This dissertation examines the perceptions of the participants in the Institute of Engaged Principal Leadership at the start and conclusion of their first year of sessions. The study used a single case study qualitative research approach incorporating semi-structured interviews questions, researcher observations, and review of documents throughout the 2012-2013 initial year of the Institute. The results indicate themes of growth within the participants' beliefs, confidence, focus on equity and student-centered school climate, and a need for networking within the educational leadership roles. Based upon these results, recommendations are provided for future Institutes as well as preparation programs for teachers and principals.


Candace Raskin

First Committee Member

Melissa Krull

Second Committee Member

Lori Bird

Date of Degree




Document Type



Doctor of Education (EdD)


Educational Leadership



Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License


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