Date of Award
Spring 5-15-2017
Document Type
Dissertation
Degree Name
PHD - Doctor of Philosophy
Department
Education
First Advisor
Stephen Gould
Second Advisor
Paul Naso
Third Advisor
Krishna Mallick
Abstract
Abstract
The necessity of critical thinking to functional democratic citizenship and 21st century thriving is supported by the research literature, social theory and the history of philosophy. An environment that is mission driven for fostering critical thinking is the American public school. Research is reviewed in this study that demonstrates the close causal connection between the instructional focus of a school, and the public priorities of the principal. The necessary cause of critical thinking growth in students, therefore, is strong critical thinking based leadership by the principal. This study is the first to explore research questions concerning the perceptions of critical thinking based leadership by active school principals. Current literature is reviewed that determines indicators of strong critical thinking based leadership more generally. These indicators were calibrated to the unique elements of the school setting, and a survey was created to determine the priority of critical thinking in the leadership of respondents, the degree to which and the frequency with which respondents actually engage in critical thinking based leadership, and the perceived impediments to more frequent and effective critical thinking based leadership. Survey data was analyzed to find common perceptions, experiences and commitments to critical thinking based leadership, and its improvement. These analyses were then used to create interview questions; interviewees responded to the aggregate data from the survey, volunteering their own perspective on the findings, and contributing to the overall descriptive essence of the phenomenon of critical thinking by elementary principals in their leadership role. The findings of the study are as follows: a) critical thinking is perceived to be a significant leadership priority by elementary principals; b) elementary principals do not fully engage in critical thinking; c) elementary principals have a limited view when considering critical thinking for decision vi CRITICAL THINKING BY ELEMENTARY SCHOOL PRINCIPALS making; d) elementary principals focus on external factors as the exclusive inhibitors for increasing and improving their critical thinking; e) elementary school principals use critical thinking most when they collaborate with or supervise faculty; f) elementary school principals do not consider critical feedback, and adjust leadership practice accordingly; g) elementary principals perceived the need for more leadership autonomy; h) the role of the elementary school principal as critical thinker needs to be better understood by all members of the school community; and i) elementary school principals do not take responsibility for their limitations as critical thinkers. The study has significant implications for school leaders, policy makers, teachers, professional development organizations and university schools of education.
Key Words: Critical Thinking, Perception
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Language
English
Number of Pages
190
Embargo Period
2-20-2025
Recommended Citation
Hanna, Michael, "Perceptions of Elementary School Principals Regarding the Use of Critical Thinking in their Leadership." (2017). Educational Studies Dissertations. 236.
https://digitalcommons.lesley.edu/education_dissertations/236
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The author owns the copyright to this work.
