ERIC Number: ED356526
Record Type: RIE
Publication Date: 1991
Instructional Leadership: A Constructivist Perspective. Occasional Papers: School Leadership and Education Reform, OP #7.
Krug, Samuel E.
The development of sound theory and theory-based instruments is essential for studying the impact of instructional leadership on student learning outcomes. This article argues that a constructivist perspective provides a more reliable basis than a functionalist perspective for understanding what differentiates effective instructional leaders from others. The differences do not lie in a distinctive set of characteristics nor mastery of a set of discrete leadership skills. Instead, what distinguishes effective instructional leaders from others is a proactive approach to work that is guided by a distinctive set of beliefs about what is possible. Data are presented to show the extent to which self-reports of principals and teacher ratings are in agreement regarding perceptions of instructional leadership within the school building. Additional data reported here demonstrate a chain of empirical relationships from principal instructional leadership beliefs and practices, through teacher satisfaction and commitment, to student commitment and achievement. (Contains 41 references.) (Author)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for School Leadership, Urbana, IL.