This descriptive study examines principal and teacher perceptions of the shared ideas and agreements that change teachers’ instructional practice. This study was conducted during the school year 2013-2014, drawing on teacher and principal sample representatives selected from 10 high schools, middle schools and elementary schools in one Southern California public school district. The study utilizes qualitative and quantitative methodologies to create survey questionnaires and semi-structured phone interviews to examine the research questions focused on teacher and principal perceptions which were coded and analyzed. The primary data collection was based on the tallies, statistical analysis of the respondents’ survey questionnaire responses, and text analysis of the comments stemming from the phone interviews conducted with teachers and principals. The eight themes arising from the research comprised of social constructs or meanings, expectations, experiences, nature of professional conversations, values, relationships, relevance, and change. The examination of the research results lead to discussion of the similarities and differences in teacher and administrator perceptions of factors believed to build school environments conducive to professional conversations, supportive environments for teachers and creating a culture focused on teachers as learners.
","abstract_html":"<p>This descriptive study examines principal and teacher perceptions of the shared ideas and agreements that change teachers’ instructional practice. This study was conducted during the school year 2013-2014, drawing on teacher and principal sample representatives selected from 10 high schools, middle schools and elementary schools in one Southern California public school district. The study utilizes qualitative and quantitative methodologies to create survey questionnaires and semi-structured phone interviews to examine the research questions focused on teacher and principal perceptions which were coded and analyzed. The primary data collection was based on the tallies, statistical analysis of the respondents’ survey questionnaire responses, and text analysis of the comments stemming from the phone interviews conducted with teachers and principals. The eight themes arising from the research comprised of social constructs or meanings, expectations, experiences, nature of professional conversations, values, relationships, relevance, and change. The examination of the research results lead to discussion of the similarities and differences in teacher and administrator perceptions of factors believed to build school environments conducive to professional conversations, supportive environments for teachers and creating a culture focused on teachers as learners.</p>","abstract_has_math":false,"creators":["Middleton, Renee C"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership","degree_level":"Thesis","degree_discipline":"Educational Leadership and Curriculum","degree_department":null,"school":null,"contributors":["Piller, Bonnie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-01T08:00:00Z","date_published":"2014-12-01T08:00:00Z","updated_at":"2026-07-24T01:52:45Z","subjects":["professional conversation","perception","feedback","change","values","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.lib.csusb.edu/etd/124","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Piller, Bonnie"]},{"key":"dc:creator","label":"Author","values":["Middleton, Renee C"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-10-26T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Curriculum"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["professional conversation","perception","feedback","change","values","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.lib.csusb.edu/etd/124"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This descriptive study examines principal and teacher perceptions of the shared ideas and agreements that change teachers’ instructional practice. This study was conducted during the school year 2013-2014, drawing on teacher and principal sample representatives selected from 10 high schools, middle schools and elementary schools in one Southern California public school district. The study utilizes qualitative and quantitative methodologies to create survey questionnaires and semi-structured phone interviews to examine the research questions focused on teacher and principal perceptions which were coded and analyzed. The primary data collection was based on the tallies, statistical analysis of the respondents’ survey questionnaire responses, and text analysis of the comments stemming from the phone interviews conducted with teachers and principals. The eight themes arising from the research comprised of social constructs or meanings, expectations, experiences, nature of professional conversations, values, relationships, relevance, and change. The examination of the research results lead to discussion of the similarities and differences in teacher and administrator perceptions of factors believed to build school environments conducive to professional conversations, supportive environments for teachers and creating a culture focused on teachers as learners.
"]},{"key":"dc:title","label":"Title","values":["FOCUS ON PRINCIPAL AND TEACHER PERCEPTIONS OF THE SHARED IDEAS AND AGREEMENTS THAT CHANGE TEACHERS' INSTRUCTIONAL PRACTICE"]}]}],"canonical_facts":{"dc:contributor":["Piller, Bonnie"],"dc:creator":["Middleton, Renee C"],"dc:date.available":["2014-10-26T07:00:00Z"],"dc:description.abstract":["This descriptive study examines principal and teacher perceptions of the shared ideas and agreements that change teachers’ instructional practice. This study was conducted during the school year 2013-2014, drawing on teacher and principal sample representatives selected from 10 high schools, middle schools and elementary schools in one Southern California public school district. The study utilizes qualitative and quantitative methodologies to create survey questionnaires and semi-structured phone interviews to examine the research questions focused on teacher and principal perceptions which were coded and analyzed. The primary data collection was based on the tallies, statistical analysis of the respondents’ survey questionnaire responses, and text analysis of the comments stemming from the phone interviews conducted with teachers and principals. The eight themes arising from the research comprised of social constructs or meanings, expectations, experiences, nature of professional conversations, values, relationships, relevance, and change. The examination of the research results lead to discussion of the similarities and differences in teacher and administrator perceptions of factors believed to build school environments conducive to professional conversations, supportive environments for teachers and creating a culture focused on teachers as learners.
"],"dc:identifier":["https://scholarworks.lib.csusb.edu/etd/124"],"dc:subject":["professional conversation","perception","feedback","change","values","Educational Leadership"],"dc:title":["FOCUS ON PRINCIPAL AND TEACHER PERCEPTIONS OF THE SHARED IDEAS AND AGREEMENTS THAT CHANGE TEACHERS' INSTRUCTIONAL PRACTICE"],"thesis:degree_discipline":["Educational Leadership and Curriculum"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Doctor of Education in Educational Leadership"]},"updated_at":"2026-07-24T01:52:45Z"}