Date
3-2019
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Jared Bigham
Keywords
Virtual Education, Leadership, Virtual Leadership, Virtual Administrator, Virtual Teacher
Disciplines
Education | Educational Leadership
Recommended Citation
Lanning, Tamra, "How Virtual Administrator Behaviors Impact Instruction: A Case Study" (2019). Doctoral Dissertations and Projects. 1979.
https://digitalcommons.liberty.edu/doctoral/1979
Abstract
The purpose of this case study is to present an in-depth understanding of virtual teachers’ perceptions of how virtual school administrators’ instructional leadership behaviors impact instruction. The theory guiding this study is Haim Ginott’s theory of congruent communication (Ginott, 1965, 1972). Ginott (1972) described congruent communication as harmonious and authentic, where words match the feelings. Virtual school administrators and teachers must rely heavily on communication to accomplish goals. How virtual school administrators relay expectations, criticism, and praise will impact teacher instruction. The experiences associated with teachers and administrators in brick and mortar schools will serve as a framework for discussion about the gap that exists in the literature concerning this issue in virtual schools. Data will be collected through virtual individual interviews, virtual focus group interviews, and documents. Data collected will be analyzed for common themes that transcend the cases (Yin, 2009). The data analysis will allow for conclusions to be drawn about the overall meaning resulting from the case study and general lessons that can be learned (Creswell, 2013).
