Synergies among Education Stakeholders in Supporting Elementary Science: A Qualitative Study

The decisions and actions of principals impact the work in schools. The purpose of this research was to investigate the decisions and actions of elementary principals who support science and then compare those to the decisions and actions of teachers and central office staff. The primary question guiding the research was, What are the decisions and actions of elementary principals that support science education? Secondary questions were (1) How are the decisions and actions of elementary principals regarding science instruction impacted by those of central office science leaders? (2) How are the decisions and actions of elementary teachers regarding science instruction impacted by those of principals? This qualitative study involved interviewing six education stakeholders: one central office staff member, two school leaders, and three teachers that represented three schools in one school division. The questions focused on six components of principal leadership: high standards for student learning, rigorous curriculum, quality instruction, culture of learning and professional behavior, connections to external communities, and systemic performance accountability. The data were analyzed to compare the decisions and actions of the principal with the decisions and actions of the central office staff and teachers. The discussion of the findings includes components involving synergy among the three stakeholder groups. Decisions by the school leaders to build time for science instruction, curriculum planning, and professional development support science instruction. Curriculum resources and professional development from the central office are supports for schools. Included are recommendations of decisions and actions that may increase the synergy among the groups and the support for science. These components and practices are not unique to science and this framework could be used to ensure a cohesive instructional program across content areas. This research could provide school and division leaders with a series of actions for addressing the components of principal leadership and increase opportunities for all stakeholders to work together to enhance student achievement in science.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Counselor Education

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2022

Author dc:creator

• Thayer, Myra Lynn

Chair dc:contributor.committeechair

• Mullen, Carol Ann

Committee members dc:contributor.committeemember

• Bolles, Elliot Foster
• Gratto, John Robert
• Mallory, Walter D.

• principal's practice
• elementary
• science
• central office
• teacher

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:35091

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/110426