UNDERSTANDING PERCEPTIONS AND PRACTICE OF PRINCIPAL LEADERSHIP IN A CATHOLIC ARTS-INTEGRATED ELEMENTARY SCHOOL

Abstract

School principals have an ongoing responsibility to support teachers and students. By adopting a school-wide arts-integrated approach, principals can potentially observe greater academic success, engagement, and ownership of the learning experience among their students (Bellisario & Donovan, 2012; Deasy, 2002; Eisner, 2002a; Garrett, 2013; Melnick et al., 2011; Pope & Foster, 2018; Rabkin & Redmond, 2004, 2006; Robinson, 2013; Shaw & Bernard, 2022; Sterman, 2018). The purpose of this research study was to understand how a Catholic elementary school principal and classroom teachers implemented an arts integrated curriculum or school program. Specifically, the study sought to understand what Catholic elementary school principals and teachers did during the implementation process and how school-based factors influenced the implementation of the arts integrated program. Because this is a practice-based dissertation study, its aim is to communicate how the actions taken in the school setting can be relevant or informative to educators in non-Catholic school contexts. These recommendations could, in theory, support the improved implementation of an arts integrated program model. Based on the data collected and in light of the research questions, this qualitative case study describes the experiences of a principal and teachers at an arts-integrated Catholic elementary school in California. An analysis of the data collected from transcribed interviews, observations, and documents ultimately produced several findings. First, the findings indicate the continued importance of a clear vision and mission for the school that is widely accepted and bought into by school staff. Moreover, the findings demonstrate the vital role that effective hiring and collaboration play in creating opportunities for teacher learning and engagement. Finally, effective implementation depends upon sustained resource allocation and support for the arts-based program. Collectively, these activities support the implementation of an arts curriculum and create conditions that support teachers in becoming effective in delivering the arts-based program. Certain school-based factors also influenced the implementation of this arts integrated Catholic elementary school program and may pose specific considerations for all educational leaders in both Catholic and non-Catholic school contexts. These school-based factors include having adequate funding and ensuring teacher retention to effectively implement and sustain an arts-integrated school program.