ERIC Number: EJ1152355
Record Type: Journal
Publication Date: 2017
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: N/A
Assistant Principals: Their Readiness as Instructional Leaders
Searby, Linda; Browne-Ferrigno, Tricia; Wang, Chih-hsuan
Leadership and Policy in Schools, v16 n3 p397-430 2017
This article reports findings from a study investigating the capacity of assistant principals to be instructional leaders. Analyses of survey responses yielded four interesting findings: (a) years of experience as a teacher and age had no significance on assistant principals' perceived readiness as an instructional leader; (b) those completing redesigned programs focused on instructional leadership reported feeling less prepared that those completing programs before the mandated redesign (c) although instructional leadership was a work responsibility, 63% did not know what portion of their performance evaluation assessed that performance; and (d) mentoring for instructional leadership most often occurred through informal meetings with their principal.
Descriptors: Assistant Principals, Instructional Leadership, Administrator Surveys, Teaching Experience, Age Differences, Readiness, Self Efficacy, Performance Based Assessment, Mentors, Program Development, Administrator Role, Stress Variables, Beginning Principals, Mixed Methods Research, Online Surveys, Focus Groups
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Grant or Contract Numbers: N/A