Award Date

2009

Degree Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

Advisor 1

Teresa S. Jordan, Committee Chair

First Committee Member

Gene E. Hall

Second Committee Member

James R. Crawford

Graduate Faculty Representative

LeAnn G. Putney

Number of Pages

252

Abstract

This study employed an ethnographic perspective to generate a grounded theory that contributes to the understanding of financial leadership practice in four elementary school contexts: Non Title I School, Title I School, Empowerment School and Charter School. The literature, interviews, observations, document analysis, and review of relevant financial artifacts at each site were used to form an Innovation Configuration Map, which represented financial leadership practice.

Results showed that financial leadership practices are rooted in targeted resource tools, mindful internal accountability routines, and collaborative, inquiry based mindsets of school practitioners. Moreover, variations emerged such that financial leadership practices adapted to the unique context of the site.

This study found that explaining, analyzing, and documenting the configurations that exist with recognized financial leadership practices helps to illuminate the connection between spending practices and school improvement efforts in different school contexts.

Keywords

Charter schools; Elementary schools; Financial leadership; Innovation configuration map; Leadership; School improvement; School spending; Site-based financial leadership; Title I schools

Disciplines

Elementary and Middle and Secondary Education Administration

Language

English


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