Teachers' Perceptions of Principals' Instructional Leadership and Implications
Title:
Teachers' Perceptions of Principals' Instructional Leadership and Implications
Author:
Blase, Jo Blase, Joseph
Appeared in:
Leadership and policy in schools
Paging:
Volume 1 (2002) nr. 3 pages 256-264
Year:
2002-09
Contents:
Little research has examined leadership behaviors that have direct effects on teachers and classroom instruction. In this study, over 800 public elementary, middle, and high schools in diverse regions of the United States described the everyday characteristics (e.g., strategies, behaviors, attitudes, and goals) of principals practicing exemplary instructional leadership. Inductive analysis of the data generated two major themes comprising 11 strategies that enhanced teachers' classroom instruction. The first theme, talking with teachers to promote reflection , included making suggestions, giving feedback, modeling, using inquiry and soliciting advice/opinions, and praising. The second theme, promoting professional growth , included emphasizing the study of teaching and learning; supporting collaboration; developing coaching relationships; encouraging and supporting redesign of programs; applying the principles of adult learning, growth, and development to staff development programs; and implementing action research to inform instructional decision making. The effective instructional leader's approach to instruction was found to be dialogic, inquiry-oriented, inclusive, and pedagogically sound.
Journal description