Initializing responsibility: A grounded theory of becoming a school administrator

• Main Authors: Prospero, Glenford M., Yasa, Teresa P., Agoncillo, Roland Nino L.
• Format: text
• Published: Animo Repository 2017
• Subjects: School management and organization; School administrators; Organizational change; Educational Administration and Supervision
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/3036
• Institution: De La Salle University

The research under study was an attempt to explore the main concern of school administrators and how they continually resolve it during the transition period. The researcher developed a grounded theory of becoming a school administrator during the transition period. The Classic Grounded Theory Methodology was utilized in the process of generating concepts which enabled the researcher to get closer to the phenomenon under study through constant comparison analysis in each coding process - open, selective and theoretical coding. Seventeen participants representing different higher educational institutions were purposively selected to provide a substantial response to the substantive area of interest. Hence, initializing responsibility emerged as the main concern of the school administrators during the transition period; thereby, resolving the main concern of the school administrators. The emerging substantive theory Initializing Responsibility is explained by four significant stages or processes, namely: embracing responsibility, bridging transition, changing mindset and rewarding experience. The main concern of the school administrators and how it is continually resolved provide a new insight and a deeper understanding relative to educational leadership and management particularly the transition period. © 2017, Southeast Asian Association for Institutional Research. All rights reserved.