Files
Abstract
The main focus of this study is to examine the role of the principal as an intermediate policy implementer with particular focus on implementing Georgia's Teacher Keys to Effectiveness System. This qualitative case study comprises interviews and document analysis to examine the principal's self-identified role identity development process within the framework of Spillane's Distributed Leadership theory model. The research questions are: (1) what is the role of the school principal as an intermediary policy implementer, and (2) how does the school principal's self-defined role as the intermediary policy implementer influence his implementation effectiveness? Interviews with the principal, assistant principal, and teachers were used to triangulate the context in which the principal's role identity development process was situated. Results suggest the principal's process based on the relationship between the principal, assistant principals, Board of Education, teachers, and the school's climate and culture directly impacts the decisions the principal makes and the practices used to implement. This study also supports the policy implementation theory that a smoothly implemented policy is so as a results of forward mapping, evolutionary planning, and continuous monitoring and feedback for change.