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dc.contributor.advisorGates, Gordon S.
dc.creatorCoogan, Nancy Elizabeth
dc.date.accessioned2013-09-18T23:36:14Z
dc.date.available2013-09-18T23:36:14Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/2376/4670
dc.descriptionThesis (Ph.D.), Education, Washington State Universityen_US
dc.description.abstractThe purpose of this action research study was to explore and identify how reliability and resilience are evident in the daily lives of principals in an urban school district. The study was structured according to Stringer's (2007) action research methodology. This action research employs a design that follows a cycle of inquiry. Data collection included interviews, artifacts, observations, regional meetings and district leadership meetings. The final phase of reflection allowed for new learning about the organizational environment that may result in potential change. One major outcome of this study was the reduction in stress on both principals as evidenced by an increase in their well-being. Conclusions of this study include the importance of informing and including principals in decisions that are made centrally and the significance of providing them autonomy to make mindful decisions as they understand the complexities of their buildings more than central office.en_US
dc.description.sponsorshipCollege of Education, Washington State Universityen_US
dc.language.isoEnglish
dc.rightsIn copyright
dc.rightsPublicly accessible
dc.rightsopenAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://www.ndltd.org/standards/metadata
dc.rights.urihttp://purl.org/eprint/accessRights/OpenAccess
dc.subjectEducational leadershipen_US
dc.subjectHigh Reliability Organizationsen_US
dc.subjectMindfulnessen_US
dc.subjectResiliencyen_US
dc.subjectStressen_US
dc.titleRESILIENCY: AN ACTION RESEARCH STUDY WITH TWO HIGH SCHOOL PRINCIPALS
dc.typeText
dc.typeElectronic Thesis or Dissertation


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