership styles within an era of accountability of student performance outcomes as measured in state test scores. Central to the study was the principal narrations of their experiences as they navigated between policy compliance and creative leadership through the specific context of the Cleveland Plan implementation. In this study, creative leadership is defined as a multi-dimensional and transformational in its integration of distributed, authentic, and adaptive in its response to complex urban environments. It involves a view towards change that steps outside of the existing practices through collaborative, distributed, and authentic leadership to strategically move through a problem-solving framework (Puccio, Mance, & Murdock, 2011). Using a case study design, the research focused on the principal leadership skill set as narrated by principals within a context of a specific period of school reform beginning when the Cleveland Plan was legislated as H.B. 525 in 2012 through 2019 and the issuance of the last full year state report card. Data collection involved semi-structured interviews with principals of the Cleveland Metropolitan School District. The research sought to both expand the study of school administration and leadership in new directions and to contribute to the base of research using the actual experiences of urban principals.
Anne Galletta, PhD (Committee Co-Chair)
Frederick Hampton, EdD (Committee Co-Chair)
144 p.
Education; Education Policy; Educational Leadership; School Administration
urban principals; creative leadership; accountability; compliance; Cleveland Plan; collaborative leadership

Recommended Citations

Citations

  • Liggens, G. (2020). URBAN PRINCIPAL CREATIVE LEADERSHIP AND POLICY COMPLIANCE IN THE ERA OF ACCOUNTABILITY [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1600265975475893

    APA Style (7th edition)

  • Liggens, Gretchen. URBAN PRINCIPAL CREATIVE LEADERSHIP AND POLICY COMPLIANCE IN THE ERA OF ACCOUNTABILITY. 2020. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1600265975475893.

    MLA Style (8th edition)

  • Liggens, Gretchen. "URBAN PRINCIPAL CREATIVE LEADERSHIP AND POLICY COMPLIANCE IN THE ERA OF ACCOUNTABILITY." Doctoral dissertation, Cleveland State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1600265975475893

    Chicago Manual of Style (17th edition)

csu1600265975475893
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This open access ETD is published by Cleveland State University and OhioLINK.