Date of Conferral

11-10-2025

Date of Award

November 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mendi Davis

Abstract

The problem addressed in this study was that grades 6-12 principals and assistant principals are unprepared to support teachers’ planning and implementation of standards-based learning in classrooms at mid-size rural school districts in a single midwestern state. Grounded in Senge’s five disciplines of a learning organization, the purpose of this study was to examine grades 6-12 principals’ and assistant principals’ experiences and challenges, the resources needed, and the perceived influence of their leadership in the implementation of standards-based learning in content-area classrooms at the study sites. For this basic qualitative study, semistructured interviews were conducted with 11 principals and two assistant principals. Through thematic analysis, the following five themes emerged: principals and assistant principals perceive that they must (1) build teacher capacity through explicit professional development and collaboration; (2) provide structured time and resources to support instructional change; (3) ensure access to aligned professional resources, including collegial and peer partnerships; (4) integrate intentional and balanced leadership approaches, encompassing both transformational and transactional leadership; and (5) cultivate strong relationships with teachers by recognizing their expertise and needs. The findings from this research may contribute to positive social change by providing districts with evidence-based insights into the leadership practices principals and assistant principals perceive as most effective, enabling more targeted instructional support for teachers and, ultimately, improved student learning outcomes.

Download

Share

 
COinS