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A DEVELOPMENTAL PERSPECTIVE ON LEADERSHIP EDUCATION OFASPIRING PRINCIPALS

Guilleux, Francois (2011) A DEVELOPMENTAL PERSPECTIVE ON LEADERSHIP EDUCATION OFASPIRING PRINCIPALS. Doctoral Dissertation, University of Pittsburgh.

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    Abstract

    This study describes the design and delivery of a five-day experiential leadership institute of a K-12 principal certificate program redesigned to meet new state standards and researchrecommendations using Kegan's (1982, 1994) constructive developmental theory and Heifetz's(1994, 2009) adaptive leadership theory. The study investigates ten students' experience andlearning in this adaptation of case-in-point methodology. The study found that studentsdemonstrated shifts in their perspectives on self, leadership and organizations as systems.Students showed variations in the complexity of these perspective shifts with some havingmicro-developmental characteristics. Case-in-point teaching in the institute supported growth incomplexity of perspective taking through an iterative process of reflection and encounters withdifferent points of view on personal leadership failures. Adult development framing gavestudents a linguistic support to articulate their experience and learning in case-in-point teaching.Implications for principal preparation and developmental research on leadership education arediscussed.


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    Item Type: University of Pittsburgh ETD
    Creators/Authors:
    CreatorsEmailORCID
    Guilleux, Francoisfjg6@pitt.edu
    ETD Committee:
    ETD Committee TypeCommittee MemberEmailORCID
    Committee ChairGunzenhauser, Michael
    Committee MemberJohnson, Carl
    Committee MemberTrovato, Charlene
    Committee MemberGarvey Berger, Jennifer
    Title: A DEVELOPMENTAL PERSPECTIVE ON LEADERSHIP EDUCATION OFASPIRING PRINCIPALS
    Status: Unpublished
    Abstract: This study describes the design and delivery of a five-day experiential leadership institute of a K-12 principal certificate program redesigned to meet new state standards and researchrecommendations using Kegan's (1982, 1994) constructive developmental theory and Heifetz's(1994, 2009) adaptive leadership theory. The study investigates ten students' experience andlearning in this adaptation of case-in-point methodology. The study found that studentsdemonstrated shifts in their perspectives on self, leadership and organizations as systems.Students showed variations in the complexity of these perspective shifts with some havingmicro-developmental characteristics. Case-in-point teaching in the institute supported growth incomplexity of perspective taking through an iterative process of reflection and encounters withdifferent points of view on personal leadership failures. Adult development framing gavestudents a linguistic support to articulate their experience and learning in case-in-point teaching.Implications for principal preparation and developmental research on leadership education arediscussed.
    Date: 13 May 2011
    Date Type: Completion
    Defense Date: 09 December 2010
    Approval Date: 13 May 2011
    Submission Date: 21 March 2011
    Access Restriction: No restriction; The work is available for access worldwide immediately.
    Patent pending: No
    Institution: University of Pittsburgh
    Thesis Type: Doctoral Dissertation
    Refereed: Yes
    Degree: PhD - Doctor of Philosophy
    URN: etd-03212011-114223
    Uncontrolled Keywords: Adult development
    Schools and Programs: School of Education > Administrative and Policy Studies
    Date Deposited: 10 Nov 2011 14:32
    Last Modified: 07 Mar 2012 14:20
    Other ID: http://etd.library.pitt.edu/ETD/available/etd-03212011-114223/, etd-03212011-114223

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