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Dissertation
Together we thrive: principal-supervisor pairs collective work through productive partnerships : a phenomenological study
Doctor of Education (Ed.D.), Drexel University
Jun 2025
DOI:
https://doi.org/10.17918/00011014
Abstract
School principals are among the most influential factors in student achievement, second only to classroom instruction. Their leadership shapes school culture, instructional quality, teacher development, and organizational effectiveness. However, the impact of even the most capable principals is often undermined by high turnover and inconsistent support. This study explores the critical role of principal supervisors in addressing these challenges by providing job-embedded professional learning and leadership development. This qualitative research investigates how productive partnerships between principals and their supervisors can be leveraged to build principal capacity and reduce leadership disruption. Through an exploration of the lived experiences of both principals and principal supervisors, the study examines (1) the dispositions that structure successful partnerships, (2) the collaborative practices that most effectively support leader development, and (3) the benefits, challenges, and strategies involved in sustaining these partnerships. Findings from this study contribute to a deeper understanding of how principal supervisors--often serve as area superintendents, network leads, or directors of school support--can shift from traditional managerial roles to become instructional partners. By redefining the principal-supervisor relationship as a collaborative, capacity-building alliance, school systems can better support principal retention and effectiveness. This research offers practical insights for district leaders seeking to strengthen school leadership pipelines and ensure that every school is led by a highly capable, well-supported principal.
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Details
- Title
- Together we thrive
- Creators
- Jaime Felice Whitfield-Coffen
- Contributors
- Harriette Rasmussen (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- ix, 189 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022058937604721