Date of Award

12-10-2019

Document Type

Restricted Access Dissertation

Degree Name

Doctor of Education in Learning, Leadership, and Community

Department

Department of Educational Leadership, Learning, and Curriculum

Committee Chair

Christie Sweeney

Committee Member

Cheryl Baker

Committee Member

Philip McCormack

Abstract

The purpose of this sequential exploratory mixed-methods study was to explore the possible misalignment between the job expectations and the actual work of assistant principals (AP) in New Hampshire (NH), through the lens of leadership theory. Data from the quantitative Phase I addressed the research question, What is the alignment or misalignment, determined by ranking, of what NH APs anticipated their duties would be and the duties they actually perform? Sixty NH APs completed the survey. Spearman’s rank order coefficient was calculated to analyze Phase I data and resulted in a correlation coefficient value of .633. This value indicates that there is a measure of misalignment. Data was gathered in the qualitative Phase II and answered the remaining two research questions: How do current public school assistant principals in NH describe the alignment or misalignment between what they anticipated their duties would be and the actual duties they perform? How do current public school assistant principals in NH relate leadership theories to the alignment or misalignment between what they anticipated their duties would be and the actual duties they perform? New Hampshire APs reported that, although they view the role of the AP as primarily transactional in nature, they strive to incorporate transformational leadership whenever possible. Assistant principals also expressed their hope and belief that those serving in the role be granted increased decision-making authority, autonomy, in order to better meet the goals of the organization.

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