Instructional Leadership Behaviors in Principals Who Attended an Assistant Principals' Academy: Self-Reports and Teacher Perceptions

Autor/inn/en	Gurley, D. Keith; Anast-May, Linda; O'Neal, Marcia; Lee, H. T.; Shores, Melanie
Titel	Instructional Leadership Behaviors in Principals Who Attended an Assistant Principals' Academy: Self-Reports and Teacher Perceptions
Quelle	In: Planning and Changing, 46 (2015) 1-2, S.127-157 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Instructional Leadership; Principals; Administrator Education; Assistant Principals; Rating Scales; Administrator Behavior; Comparative Analysis; Teacher Attitudes; Statistical Analysis; Self Concept; Administrator Surveys + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Rating-Skala; Lehrerverhalten; Statistische Analyse; Selbstkonzept
Abstract	Focus on the development of instructional leadership skills for school principals in the U.S. continues to be at the forefront of educational research and reform in response to the increased call for accountability. In this article we review relevant literature regarding instructional leadership from a historical perspective, then present a conceptual framework of instructional leadership in the 21st century. Using the Principal Instructional Management Rating Scale (PIMRS), we examined perceptions of principals, who had attended an Assistant Principals' Academy and who had recently matriculated to a head principal position, regarding their instructional leadership behaviors. We compared principal self-reports to perceptions held by teachers of instructional leadership behaviors in which their principals engaged. Data generated by the PIMRS were used to identify patterns of principal leadership. Our quantitative study of a cluster of principals (N = 9) revealed no significant differences between principal and teacher (N = 296) ratings of instructional leadership behaviors. However, further investigation revealed that the magnitude and direction of principal-teacher differences vary among schools in the sample study, suggesting that further investigation into the reasons for these differences is indicated. (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01