Democratic School Leadership Practices within a Traditional Management Paradigm: A Case Study
Open Access
- Author:
- Cardona, Stephanie Marie
- Graduate Program:
- Educational Leadership
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 20, 2012
- Committee Members:
- Bernard Joel Badiali, Dissertation Advisor/Co-Advisor
Bernard Joel Badiali, Committee Chair/Co-Chair
Kai Arthur Schafft, Committee Member
Roger C Shouse, Committee Member
James F Nolan Jr., Special Member - Keywords:
- educational leadership
democratic leadership
school principal decision-making
democratic schooling - Abstract:
- Rather than viewing leadership practice as a product of a leader's knowledge and skill, democratic leadership espouses practices that promote interactions between people and their situation. Some discussions on leadership acknowledge the importance of multiple individuals taking responsibility for leadership in schools. This scholarship recognizes the importance of these interactions and acknowledges that leadership typically involves more people than those at the top of the organizational hierarchy. The purpose of this study is to explore democratic leadership practices within a traditional organizational model in two mainstream schools within a suburban district. In addition, to discover how two principals enact these practices, and determine if they are aligned with democratic ideals of leadership praxis. Guided by Woods & Woods (2011) Degrees of Democracy Analytical Framework, this study considers principals’ educational views, philosophies, leadership styles and decision-making processes as well as the perceptions of the teachers and students and determines to what extent those members feel like they are taking part of the decision-making process. This study is grounded on the discussions regarding traditional school organizational arrangements and contrasting them with notions of democratic schooling. I argue how the role of an educational leader is paralleled with the concepts of democracy. The implications of this study focus on leadership practices that promote a more democratic process of governance such as the application of active dialogue, engaging in reflective practices and acquiring an understanding of the political trends, issues and forces within the U.S. education system in professional training.