Date of Graduation
Doctor of Education in Educational Leadership (EdD)
Curriculum and Instruction
Second Committee Member
Education, Effective leadership, School leadership
The purpose of this qualitative study was to examine the leadership experiences and perspectives of five National Distinguished Elementary Principals (NDPs) from the Class of 2010 serving in the Midwest region of the United States. Specifically, the study investigated the application and selection process of recognition as an NDP, their views of school leadership, and their perception of best professional practices. Using a phenomenological approach, the researcher used semistructured phone interviews and analyzed National Distinguished Principal application essays. The required essays focused on balancing leadership and management, promoting parent involvement, supporting and challenging learners, and advancing a positive culture. The findings indicated the application and selection process as NDP has a unique variance between states, NDPs exercise an integrated leadership approach rooted in professional collaboration, and NDPs use a variety of best practices that focus around hiring, terminating, and communicating expectations.
Dawson, M. J. (2015). A Phenomenological Study of National Distinguished Elementary and Middle School Principals from the Class of 2010. Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/1042