The Impact of the Principal's Instructional Leadership on the Change Process of Teachers Involved in a Performance Pay Program

Persistent Link:
http://hdl.handle.net/10150/193883
Title:
The Impact of the Principal's Instructional Leadership on the Change Process of Teachers Involved in a Performance Pay Program
Author:
Lopez, Roseanne Marie
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This research focuses on the relationships between principal instructional leadership and the change process of teachers while a district is undergoing the implementation of a performance pay program. The researcher utilized a mixed methods approach. The Vanderbilt Assessment of Leadership in Education (Porter, Murphy, Goldring, & Elliott, 2007) developed by researchers at Vanderbilt University and Penn State was one of the quantitative measures. This instrument is designed to measure instructional leadership from the perspective of teachers and the principal. The Stages of Concern Questionnaire (SoCQ) (George, Hall, & Stiegelbauer, 2006), based on the Concerns Based Adoption Model (CBAM) (Hord, Rutherford, Huling-Austin, & Hall, 1987), is the quantitative instrument used to determine the stage of change of the participants or potential participants of the new performance pay program.Interviews of school district administrators and a review of relevant documents regarding the performance pay implementation serves as the data for the qualitative component of the study. A grounded theory approach was utilized in gathering and analyzing information. This approach allows for discoveries of themes and concepts that are not preconceived by the researcher.Results of the research indicate increased teacher collaboration and fidelity of implementation of the targeted instructional strategies and practices after a performance pay program funded by a United States Department of Education Teacher Incentive Fund Grant was implemented. The monetary incentive and the incentive of professional development may have had equal value to participants. Principals positively impacted the implementation when they were skilled communicators who advocated for teachers and held them to high standards for student performance and supported their efforts in implementation of new instructional strategies to produce higher levels of student achievement. The performance pay implementation was supported by layers of leadership which established and continues to sustain the project.
Type:
text; Electronic Dissertation
Keywords:
Change; Incentive; Instructional Leadership; Leadership; Performance Pay
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Educational Leadership; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Hendricks, J Robert
Committee Chair:
Hendricks, J Robert

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Impact of the Principal's Instructional Leadership on the Change Process of Teachers Involved in a Performance Pay Programen_US
dc.creatorLopez, Roseanne Marieen_US
dc.contributor.authorLopez, Roseanne Marieen_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis research focuses on the relationships between principal instructional leadership and the change process of teachers while a district is undergoing the implementation of a performance pay program. The researcher utilized a mixed methods approach. The Vanderbilt Assessment of Leadership in Education (Porter, Murphy, Goldring, & Elliott, 2007) developed by researchers at Vanderbilt University and Penn State was one of the quantitative measures. This instrument is designed to measure instructional leadership from the perspective of teachers and the principal. The Stages of Concern Questionnaire (SoCQ) (George, Hall, & Stiegelbauer, 2006), based on the Concerns Based Adoption Model (CBAM) (Hord, Rutherford, Huling-Austin, & Hall, 1987), is the quantitative instrument used to determine the stage of change of the participants or potential participants of the new performance pay program.Interviews of school district administrators and a review of relevant documents regarding the performance pay implementation serves as the data for the qualitative component of the study. A grounded theory approach was utilized in gathering and analyzing information. This approach allows for discoveries of themes and concepts that are not preconceived by the researcher.Results of the research indicate increased teacher collaboration and fidelity of implementation of the targeted instructional strategies and practices after a performance pay program funded by a United States Department of Education Teacher Incentive Fund Grant was implemented. The monetary incentive and the incentive of professional development may have had equal value to participants. Principals positively impacted the implementation when they were skilled communicators who advocated for teachers and held them to high standards for student performance and supported their efforts in implementation of new instructional strategies to produce higher levels of student achievement. The performance pay implementation was supported by layers of leadership which established and continues to sustain the project.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectChangeen_US
dc.subjectIncentiveen_US
dc.subjectInstructional Leadershipen_US
dc.subjectLeadershipen_US
dc.subjectPerformance Payen_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorHendricks, J Roberten_US
dc.contributor.chairHendricks, J Roberten_US
dc.contributor.committeememberBosworth, Krisen_US
dc.contributor.committeememberPedicone, Johnen_US
dc.contributor.committeememberDoyle, Walteren_US
dc.identifier.proquest10897en_US
dc.identifier.oclc659753818en_US
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