ERIC Number: EJ1231541
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Spinning Plates: How External Influences Affect Rural Principals' Ability to Program for Students
Hatton, Holly; Howard, Lionel C.; Tekleselassie, Abebayehu A.
Planning and Changing, v48 n1-2 p3-25 2017
Programming for students is a primary task of building principals that has increased in intricacy as the role of accountability in education has evolved. Despite this, little research exists which examines how principals program for students in light of social, community, and policy influences. Research which reflects upon the lived experiences of rural building principals is greatly lacking. Using the lens of contingency theory, the purpose of this qualitative study was to gain an understanding of the external influences that affected how rural elementary principals programmed for students. The findings suggested that rural elementary school principals considered accountability pressures and funding concerns to influence their ability to program for students. In addition, rural principals shared that the over-extension of their teachers was also concerning. Rural schools are unique. Considering how rural principals interpret policy in light of various external and internal influences should be a focus of future research.
Descriptors: Rural Schools, Principals, Influences, Elementary Schools, School Activities, Program Development, Accountability, Financial Support, Educational Finance, Faculty Workload
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A