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Full-Text Articles in Education
High School Administrators’ Perspectives Of Leadership Practices Influencing Teacher Leadership And Culture, Andrea H. Taylor
High School Administrators’ Perspectives Of Leadership Practices Influencing Teacher Leadership And Culture, Andrea H. Taylor
Walden Dissertations and Doctoral Studies
In a southeastern state in the United States, a gap in practice exists regarding the consistent implementation of instructional leadership practices to promote teacher leadership and culture in schools. The purpose of this study was to explore administrators’ perspectives of their implementation of instructional leadership practices to influence teacher leadership and culture. The conceptual framework for this qualitative approach was Bass and Avolio’s transformational leadership theory. The research question focused on high school administrators’ perceptions of the instructional leadership practices they are using to influence teacher leadership and school culture. Purposive sampling was used, and six high school administrators participated …
Principal Supervisors Coaching Practices For Developing School Principals' Instructional Leadership Capacity, Jamila M. Mannie
Principal Supervisors Coaching Practices For Developing School Principals' Instructional Leadership Capacity, Jamila M. Mannie
Walden Dissertations and Doctoral Studies
Across the United States performance expectations of principal supervisors are shifting from a focus on compliance to a focus on instructional leadership development. The problem addressed in this study was that principal supervisors were applying feedback and coaching approaches inconsistently as they addressed school principals’ growth as instructional leaders. The conceptual framework was transformational leadership, through which leaders encourage, inspire, and motivate employees to innovate and create change that can help grow and shape future academic success for the students they serve. The research questions were designed to explore how principal supervisors provide feedback and coaching to develop school principals’ …
Administrators And Teachers' Perceptions Of Instructional Leadership Practices To Increase Student Achievement, Keyna Crawford Anderson
Administrators And Teachers' Perceptions Of Instructional Leadership Practices To Increase Student Achievement, Keyna Crawford Anderson
Walden Dissertations and Doctoral Studies
AbstractThe lack of achievement in public schools has been a concern globally and has negatively affected the growth of communities and the economy. School principals have a central role in implementing effective instructional practices and creating a positive teaching and learning environment that fosters student achievement. The problem addressed was a lack of instructional leadership in a British territory. The conceptual framework for this research was the instructional leadership model of Hallinger and Murphy, which defines three main dimensions of instructional leadership: (a) defining the school's mission, (b) managing the instructional program, and (c) promoting a positive school learning climate. …
Principals’ And Teachers’ Perceptions Of Content-Specific Instructional Feedback, Shernore S. Prince
Principals’ And Teachers’ Perceptions Of Content-Specific Instructional Feedback, Shernore S. Prince
Walden Dissertations and Doctoral Studies
The research problem for this basic qualitative study was that principals were not consistently providing content-specific feedback to support teachers’ instructional practices. This problem was important because principals, as instructional leaders, are responsible for giving feedback to teachers to support teachers’ instructional practices. The purpose of this study was to investigate principals’ and teachers’ perceptions of content-specific feedback. Danielson’s framework for teaching was the conceptual framework that linked the concepts and variables in this study. The research questions addressed how principals perceived that they provided content-specific feedback to support teachers’ instructional practice, and how teachers perceived principals as providing content-specific …
High School Principals' Perceptions And Instructional Leadership Practices Regarding Algebra I State Scores, Tangia Ann Miller
High School Principals' Perceptions And Instructional Leadership Practices Regarding Algebra I State Scores, Tangia Ann Miller
Walden Dissertations and Doctoral Studies
States are double scheduling algebra classes; using calculators and virtual manipulative-like algebra tiles; and applying interventions such as Response to Interventions, needs assessments, and various computer graphing technology such as Demos. However, during the school year 2018-2019, 12.9 percent of a state public school students failed to meet passing score requirements on the state algebra test and were at risk of not graduating. The purpose of this research was to examine school principal perceptions and instructional leadership practices supporting mathematics teachers to help students to improve their proficiency in Algebra I. A basic qualitative research design, grounded in instructional leadership …
K-12 Principals, Instructional Leadership, And Equitable Gifted Program Placements For Students, Rochelle Marie Archelus
K-12 Principals, Instructional Leadership, And Equitable Gifted Program Placements For Students, Rochelle Marie Archelus
Walden Dissertations and Doctoral Studies
School leaders struggle to implement best instructional leadership practices to enhance student diversity in gifted programs. The purpose of this qualitative case study was to understand how K-12 school principals implement instructional leadership practices regarding equitable placements of students in gifted programs. Three elements of Hallinger and Murphy’s instructional leadership model, (a) developing and promoting expectations, (b) assessing and monitoring student performance, and (c) supervising and evaluating instruction, informed this study. The research questions addressed instructional leadership practices and behaviors of K-12 school principals regarding placements of students in gifted programs. Ten K-12 school principals who worked in a large …
Principals’ Perceptions Of Administrative Preparedness For Implementation Of Project-Based Learning, Johane St Aime
Principals’ Perceptions Of Administrative Preparedness For Implementation Of Project-Based Learning, Johane St Aime
Walden Dissertations and Doctoral Studies
In a school district located in the southeastern part of the United States, the local problem was that principals were concerned about their knowledge and training to effectively implement project-based learning (PBL). The purpose of this study was to explore the principals’ perceptions about PBL and the implementation, training, and resources needed to improve the instructional leadership of PBL. Daresh and Playko’s proactive leadership theory served as the conceptual framework that guided this study. The research questions focused on principal perceptions about PBL, about implementing PBL, and about necessary training and resources to improve principal training of PBL. A basic …
Elementary Principal And Assistant Principal Instructional Leadership Practices Influencing Student Literacy, Jennifer England Magnusson
Elementary Principal And Assistant Principal Instructional Leadership Practices Influencing Student Literacy, Jennifer England Magnusson
Walden Dissertations and Doctoral Studies
AbstractThe problem of a rural school district’s declining reading scores for students in Grades 3 through 8 was a significant concern because effective reading skills are of paramount importance to student success in school and life. Evidence suggests that principal instructional leadership practices influence student achievement; therefore, the purpose of this basic qualitative study was to examine the district’s elementary principals’ and assistant principals’ instructional leadership practices that influenced student literacy. Murphy’s model of instructional leadership served as the conceptual framework. The research question for this study addressed how these elementary administrators implemented instructional leadership practices at their schools to …
Principal Transformational Leadership And School Climate In Title 1 Schools, Heidi H. Miller
Principal Transformational Leadership And School Climate In Title 1 Schools, Heidi H. Miller
Walden Dissertations and Doctoral Studies
Students living in poverty who attend Title 1 schools continue to underperform academically compared to their more-advantaged peers. Researchers have shown that leadership and school climate influence academic outcomes for students, and educators and community members need to understand effective leadership and school climate practices used where students have demonstrated academic growth. The purpose of this qualitative case study was to gain an understanding of principals’ perspectives on their leadership and school climate practices that may contribute to students’ academic growth in Title 1 elementary schools. The conceptual framework encompassed elements of transformational leadership and constructs of school climate. Interviews …
Elementary School Principals’ Instructional Leadership Practices Supporting Academically Marginalized Students, Stacy Lynette Parker
Elementary School Principals’ Instructional Leadership Practices Supporting Academically Marginalized Students, Stacy Lynette Parker
Walden Dissertations and Doctoral Studies
The research problem addressed in this qualitative case study is the need to understand elementary school principals' instructional leadership practices supporting academically marginalized students. Instructional leadership practices to "close the achievement gap" are imperative to document, so that best practices can be highlighted and disseminated among educational institutions that face similar challenges. The conceptual framework of the principal instructional management theory is used to explore instructional leadership through 3 dimensions: managing the instructional program, defining the school mission, and fostering academic achievement. Semistructured interviews and thematic analysis were conducted to collect and analyze data from 11 elementary principals in response …
Perceptions Of K-12 School Principals Regarding Instructional Leadership To Support Music Teachers, Erick Cuthbert Willie
Perceptions Of K-12 School Principals Regarding Instructional Leadership To Support Music Teachers, Erick Cuthbert Willie
Walden Dissertations and Doctoral Studies
K-12 school principals, as instructional leaders, are critical to supporting music teachers. The problem addressed in this project study was that principals have been inconsistently applying instructional leadership to support music teachers to remain in the teaching profession. The purpose of this basic qualitative research design study was to understand how principals applied instructional leadership practices to support music teachers in order to retain them. The conceptual framework was the instructional leadership model of Hallinger and Murphy, which defines three main dimensions of instructional leadership: (a) the school mission, (b) the instructional program, and (c) the school climate. The research …
Characteristics Of Successful Elementary Principals As Instructional Leaders, Phonecia Wilson
Characteristics Of Successful Elementary Principals As Instructional Leaders, Phonecia Wilson
Walden Dissertations and Doctoral Studies
The problem addressed in this study was the lack of consistency of implementation of instructional leadership practices by elementary principals. Little research existed at the time of this study to inform current practitioners about specific instructional leadership practices that positively effect student growth based on the perceptions of successful practitioner. The purpose of this study was to describe specific instructional leadership behaviors perceived by elementary school principals to have a positive effect on student growth and to describe the contextual factors that affect the different levels of implementation of these behaviors. The conceptual framework for this study was instructional leadership. …
Principals' Perceptions Of Instructional Leadership Development, Carla Brabham Brabham
Principals' Perceptions Of Instructional Leadership Development, Carla Brabham Brabham
Walden Dissertations and Doctoral Studies
Instructional leadership is an important aspect of student achievement and the overall success of schools. Principals, as instructional leaders, need continual reflection on their competency. Job-embedded professional development (JEPD) for teachers is implemented and monitored by instructional leaders. The purpose of this case study was to examine the perceived instructional leadership development of two principals at two schools where JEPD was used. Weber's model of instructional leadership guided the research questions on how the implementation of JEPD affected the principals' instructional leadership growth and development. Data collection occurred through interviews, observations during principal-led JEPD sessions, and document review after which …