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dc.contributor.authorConvey, Terri.en_US
dc.date.accessioned2009-11-04T14:54:41Z
dc.date.available2009-11-04T14:54:41Z
dc.date.issued2005-11-04T14:54:41Z
dc.identifier.urihttp://hdl.handle.net/10464/2772
dc.description.abstractThis qualitative study>addresses the question of how Ontario elementary school principals negotiate their varied work roles, through interviews with and observations of 6 principals. Using inductive data analysis, principals' negotiations were divided into 5 categories: negotiating priorities, negotiating the process, negotiating constraints, negotiating the roles of others, and negotiating the self. These principals worked within these categories simultaneously, emphasizing some more than others, dependent on the circumstances. For these principals, the time they spent with people in the school and the resulting relationships that enabled them to build were a first priority, and a large part of how each principal chose to negotiate the demands of their role arose from their personality and their personal values.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectElementary school principals--Ontario.en_US
dc.subjectElementary school administration--Ontario.en_US
dc.titleHow Ontario elementary school principals negotiate their varied work rolesen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-08-07T02:03:04Z


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