Middle School Principals’ Understandings and Practices of Instructional Leadership
| dc.contributor.advisor | Spencer, Brenda L. | |
| dc.contributor.author | Nelson, Michael William | |
| dc.contributor.committeemember | Brandon, James Edward | |
| dc.contributor.committeemember | Burns, Amy M. | |
| dc.contributor.committeemember | Donlevy, James Kent | |
| dc.contributor.committeemember | Viczko, Melody | |
| dc.date | 2018-11 | |
| dc.date.accessioned | 2018-08-27T20:51:21Z | |
| dc.date.available | 2018-08-27T20:51:21Z | |
| dc.date.issued | 2018-08-22 | |
| dc.description.abstract | The purpose of this case study was to gain insight into how experienced middle school principals understand the concept of instructional leadership and, further, perceive their enactments of instructional leadership to build the instructional capacity of the teachers in their schools. Research into instructional leadership indicates that school principals contribute indirectly to school effectiveness and student achievement through actions (practices) that influence the type and quality of instruction in schools and classrooms; however, there is limited research on this topic that is specific to leadership in middle schools. The study used qualitative case study methodology involving semi-structured interviews with five experienced middle school principals, all from a large, urban public school district in Alberta. The findings of this inquiry revealed six key themes. Middle school principals in this study: (a) have a strong theoretical understanding of leadership for learning, (b) define their practices of instructional leadership through shared leadership, PLC structures, and a focus on relationships, (c) perceive their practices of instructional leadership to include developing leadership capacity of others, (d) share beliefs and understandings, and enact practices of instructional leadership that are strongly influenced by a specific body of leadership literature that is promoted through district-led professional learning initiatives, (e) believe there are contextual differences that impact not just their leadership generally, but their instructional leadership, and (f) have a sophisticated theoretical understanding of instructional leadership and leadership for learning; however, they struggle to provide evidence of how their practices impact teachers’ instructional capacity and student learning. The findings of my study contribute to the growing body of knowledge related to instructional leadership, especially as it focuses on middle schools. | en_US |
| dc.identifier.citation | Nelson, M. W. (2018). Middle School Principals’ Understandings and Practices of Instructional Leadership (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/32844 | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/32844 | |
| dc.identifier.uri | http://hdl.handle.net/1880/107664 | |
| dc.language.iso | eng | |
| dc.publisher.faculty | Graduate Studies | |
| dc.publisher.faculty | Werklund School of Education | |
| dc.publisher.institution | University of Calgary | en |
| dc.publisher.place | Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | |
| dc.subject | Instructional Leadership | |
| dc.subject | Middle school | |
| dc.subject | Leadership | |
| dc.subject.classification | Education--Administration | en_US |
| dc.title | Middle School Principals’ Understandings and Practices of Instructional Leadership | |
| dc.type | doctoral thesis | |
| thesis.degree.discipline | Educational Research | |
| thesis.degree.grantor | University of Calgary | |
| thesis.degree.name | Doctor of Education (EdD) | |
| ucalgary.item.requestcopy | true |