Aguas Castillo, Pedro PabloCastillo Chica, Neivys Leivys2022-08-292023-08-282022-08-292022-08-24https://repositorio.unicordoba.edu.co/handle/ucordoba/6446While many scholars agree on the influence and importance principal leadership has on some school processes, still little is known about how principals influence or shape school processes, leading to debate about the degree of impact they might have. The purpose of this phenomenological study was to examine how school principals go through school processes such as achieving school outcomes, playing leadership roles, and making school improvements Through this phenomenological study of 5 participants at an urban public school I intended to answer the phenomenological question, “How do central stake holders make sense of their leadership in a public urban secondary school in a city in Colombia? The study employed seven step Stevick-Colaizzi’s--Keen method of phenomenological analysis and a descriptive approach to phenomenology. Data was collected through in-depth, semi-structured interviews, and reflective diaries. Six themes emerged from the data: 1) The power of connectedness, 2) The wholeness of communication, 3) Awareness of a sense of community, 4) A sense of practicalness in education, 5) The uniqueness of a leadership style, 6) Awareness of a commitment to a mission. The findings from this study provided a deeper understanding of the influence principal leadership has on school outcomes and they added to the current body of research regarding the relationship between principal leadership and school improvement.Chapter 1: Introduction..........................12Problem Statement.........................14Purpose of the study.........................15Research Questions.....................16Conceptual Framework.................17Leadership......................17Approaches to Leadership............................19Educational Leadership..........................22Principal Leadership....................25The school principal as a leader.....................27School Organization..............................28Teacher as a Principal.........................31Instructional Leadership..................................32The Teacher as a leader............................34Teacher Leadership and foreign language teaching....................36Chapter 2: Literature Review...................39Historical and Contemporary Roles and Responsibilities of High School Principals........................39Principal Leadership Styles................41Principal Leadership and School Outcomes...............46Chapter 3: Methods.....................53Research Design...................53Qualitative Research..................54Phenomenological Research Method....................55Conceptual Framework....................56Consciousness.....................................56Intentionality......................................57Lived Experience..............................57Perception........................................58Intuition..........................58Epoche or bracketing...............................60Phenomenological Reduction...........................61Imaginative Variation.......................61Appropriateness of Design..............................65Research Questions......................66Participants and Context...................66Ethical Considerations................69Data collection and Instruments................70Data Analysis..................72Validity and Reliability......................73Chapter 4: Findings...................76Context and Participants...................76Data collection....................77Data Analysis....................78Definitions for Themes...................81Theme 1: The power of connectedness.............83Theme 2: The wholeness of communication...........84Theme 3: Awareness of a sense of community...............85Theme 4: A sense of practicalness in education..............86Theme 5: The uniqueness of a leadership style.............87heme 6: Awareness of a commitment to a mission........91Descriptive Identification......................93Chapter 5: Discussion.....................94Discussion of findings........................95Discussion of findings for Research Question Two.............98Conclusion...................................................102Scope and limitations of the study...............103Recommendations for Further Research..........................104Personal Reflection......................................105References....................................107APPENDIX..............................125application/pdfengCopyright Universidad de Córdoba, 2022Trabajo de grado - Maestríainfo:eu-repo/semantics/embargoedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)LiderazgoLideres escolaresFenomenologíaExperiencia vividaResultados escolaresLeadershipSchool stakeholdersPhenomenologyLived ExperienceSchool Outcomes.