DOI
https://doi.org/10.25772/DGBG-1Y32
Defense Date
2022
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Kimberly Bridges
Second Advisor
Jonathan Becker
Third Advisor
Lisa Abrams
Fourth Advisor
Susan Proffitt
Abstract
This dissertation study examined the impacts of the COVID-19 Pandemic on the K-12 School Principalship and attempted to forecast the future of the principalship post-Pandemic. Using a forecasting method known as the Delphi Technique, I solicited public K-12 principals working in the Commonwealth of Virginia with at least 3 years of administrative experience to serve as participants. In total, 26 practicing principals completed three questionnaires offering their expert opinions on pre-Pandemic roles and responsibilities of the school principal and how those roles were impacted throughout the Pandemic. Additionally, the participants made predictions about the future of the school principalship. Findings revealed the top three pre-Pandemic roles and responsibilities were building relationships, instructional leadership, and promoting school safety. Participants also explained that their job throughout the Pandemic evolved from supervising virtual instruction, to monitoring COVID-19 mitigation strategies, to managing teacher absenteeism and increased student disciplinary infractions. Participants forecasted that each of the following will be long term challenges (lasting more than five years) for school principals: decreased student achievement, low morale among teachers, student social emotional challenges, and teacher shortages.
Rights
© Matthew J.Togna
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
8-10-2022