Principal as Servant-Leader: An Embedded-Descriptive Single-Case Study of One Prekindergarten School's Efforts to Build Teacher Capacity in Foundational Skills
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Spring 2019
Abstract
The purpose of this embedded-descriptive single-case study was to inform prekindergarten principals of an instructional leader's efforts to build teacher capacity in foundational skills of executive function, fine motor integration skills, and associated challenges of laterality of hand and eye dominance. Despite Texas Education Agency's (TEA) mandates that instructional leaders target professional development to meet individual students' needs (District-Level Planning and Decision-Making, 2017; Principal Certificate, 2018) children are entering kindergarten without essential skills (TEA, 2017). The findings of this study offered insight into an instructional leader's efforts to build prekindergarten teacher capacity in foundational skills. The research method of embedded-descriptive single-case study allowed the researcher to focus on multiple sources of evidence collected for the study through document review, interviews, and direct observations.
Advisor
Nathan R. Templeton
Subject Categories
Education | Educational Administration and Supervision | Educational Leadership
Recommended Citation
Fuller, Molly Jean, "Principal as Servant-Leader: An Embedded-Descriptive Single-Case Study of One Prekindergarten School's Efforts to Build Teacher Capacity in Foundational Skills" (2019). Electronic Theses & Dissertations. 365.
https://digitalcommons.tamuc.edu/etd/365
