Date

6-2020

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Carol Gillespie

Keywords

Phenomenology, Restructuring, Administration, Transition, Assistant Principal's

Disciplines

Education | Educational Leadership

Abstract

The purpose of this transcendental phenomenology study was to describe the experiences of assistant principals before, during, and after restructuring in Virginia. Restructuring is defined as the transition or movement from one setting to another. Schlossberg’s transitional theory was used as the theoretical framework for this study, answering the essential question: How do assistant principals describe their experiences associated with being restructuring? The sub-questions explored the experiences of the assistant principal before, during, and after the restructuring. Sub-questions inquired as to what the experiences were before the restructuring, during the restructuring, and after the restructuring occurred. The research design used was the qualitative method of a phenomenological model with a transcendental approach. Assistant principals for this study were from multiple schools and multiple levels, such as elementary and secondary schools in Virginia. The 12 participants sample included criteria-based, purposeful sampling. Interviews for the collection of data included using open-ended, semi-structured interviews, a focus group with documented analysis, and journaling to identify themes that occurred. Data collected were analyzed by examining and reviewing answers given through interviews and document analysis by identifying common themes using coding and identifying patterns. Results indicated building relationships was meaningful and division consistency was an issue before restructuring; emotions and challenges were evident during transitioning, and after restructuring, all showed that growth occurred.

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