Role Ambiguity in an Era of Accountability: A Collective Case Study of the Texas School Board President Experience
School of Education
Doctor of Education (EdD)
accountability, role ambiguity, school board president, self efficacy, transformational leadership
Education | Educational Leadership | Elementary and Middle and Secondary Education Administration
Daugbjerg, Kerri, "Role Ambiguity in an Era of Accountability: A Collective Case Study of the Texas School Board President Experience" (2014). Doctoral Dissertations and Projects. 927.
The purpose of this qualitative case study was to describe role ambiguity for three school board presidents at Rydell Independent School District in Rydell, Texas. In describing role ambiguity as the school board president perceives it, I sought to describe how role ambiguity is impacted by one's self-efficacy, state accountability standards, and transformational leadership capabilities. Research questions framing the study included: How does the school board president's self-efficacy influence role ambiguity? How does role ambiguity impact the school board president as a transformational leader in the district? How do Texas accountability standards impact role ambiguity of the school board president? This study utilized a pseudonym for the institutional setting, Rydell Independent School District, and pseudonyms for the participants in the study. The participants consisted of three Rydell board members who served as the president of the board. Data collection for the collective case study consisted of face-to-face interviews, a Likert scale survey regarding role ambiguity, and site documents. Utilizing three forms of data collection and three participants' views increased trustworthiness in the research study through triangulation. In the analysis phase, the data was evaluated for relevancy, coded, and redundant data removed. Themes were identified and described.
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons