a phenomenological study of the lived mentoring experiences of ontario's vice-principals

187 Pages·2017·0.87 MB·English

1

LESSONS LEARNED AND WISDOM EARNED: A PHENOMENOLOGICAL STUDY OF
THE LIVED MENTORING EXPERIENCES OF ONTARIO’S VICE-PRINCIPALS

by Terry Wade Burwell

A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education

Liberty University, Lynchburg, VA
2017

APPROVED BY:
Dr. Alan Wimberley, Ed.D., Committee Chair
Dr. Carolyn McCreight, Ed.D., Committee Member
Dr. Jason Dedo, Ph.D., Committee Member
2
ABSTRACT
Succession planning, leadership development, effective instructional methods, and successful
mentorship practices are vital to the growth of today’s school boards. Existing research shows
those willing to grasp the reins of leadership have benefitted from a district’s formalized
mentoring program. The purpose of this phenomenological study is to determine the mentoring
needs of beginning Vice-Principals and determine their views of the most critical areas that need
addressing in the mentoring program at the Ottawa Valley District School Board (a pseudonym).
This study uses a phenomenological design to explore the experiences of ten administrators who
are new to the role of Vice-Principal. The setting for this study is the Ottawa Valley District
School Board. Interviews, observations, and a focus group were used to collect data. Data was
analyzed by organizing data into computer files. In turn, these files were converted into
appropriate text units for analysis by hand and computer. Moustakas’ (1994) Seven Steps of Data
Analysis were used to arrive at meaning and essence for the participants. Triangulation, member
checking, rich thick description, and bracketing are used to address issues of trustworthiness.
Key words: mentoring, instructional leadership, self-efficacy, leadership development
3
Dedication
This dissertation is dedicated to my family. This doctoral journey has robbed you of
countless hours whilst I studied, read, and wrote in our basement. Each of you are beautiful,
intelligent, funny, discerning, and forgiving. People who come into your presence always remark
how welcome and happy you make them feel and that you always lift their spirits. This is a gift
that not many people have, and it is a gift you have been entrusted with; something to be
nurtured. Wherever your future takes you, my hope is that you embrace the things having eternal
significance and that you continue to make a positive impact on the lives around you.
To my Heavenly Father, where do I even begin? I fail, I stumble, I fail again, and yet
your mercy and grace have time and time again to be more than sufficient for me. Thank you for
the songs you place in my heart each day and for the beauty this world beholds. I selfishly ask
that you deepen my faith, strengthen the ties that bind, and create in me a clean heart each day.
Lastly, to my big brother, Bruce, and his beautiful wife, Mena. A thank you from
February 5, 2015, doesn’t seem adequate enough, and yet I know those are the only words you’d
have me speak. When I was at my worst, you saw me at my best. I love you both.
4
Acknowledgments
This dissertation is the result of many influences made on my life. I also want to
acknowledge the patience, support, and encouragement of my dissertation team led by Dr.
Wimberley (Chair), Dr. McCreight, Dr. Dedo, and my Research Consultant, Dr. Yocum. It has
been an honour working with you all, and I hope our friendship continues to flourish and grow in
the days ahead.
I was blessed to have been raised in an environment where family is everything. My
parents modelled the way for me and taught me to say please and thank you, to always work
hard, and to to never give up. Mom, Dad, Bruce and Shelley: I love you.
Dr. J. Harry Faught was one of my favourite uncle’s who significantly impacted my life
for the better. He didn’t just preach the Word; he lived it. I miss you every day Uncle Harry, and
I think you would have enjoyed reading this study. I know we’ll talk it over in the bye and bye,
but the pain of your passing remains with me. What I would give for one more chat at the table.
To the most thoughtful and hardest working man I know: Director of Education, Steve
Sliwa. You have stretched my thinking in so many ways and have always challenged me to
examine an issue from all sides. I miss our conversations and exchange of “thinking thoughts”.
You make people better educators Steve, and I consider you a dear friend.
I also wish to acknowledge students who struggle every day in a classroom. Being your
Principal made me a better person because your determination taught me more about humanity
than you’ll ever know. I promise to never stop advocating for you, your needs, and for what’s
right.
5
Lastly, it took 17,532 days to experience that Blank Line moment: the moment I knew
em. Not everyone in this life is fortunate to experience a moment such as that, but I am. Thank
you.
6
List of Tables
Table 1: Participant Demographics...............................................................................................92
Table 2: Codes..............................................................................................................................96
Table 3: Themes..........................................................................................................................114
7
List of Abbreviations
Emotional Intelligence (EI)
Institute for Educational Leadership (IEL)
Intelligence Quotient (IQ)
Leadership Assessment Pool (LAP)
New Teacher Induction Program (NTIP)
Ontario Leadership Framework (OLF)
Ontario Principal’s Council (OPC)
Ottawa Valley District School Board (OVDSB)
VP (Vice-Principal)
8
Table of Contents
ABSTRACT .................................................................................................................................... 2
Dedication ....................................................................................................................................... 3
Acknowledgments........................................................................................................................... 4
List of Tables .................................................................................................................................. 6
List of Abbreviations ...................................................................................................................... 7
Table of Contents ............................................................................................................................ 8
CHAPTER ONE: INTRODUCTION ........................................................................................... 12
Overview ........................................................................................................................... 12
Background ....................................................................................................................... 12
Situation to Self................................................................................................................. 14
Problem Statement ............................................................................................................ 17
Purpose Statement ............................................................................................................. 17
Significance of the Study .................................................................................................. 18
Research Questions ........................................................................................................... 19
Summary ........................................................................................................................... 20
CHAPTER TWO: LITERATURE REVIEW ............................................................................... 22
Overview ........................................................................................................................... 22
Theoretical Framework ..................................................................................................... 22
Bandura’s Social Cognitive Theory and Self-Efficacy ......................................... 22
Related Literature.............................................................................................................. 28
Summary ........................................................................................................................... 59
9
CHAPTER THREE: METHODS ................................................................................................. 62
Overview ........................................................................................................................... 62
Design ............................................................................................................................... 62
Research Questions ........................................................................................................... 65
Role of the Researcher ...................................................................................................... 66
Participants ........................................................................................................................ 66
Research Site ..................................................................................................................... 68
Data Collection ................................................................................................................. 69
Interviews .............................................................................................................. 70
Focus Group .......................................................................................................... 73
Observation and Field Note Taking ...................................................................... 75
Data Analysis .................................................................................................................... 76
Memoing ............................................................................................................... 77
Bracketing ............................................................................................................. 78
Open Coding ......................................................................................................... 78
Essence .................................................................................................................. 79
Trustworthiness ................................................................................................................. 79
Credibility ............................................................................................................. 80
Dependability and Confirmability ........................................................................ 82
Transferability ....................................................................................................... 83
Ethical Considerations ...................................................................................................... 83
Summary ........................................................................................................................... 84
CHAPTER FOUR: FINDINGS .................................................................................................... 89
10
Overview ........................................................................................................................... 89
Participants ........................................................................................................................ 91
Cindy ................................................................................................................................. 92
Holly ................................................................................................................................. 93
Pam ................................................................................................................................... 93
Meredith ............................................................................................................................ 93
Janet .................................................................................................................................. 94
Karen ................................................................................................................................. 94
Fiona ................................................................................................................................. 94
Stephanie ........................................................................................................................... 95
Donna ................................................................................................................................ 95
Isabelle .............................................................................................................................. 95
Results ............................................................................................................................... 96
Theme One: Relationships Take Time ................................................................. 97
Theme Two: Mentoring Matters ......................................................................... 101
Theme Three: Desire to Model Instructional Leadership But How? .................. 110
Summary ......................................................................................................................... 114
CHAPTER FIVE: CONCLUSIONS .......................................................................................... 119
Overview ......................................................................................................................... 119
Summary of Findings ...................................................................................................... 120
Discussion ....................................................................................................................... 122
Implications..................................................................................................................... 128
Delimitations and Limitations ......................................................................................... 137