Effective principals’ perceptions of superintendents’ instructional leadership beliefs, knowledge, and practices

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2017-11-16

Authors

Simmons, Rona Samone

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Abstract

This study uses a qualitative methodology to examine effective principal’s perceptions of the instructional leadership beliefs, knowledge, and practices of superintendents and how they impact student achievement and influence principal’s instructional leadership. The study was set in a large, urban school district. Six principals who met the selection criteria as highly effective were chosen as study participants. As the instructional leaders of their schools and subordinates to the superintendent, principals are uniquely positioned to provide valuable insight on their perceptions of superintendents as instructional leaders. The study answered the following research questions: How do effective principals in large, urban school districts in Texas, (1) describe instructional leadership beliefs, knowledge, and practices of superintendents? (2) perceive the impact of their superintendent’s instructional leadership beliefs, knowledge, and practices on student achievement? (3) describe how superintendent’s beliefs, knowledge, and practices as an instructional leader influence their own beliefs, knowledge, and practices as it relates to instructional leadership? (4) make sense of the instructional leadership beliefs, knowledge, and practices of their superintendent? Findings from this study may be used to provide greater clarity to superintendents and school boards members, regarding the role of the superintendent as an instructional leader and the specific beliefs, knowledge, and practices positively impacting student achievement and influencing principal’s instructional leadership.

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