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Elephant paths: A qualitative study ...

McTamaney, Catherine.

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Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership./
作者:	McTamaney, Catherine.
面頁冊數:	103 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2002.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221869
ISBN:	9780542755477

Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership.
McTamaney, Catherine.

Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership. - 103 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2002.

Thesis (Ed.D.)--Peabody College for Teachers of Vanderbilt University, 2006.

This research sought to understand the experience of a Montessori school's faculty during a period of administrative change. Evidence of a liminal period was investigated, with special attention to teachers' sense-making as they prepared for the retirement of their long-term Head of School. Although this school had been highly authoritarian and hierarchical in the past that may have predicted a stressful executive succession, earlier action research resulted in some specific changes in its administrative structure and subsequent changes in the culture of the school. The current school climate, including teachers' understandings of their own roles and their expectations of formal leaders, were observed to be highly collaborative and self-investing. Indicators of liminality were largely unobserved. Instead, substitutes for leadership were evidenced among the faculty. Formal leadership, including changes in the administrative structure and administrative personnel, appeared to have little influence on changes in this school's climate. Other factors, including the influence of ideologically consistent teacher education and a collaborative personnel structure, are discussed. Applications are suggested to other school settings facing similar executive successions.

ISBN: 9780542755477Subjects--Topical Terms:

626645
Education, Administration.

Elephant paths: A qualitative study of one faculty's liminal experience during critical change in leadership.
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520 $a This research sought to understand the experience of a Montessori school's faculty during a period of administrative change. Evidence of a liminal period was investigated, with special attention to teachers' sense-making as they prepared for the retirement of their long-term Head of School. Although this school had been highly authoritarian and hierarchical in the past that may have predicted a stressful executive succession, earlier action research resulted in some specific changes in its administrative structure and subsequent changes in the culture of the school. The current school climate, including teachers' understandings of their own roles and their expectations of formal leaders, were observed to be highly collaborative and self-investing. Indicators of liminality were largely unobserved. Instead, substitutes for leadership were evidenced among the faculty. Formal leadership, including changes in the administrative structure and administrative personnel, appeared to have little influence on changes in this school's climate. Other factors, including the influence of ideologically consistent teacher education and a collaborative personnel structure, are discussed. Applications are suggested to other school settings facing similar executive successions.
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