The principal supervisor's role, practices, and challenges in developing principals' instructional leadership capacity

The purpose of this qualitative study employing the grounded theory approach was to explore the principal supervisors' role, the practices they employ, and the challenges they encounter in developing principals' instructional leadership capacity. Additionally, the study examined how the principal supervisors addressed the surfaced challenges. Three questions guided the study: 1) What role do principal supervisors play in developing principals' instructional leadership capacity? 2) What practices do principal supervisors employ to develop principals' instructional leadership capacity? 3) What challenges do principal supervisors encounter in developing principals' instructional leadership capacity and how do they address them? Participants were purposefully selected to include those currently employed as principal supervisors in Texas school districts for the last three consecutive years. A total of three principal supervisors agreed to participate. Data were collected through three semi-structured interviews, pertinent document reviews, and observations. Findings suggest that principal supervisors enact two main roles, namely instructional leader and administrative manager. To perform these dual roles, principal supervisors employ specific and intentional practices to develop principals' instructional leadership capacity. These practices include: building relationships, providing and facilitating professional learning, and coaching for instructional leadership. Findings also indicate the principal supervisors encounter contextual challenges, such as central office politics and decision-making, multiple administrative role expectations, minimal instructional leader role support, and lack of familiarity of curriculum and instruction across grade-levels. To overcome the surfaced challenges, principal supervisors rely on previous role experiences, seek colleague expertise and professional learning opportunities, set a balanced schedule, work as a collaborative team, and establish a vision and goals. This study attempted to provide greater insight associated with the position of the principal supervisor for those currently serving in such capacity and those aspiring to become principal supervisors. Additionally, the results of this exploratory study may promote a better understanding of the complexity of the principal supervisor role and inform school district administrators who determine, communicate, and direct the roles, responsibilities, and expectations of the position. Finally, implications for practice and future studies are presented