A Phenomenological Narrative Study: Elementary Charter Principals' Role as an Instructional Leader
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ERIC Institute of Education Sciences
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2015
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| _version_ | 1867181783732191232 |
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| author | Ahmet F. Cetinkaya |
| author_facet | Ahmet F. Cetinkaya Ahmet F. Cetinkaya |
| collection | Education Resources Information Center |
| contents | A Phenomenological Narrative Study: Elementary Charter Principals' Role as an Instructional Leader Ahmet F. Cetinkaya Charter Schools Elementary Schools Principals Administrator Role Administrator Attitudes Instructional Leadership The National Alliance for Public Charter Schools (NAPCS) (2013) defined charter schools on the company website as "independent public schools allowed freedom to be more innovative, while being held accountable for improved student achievement" (p. l ). Although there might be differences in their structures depending on state charter school laws and agreement between their authorizers, charter schools have been shown to have more flexibility in their educational programs and management styles in comparison with traditional public schools. The first charter school law, chapter 265 article 9 section 3, was passed in Minnesota in 1991 (Minnesota Legislative Reference Library [MLRL], 2012). Since then, charter schools have been serving increasingly more students in K-12 settings. The charter school movement which has been linked to educational reform has become the focus of intense interest stemming primarily from academic-oriented parents (Knaak & Knaak, 2013; Walberg, 2007). Charter schools which have been promoted as being innovators in schooling leading to improved student achievement, offer an academic choice for parents (NAPCS, 2013). Thus, the purpose of this qualitative narrative study was to explore elementary charter school principals' perceptions of their role as an instructional leader. |
| format | Recurso educativo Open Access |
| id | eric_EJ1423252 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2015 |
| record_format | eric |
| spellingShingle | A Phenomenological Narrative Study: Elementary Charter Principals' Role as an Instructional Leader Ahmet F. Cetinkaya Charter Schools Elementary Schools Principals Administrator Role Administrator Attitudes Instructional Leadership A Phenomenological Narrative Study: Elementary Charter Principals' Role as an Instructional Leader Ahmet F. Cetinkaya Charter Schools Elementary Schools Principals Administrator Role Administrator Attitudes Instructional Leadership The National Alliance for Public Charter Schools (NAPCS) (2013) defined charter schools on the company website as "independent public schools allowed freedom to be more innovative, while being held accountable for improved student achievement" (p. l ). Although there might be differences in their structures depending on state charter school laws and agreement between their authorizers, charter schools have been shown to have more flexibility in their educational programs and management styles in comparison with traditional public schools. The first charter school law, chapter 265 article 9 section 3, was passed in Minnesota in 1991 (Minnesota Legislative Reference Library [MLRL], 2012). Since then, charter schools have been serving increasingly more students in K-12 settings. The charter school movement which has been linked to educational reform has become the focus of intense interest stemming primarily from academic-oriented parents (Knaak & Knaak, 2013; Walberg, 2007). Charter schools which have been promoted as being innovators in schooling leading to improved student achievement, offer an academic choice for parents (NAPCS, 2013). Thus, the purpose of this qualitative narrative study was to explore elementary charter school principals' perceptions of their role as an instructional leader. |
| title | A Phenomenological Narrative Study: Elementary Charter Principals' Role as an Instructional Leader |
| topic | Charter Schools Elementary Schools Principals Administrator Role Administrator Attitudes Instructional Leadership |
| url | https://eric.ed.gov/?id=EJ1423252 |