Distributed leadership and its impact on relationships and campus culture in a minority-majority high school

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dc.contributor.advisorBriscoe, Felecia
dc.contributor.authorVogel, Kenneth Eugene, Jr.
dc.contributor.committeeMemberBarnett, Bruce
dc.contributor.committeeMemberRodríguez, Mariela A.
dc.contributor.committeeMemberWoods, Brian T.
dc.date.accessioned2024-03-08T15:59:23Z
dc.date.available2024-03-08T15:59:23Z
dc.date.issued2016
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe purpose of this qualitative case study is to gain a greater understanding of how the practice of distributed leadership impacts relationships and campus culture in a minority-majority high school. This study and its results are based on semi-structured interview questions and observations of five participants at an urban high school in south-central Texas. Campus artifacts were also studied to provide supporting data. The participants included the campus principal, academic dean, an assistant principal, a department coordinator, and a teacher. The theoretical framework for this study was based on prior research that examined how formal and informal leaders as well as followers interacted and communicated with each other due to the situational aspects of education, and how leadership power was distributed within a network of campus community members. This study found that the distribution of leadership from formal to informal leaders was situational, but that the distribution was also tied to an interdependent cycle of relationships, trust, accountability, student success, and campus culture and climate. Each one of these was needed for distributed leadership to occur. This study also found that distributed leadership, and the campus culture and climate it helped foster, led to a shared perception of colorblindness, which the participants felt was justified because of a belief that all students should be treated the same, regardless of race and ethnicity. Further, the participants perceived that student success was also a result of a positive, distributive culture that helped create a high teacher morale that trickled down to students.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent262 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781339717838
dc.identifier.urihttps://hdl.handle.net/20.500.12588/5899
dc.languageen
dc.subjectAccoutability
dc.subjectClimate
dc.subjectCulture
dc.subjectCampus culture
dc.subjectDistributed Leadership
dc.subjectRelationships
dc.subjectTrust
dc.subject.classificationEducational leadership
dc.subject.lcshSchool management teams -- Texas -- Case studies
dc.subject.lcshSchool management and organization -- Texas -- Case studies
dc.subject.lcshEducational leadership -- Texas
dc.subject.lcshMinorities -- Education (Secondary) -- Texas
dc.titleDistributed leadership and its impact on relationships and campus culture in a minority-majority high school
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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