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Perceptions Of Experienced African American Male Principals Of Supports Needed To Improve Their Instructional Leadership Skills, Vance M. Benton

Walden Dissertations and Doctoral Studies

African American male principals frequently are placed in low-achieving schools but provided limited support. The purpose of this basic qualitative study was to explore the perceptions of experienced African American principals regarding the support they receive to improve their instructional leadership skills as a way to improve student academic achievement. The social cognitive career theory and the transformative learning theory served as the conceptual framework for this basic qualitative study. The research questions for this study examined principals’ perceptions of how they were being supported, the challenges of getting support, and how their support could be improved. Nine experienced African …

Leadership Experiences Of Secondary School Principals In Trinidad And Tobago, Asha Ramraj-Sookdeo

Walden Dissertations and Doctoral Studies

Meeting the leadership needs of principals poses a challenge globally. This problem is exaggerated in Trinidad and Tobago, as certification in leadership is not a requirement to become a principal. Additionally, the lack of empirical data about principal leadership in this country poses a major challenge in developing principals. The purpose of this transcendental phenomenological qualitative study was to explore principal leadership in secondary schools in this context. The conceptual lens incorporated Neumerski’s angle on instructional leadership theory developed from Hallinger’s model and Theoharis’s social justice leadership theory. The research questions addressed the nature of the principals’ leadership experiences in …

Principals Managing The Expectations Of Instructional Leadership, Shonda Ham Collins-Richey

Walden Dissertations and Doctoral Studies

Researchers have shown that principals are second only to teachers in their impact on student learning. The problem studied was principals’ abilities to balance their responsibilities as operational managers while placing primary focus on instructional leadership. The purpose of this qualitative study was to explore the processes established by school principals to balance the expectation of managing their buildings while being instructional leaders and how their sense of self-efficacy influenced their ability to establish and adhere to those processes and structures. The theories of complexity self-efficacy guided this study. Data were collected using structured and semistructured interviews with six elementary …

Instructional Leadership Of Elementary School Principals Regarding Proficiency In Mathematics, Melvinia Robinson

Walden Dissertations and Doctoral Studies

Elementary school principals, as instructional leaders, are critical to improving

mathematics proficiency. The research problem was that elementary school principals are

inconsistently applying instructional leadership to support mathematics teachers' efforts

to improve students' proficiency. The purpose of this qualitative case study was to

understand how elementary school principals apply instructional leadership to support

mathematics teachers in their efforts to improve student proficiency in mathematics. 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 question …

New Primary School Principals’ Understandings And Practice Of Instructional Leadership In Ethiopia, Dorothy Aanyu Angura

Walden Dissertations and Doctoral Studies

Instructional leadership (IL) is recognized as an essential role of a school principal, yet in the African school context, there is a paucity of research on understanding new principals’ perceptions and practice of IL. This basic qualitative research explored the IL understandings and practices of new primary school principals and their understandings of teacher support for effective instruction. The study utilized the Practical Ideal Type (PIT) microconceptual framework to gauge what new principals understood and practiced and compared with what is established in literature in the Principal’s Instructional Management Rating Scale model. Using thematic data analysis, interview data of seven …

Teacher Leaders’ Perceptions Of Charter School Principals’ Instructional Leadership Practices, Frednardo Davis, Mary K. Boudreaux

Journal of Educational Research and Practice

Teacher leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the school principal. While teacher leaders may formally or informally fulfill different roles in the school, depending on the school’s needs and the principal’s vision. A voice rarely illuminated within research, teacher leaders should have the ability to perceive and speak to the instructional leadership behaviors of the school principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher leaders are able to more accurately perceive and communicate beliefs about their school principals’ practices …