Date of Award:
Doctor of Education (EdD)
School of Teacher Education and Leadership
Barry M. Franklin
Barry M. Franklin
Michael K. Freeman
David E. Forbush
Sheryl A. Marx
Gary L. Carlston
This qualitative study investigates how leadership is embodied within the role of seminary principals in released-time seminaries for The Church of Jesus Christ of Latter-day Saints. This study utilized a grounded theory approach and constant comparative analysis while triangulating the data obtained from personal interviews, participant observations, and analysis of documents. The primary sources of data came from the personal experiences and perspectives of four principals, eight teachers, and one area administrator that are analyzed through biographical interviews. Analyses of the data were completed to determine common themes of leadership that were embodied by principals in released-time seminaries for The Church of Jesus Christ of Latter-day Saints. Results included the importance of: (a) principals as trainers, (b) a lack of training for seminary principals, (c) principals as a reflection of higher administration, (d) principal's influence on faculty unity, (e) principal's focus on assisting the struggling student, (f) ensuring faculty professionalism, (g) personal satisfaction and growth, and (h) managerial organization. Recommendations from this study help provide a framework of leadership practices for current and future seminary principals, as well as those who oversee seminary principals within the Church Educational System.
Johnson, Eric W., "A Qualitative Study of Seminary Principals for The Church of Jesus Christ of Latter-day Saints" (2008). All Graduate Theses and Dissertations. 195.
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