Ambidextrous Educational Leadership: A New Paradigm in Urban K-12 Administration and Supervision

Dissertation

Public Deposited

Abstract

Educational leadership and supervision encompass a multitude of paradigms and thought processes. The descriptive nature of this area of management gives way to the method individuals use to oversee educational facilities and professionals in relation to their non-educational counterparts. The purpose of this study was to explore how might a non-educational method of management be combined with educational administration and supervision within the context of an urban educational K-12 setting. Administrative faculty of varying levels of educational administration and responsibility were interviewed and based on their interview responses, the likelihood of this type of educational administration being implemented in an urban K-12 setting was explored. The researcher, based on the interviewed administrators, documented the responses to interview questions and formulated a theory as to the viability of instituting a new design in urban educational administration and supervision as well as identifying trends of the interviewed administrators. The finding suggests that, if administrators and supervisors were to implement this researcher’s proposed design of educational administration and supervision in an urban school setting, certain parameters would have to be met for this type of urban public-school administration to be inaugurated and endorsed by educational leaders.

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