NotesFAQContact Us
Search Tips
ERIC Number: ED556875
Record Type: Non-Journal
Publication Date: 2013
Pages: 122
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-0938-5
Principals' Perceptions of Experiences That Helped to Improve Their Practice as Instructional Leaders
Thompson, Matthew Douglas
ProQuest LLC, Ed.D. Dissertation, University of Kentucky
The concept of instructional leadership has emerged as a vital characteristic of the role of school principal. Yet there remains a lack of a universally accepted definition for instructional leadership within the research literature. Concepts such as transformational leadership, shared instructional leadership, integrated leadership, and balanced leadership have provided numerous characteristics indicative of instructional leadership. Perhaps because of the lack of a universally accepted definition for instructional leadership or because each principal may define instructional leadership based upon the contexts and experiences unique to his or her own school, there appears to be a deficiency in systemic, district-wide programs aimed at improving principals" practice as instructional leaders. This study focused on principals' perceptions of the experiences in which they engaged and attribute their growth as instructional leaders. An online survey based on five leadership dimensions was given to principals in Kentucky who guided their schools to specific increases in state test scores over the last four years. Three principals at each school type (i.e., elementary, middle, high) who rated themselves highest in the leadership dimensions were interviewed to gain further elaboration on their instructional leadership behaviors and the experiences to which they attributed their growth as instructional leaders. The findings of the study identified eight common themes between the nine interviews regarding the experiences to which the principals attributed their growth as instructional leaders. These themes include concepts such as engaging in experiences that immerse oneself in instruction and relying on the expertise of teachers. These eight themes were then used to create a district-wide, comprehensive structure for a training program for principals in order to improve their practice as instructional leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky