Date of Award

Spring 3-9-2018

Document Type

Dissertation

Degree Name

Doctorate of Education, Ed.D.

College

College of Education

Department

Education

First Advisor

Christopher Jenkins, Ph.D

Second Advisor

Maggie Broderick, Ph.D

Third Advisor

Brandy Kamm, Ph.D

Abstract

Charter school principals need to effectively manage their school and maintain student academic achievement. As a result of these demands, novice charter school principals must also receive support so that they can grow as professionals to develop a successful school. Van Maanen and Schein’s (1977) foundational theory on organizational socialization is utilized as a conceptual framework to demonstrate a need for novice charter school principal support. This is a single-case study that enlisted 12 participants to further investigate the type of support novice charter school principals in Los Angeles receive. This study identifies effective types of support. This single-case study utilized three qualitative instrumentation methods in order to answer the research questions. These methods were: one-on-one interviews, shadow observations, and observations of the mentor-mentee coaching sessions. Narration, tables, and figures were used to depict the findings. The findings revealed that participants received effective support from their consultant or supervisors concerning budgets, solving political issues, and day-to-day issues within their school. The novice charter school principals studied also felt that in order for support to be effective, the mentee-mentor relationship must involve trust. Several studies could be conducted to help further establish uniform novice charter school socialization in Los Angeles.

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