عنوان

A Study of Lay Catholic Elementary School Principals:

Number

TLpq2379537713

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

A Study of Lay Catholic Elementary School Principals:

General Material Designation

[Thesis]

First Statement of Responsibility

King, James Kevin

Title Proper by Another Author

The Influence of Contemplative Leadership Practice Behaviors on Catholic School Culture

Subsequent Statement of Responsibility

Schuttloffel, Merylann J

Name of Publisher, Distributor, etc.

The Catholic University of America

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

214

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

The Catholic University of America

Text preceding or following the note

2020

Text of Note

The Catholic school exists to educate the mind and form the spirit so that discerning wisdom may better lead individuals to come to a life in God (Sacred Congregation for Catholic Education, 1977). This dual nature of the Catholic school, spiritual and academic, requires now predominantly lay professionals to lead academically and spiritually with equal acumen (Congregation for Catholic Education, 1997). Schein (2010) expresses institutional culture as having multiple layers of deepening complexity and impact: artifacts, espoused values, and underlying assumptions. The work of the Catholic school principal is critical in the creation of the faith-based culture of the school (Belmonte, Cranston, & Limerick, 2006, Cook, 2007). Contemplative Leadership Practice is a leadership, decision-making model advanced by Schuttloffel (1999) that centers Gospel-based behaviors to advance the spiritual mission of the school. This research examined the relationship of principals utilizing Contemplative Leadership Practice and Catholic cultural indicators (caritative anthropology, sacramentality, community, lived tradition, informed wisdom) of their school (Gilkey, 1975; Groome, 1998). Metacognitive habits (Flavell, 1979) are utilized within Contemplative Leadership Practice, but this dissertation study extends the concept into the new construct of theological metacognition. Theological metacognition is the intentional efforts of an individual to establish cognitive processes so thought and habit best achieve theological goals.

Catholic school culture

Catholic schools

Contemplative leadership Practice

Critical friend

Educational leadership

Theological Metacognition

King, James Kevin

Schuttloffel, Merylann J

Electronic name

p

[Thesis]

276903

a

Y