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Printy, Susan M.; Marks, Helen M.; Bowers, Alex J. – Journal of School Leadership, 2009
Transformational leadership by the principal appears to be a precondition of shared instructional leadership in schools, but it does not guarantee that principals and teachers will collaborate on curriculum and instruction. The present study, a content analysis of existing case studies, explores the ways in which teachers respond to…
Descriptors: Content Analysis, Transformational Leadership, Instructional Leadership, Principals
Marks, Helen M.; Nance, Jason P. – Educational Administration Quarterly, 2007
Purpose: The study investigates how various accountability contexts--including states, local boards, districts, school site councils, parent associations, and teachers--affect the ability of principals to influence instructional and supervisory decisions in their schools. Data: Data for the analysis come from 1999-2000 Schools and Staffing Survey…
Descriptors: Instructional Leadership, Educational Change, Accountability, Principals
Printy, Susan M.; Marks, Helen M. – Theory Into Practice, 2006
The article synthesizes research findings from studies examining how principals and teachers contribute to shared instructional leadership and the relationship of shared instructional leadership to teacher and student learning. Principals and teachers contribute to the leadership equation in each school in different ways, according to school…
Descriptors: Leadership Styles, Principals, Teachers, Supervisor Supervisee Relationship
Peterson, Kent D.; Marks, Helen M.; Warren, Valli D. – 1996
One of the most widespread restructuring reforms involves decentralizing decision making to schools and sharing decision making with a variety of groups. This paper presents findings of a study that examined the organizational conditions in schools using School-Based Decision Making (SBDM) where there is higher quality instruction and greater…
Descriptors: Academic Achievement, Analysis of Variance, Elementary Secondary Education, Governance