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1.
Martha N. Ovando Alfredo Ramirez Jr. 《Educational Assessment, Evaluation and Accountability》2007,20(1-2):85-110
The purpose of this study was to identify principals’ instructional leadership actions within a comprehensive teacher evaluation system in successful schools rated as recognized or exemplary by the accountability measures in place. The study followed a multiple case study approach. Participants included six school administrators within the same school district. From these three were principals and three assistant principals, representing all three schools levels—elementary school, middle school, and high school. The main data sources consisted of interviews, observations and journaling. Data were analyzed inductively to discern emerging themes. Findings of the study revealed that principals’ instructional leadership actions at all three levels included setting clear expectations, monitoring instruction through walk-through observations, and providing professional development opportunities according teachers’ needs. Furthermore, the cross site analysis revealed that principals tend to rely on instructional leadership actions that are pertinent to each grade level’s needs. Findings also suggest that principals, indeed, apply the teacher performance appraisal system as a basis to enhance instruction and improve student achievement. 相似文献
2.
Libby F. Gerard Jane B. Bowyer Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help
to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership.
A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning
in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals
in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize
principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests
that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational
policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this
reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer
professional development activities that engage them in reviewing curricula and student work with other principals. Based
on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities
in technology and science reform. 相似文献
3.
Marytza Gawlik 《School Leadership & Management》2018,38(5):539-565
Few studies have investigated what occurs inside charter schools with respect to instructional leadership, teaching, and learning. To address this gap in the literature, this case study examines two major issues: how the principals at four charter schools enact instructional leadership in their respective schools, and what barriers the principals encounter when enacting instructional leadership at their school sites. The results highlight three main categories of instructional leadership practices: developing a school mission, managing curriculum and instruction, and promoting school climate and culture. In addition, the data reveal that while the principals attempted to engage in instructional leadership, they encountered barriers related to budgeting and staffing. The paper broadens the scholarly understanding of instructional leadership in schools with high levels of autonomy. 相似文献
4.
Aimee LaPointe Terosky 《School Leadership & Management》2016,36(3):311-332
This article’s purpose is to highlight the perspectives and actions of urban, public school K-12 principals who are noted for prioritising instructional leadership. Grounded in the conceptual framework of agency, I examined the work experiences of 18 New York City public school principals nominated by supervisors, colleagues, trained educational consultants, parents, and students through a four-phase qualitative study consisting of interviews, time surveys, document review, and observations with participants. In order to uphold instructional leadership, analysis highlighted that participants assumed agency by engendering perspectives and actions that viewed instructional leadership as: grounded in learning, influenced by teachers/staff, requiring time and planning for principals and teachers/staff, and calls for teacher/staff empowerment. 相似文献
5.
Joo-Ho Park 《Asia Pacific Education Review》2012,13(1):89-102
A climate of innovation and principal leadership in schools are regarded as significant factors in successfully implementing
school change or innovation. Nevertheless, the relationship between the school climate supportive of innovation and the principal’s
leadership has rarely been addressed to determine whether schools successfully perform their intended change. In this vein,
this study investigated the impacts of the principal’s leadership style on the teacher’s perceived school climate in terms
of support for innovation. The participants were 981 full-time teachers in 32 public vocational high schools in South Korea.
To examine the unobserved characteristics of schools and principals that promote a school climate supportive of innovation,
both traditional multiple regression and HLM analyses were conducted and compared to the estimated effects of the principal’s
leadership style as a predictor at both the teacher level and the group level. While the unobserved characteristics of school
type and principals’ demographics were considered, results of the study revealed that the leadership style of the principal
significantly affects how the teachers perceive the school climate in terms of support for innovation. More specifically,
the findings of the study assert that principal’s leadership style as an Initiator or a Manger, rather than a Responder, can
provide support for an organizational climate which enhances innovation in schools. Additionally, evaluating the government’s
change initiative, the study illustrates that the government’s top-down mandate requiring schools to change was not related
to the creation of a climate supportive of innovation in schools. 相似文献
6.
7.
Martha N. Ovando 《Journal of Personnel Evaluation in Education》2005,18(3):171-183
The aim of this action research study was to enhance the instructional leadership capacity of aspiring school leaders, through a practical learning experience. The participants observed classes, collected classroom-based data, prepared and delivered written constructive feedback to teachers. Findings suggest that aspiring school leaders need to develop a knowledge foundation related to quality instruction, teachers respond in a positive way and appreciate the feedback offered, constructive feedback has potential to guide teachers’ professional development, aspiring instructional leaders must be professional as they deliver feedback, and schools need to set up system for the effective delivery of constructive feedback to teachers so that teaching and learning excellence can be achieved. 相似文献
8.
Erwin Katewa 《Africa Education Review》2019,16(2):69-89
This article uses the lens of self-leadership to understand the leadership practice of school principals in the Kavango region of Namibia. Self-leadership emphasises the focus on leading the self to enhance one's leadership in the organisation. Self-leadership will always function with other leadership styles; hence, the article uses instructional and distributed leadership styles to understand the possibility of principals having an influence on the improvement of academic quality in schools. This article explores how six secondary school principals in the Kavango region have employed self-leadership styles to improve and sustain the performance of learners. The study adopted a qualitative method that examined the selfleadership of the six school principals in the Kavango region. The data were collected from the six principals and two teachers of each school by using semi-structured interviews. The findings showed that school principals unknowingly employ self-leadership in their schools and in the process use distributed leadership together with instructional leadership to collaborate and share their leadership with teachers. 相似文献
9.
Dorene Ross Alyson Adams Elizabeth Bondy Nancy Dana Stephanie Dodman Colleen Swain 《Teaching and Teacher Education》2011,27(8):1213-1222
This qualitative study was designed to examine teachers’ and principals’ perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. Using Mezirow’s concept of transformational learning, the study documents perceived transformation of teachers’ frames of reference: two related to teaching (adopt an inquiry stance; learn to view oneself as an autonomous professional), and two related to leadership (adopt a leadership stance; view student learning as a communal responsibility). The study includes implications for the design of graduate level teacher education programs to enhance their impact and effectiveness. 相似文献
10.
Contextual antecedents of instructional leadership 总被引：1，自引：0，他引：1
David C. Dwyer 《The Urban Review》1985,17(3):166-188
The premise of this paper is that principals' activities and the success of those activities for the creation or maintenance of potent instruction in schools depends largely on the nature of principals' instructional contexts. Contextual precursors to principals' actions are identified and their relevancy described through the comparison of the behaviors of four elementary school principals in rural, suburban, and urban schools. Findings result from the analysis of a year-long, comparative field study of school principals in which data was gathered through extensive, on-site interviews and observations. 相似文献