{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1357"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1357","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"The Principal's Roles in Creating and Maintaining Working Conditions in Schools in Georgia","abstract":"This qualitative study examined principal's role in creating and maintaining working conditions in schools in Georgia. The researcher reviewed the literature related to the five major domains of teacher working conditions in schools. The five major domains were time: facilities and resources; teacher empowerment; leadership; and professional development. The study was conducted to understand how the principal created and maintained conditions conducive to support teachers. The design of the study was a case study with multiple sites on the role of leadership in school working conditions. The researcher interviewed three principals, conducted three focus group interviews with teachers from elementary, middle, and high schools in Georgia. The researcher studied many documents, such as field notes from school improvement plans, minutes of various meetings held within each school, and from observations and school websites. Subsequently, the researcher answered the following overarching research question. What is the principal's role in creating and maintaining teacher working conditions? From studying the major themes and patterns across all research questions, the researcher found that principals identified major working conditions that matter to teachers as instructional leadership, including being visible and protecting instructional time, teacher empowerment, and leadership that is student-centered and team-oriented. The researcher found that the principals play a major role in creating and maintaining working conditions in schools. The researcher found that there were many forces perceived to be working against the role of the principal in maintaining positive working conditions within the schools. Though the principal's role is a complex and demanding one, it is critical for principals to attract and retain a high quality faculty. The study reinforced previous research that teachers have high expectations of school leaders in maintaining a supportive environment through collaboration, caring, and encouraging teachers.","abstract_html":"This qualitative study examined principal's role in creating and maintaining working conditions in schools in Georgia. The researcher reviewed the literature related to the five major domains of teacher working conditions in schools. The five major domains were time: facilities and resources; teacher empowerment; leadership; and professional development. The study was conducted to understand how the principal created and maintained conditions conducive to support teachers. The design of the study was a case study with multiple sites on the role of leadership in school working conditions. The researcher interviewed three principals, conducted three focus group interviews with teachers from elementary, middle, and high schools in Georgia. The researcher studied many documents, such as field notes from school improvement plans, minutes of various meetings held within each school, and from observations and school websites. Subsequently, the researcher answered the following overarching research question. What is the principal's role in creating and maintaining teacher working conditions? From studying the major themes and patterns across all research questions, the researcher found that principals identified major working conditions that matter to teachers as instructional leadership, including being visible and protecting instructional time, teacher empowerment, and leadership that is student-centered and team-oriented. The researcher found that the principals play a major role in creating and maintaining working conditions in schools. The researcher found that there were many forces perceived to be working against the role of the principal in maintaining positive working conditions within the schools. Though the principal's role is a complex and demanding one, it is critical for principals to attract and retain a high quality faculty. The study reinforced previous research that teachers have high expectations of school leaders in maintaining a supportive environment through collaboration, caring, and encouraging teachers.","abstract_has_math":false,"creators":["Nethels, Sandra Wallace"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Paul M. Brinson","Meca R. Williams-Johnson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-12-01T08:00:00Z","date_published":"2010-12-01T08:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Teacher working conditions","Principals","Time","Facilities and resources","Teacher empowerment","Leadership","Professional development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/357","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Paul M. Brinson","Meca R. Williams-Johnson"]},{"key":"dc:creator","label":"Author","values":["Nethels, Sandra Wallace"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Teacher working conditions","Principals","Time","Facilities and resources","Teacher empowerment","Leadership","Professional development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/357"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study examined principal's role in creating and maintaining working conditions in schools in Georgia. The researcher reviewed the literature related to the five major domains of teacher working conditions in schools. The five major domains were time: facilities and resources; teacher empowerment; leadership; and professional development. The study was conducted to understand how the principal created and maintained conditions conducive to support teachers. The design of the study was a case study with multiple sites on the role of leadership in school working conditions. The researcher interviewed three principals, conducted three focus group interviews with teachers from elementary, middle, and high schools in Georgia. The researcher studied many documents, such as field notes from school improvement plans, minutes of various meetings held within each school, and from observations and school websites. Subsequently, the researcher answered the following overarching research question. What is the principal's role in creating and maintaining teacher working conditions? From studying the major themes and patterns across all research questions, the researcher found that principals identified major working conditions that matter to teachers as instructional leadership, including being visible and protecting instructional time, teacher empowerment, and leadership that is student-centered and team-oriented. The researcher found that the principals play a major role in creating and maintaining working conditions in schools. The researcher found that there were many forces perceived to be working against the role of the principal in maintaining positive working conditions within the schools. Though the principal's role is a complex and demanding one, it is critical for principals to attract and retain a high quality faculty. The study reinforced previous research that teachers have high expectations of school leaders in maintaining a supportive environment through collaboration, caring, and encouraging teachers."]},{"key":"dc:title","label":"Title","values":["The Principal's Roles in Creating and Maintaining Working Conditions in Schools in Georgia"]}]}],"canonical_facts":{"dc:contributor":["Paul M. Brinson","Meca R. Williams-Johnson"],"dc:creator":["Nethels, Sandra Wallace"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["This qualitative study examined principal's role in creating and maintaining working conditions in schools in Georgia. The researcher reviewed the literature related to the five major domains of teacher working conditions in schools. The five major domains were time: facilities and resources; teacher empowerment; leadership; and professional development. The study was conducted to understand how the principal created and maintained conditions conducive to support teachers. The design of the study was a case study with multiple sites on the role of leadership in school working conditions. The researcher interviewed three principals, conducted three focus group interviews with teachers from elementary, middle, and high schools in Georgia. The researcher studied many documents, such as field notes from school improvement plans, minutes of various meetings held within each school, and from observations and school websites. Subsequently, the researcher answered the following overarching research question. What is the principal's role in creating and maintaining teacher working conditions? From studying the major themes and patterns across all research questions, the researcher found that principals identified major working conditions that matter to teachers as instructional leadership, including being visible and protecting instructional time, teacher empowerment, and leadership that is student-centered and team-oriented. The researcher found that the principals play a major role in creating and maintaining working conditions in schools. The researcher found that there were many forces perceived to be working against the role of the principal in maintaining positive working conditions within the schools. Though the principal's role is a complex and demanding one, it is critical for principals to attract and retain a high quality faculty. The study reinforced previous research that teachers have high expectations of school leaders in maintaining a supportive environment through collaboration, caring, and encouraging teachers."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/357"],"dc:subject":["ETD","Teacher working conditions","Principals","Time","Facilities and resources","Teacher empowerment","Leadership","Professional development"],"dc:title":["The Principal's Roles in Creating and Maintaining Working Conditions in Schools in Georgia"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}