Instructional Leadership as Defined by Virginia Elementary Title I Principals: a Delphi Study
Eastwood, Rebecca G.
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Policymakers have tried to link the principal to student outcomes, thus shifting the role of the principal from manager to instructional leader of the school. The significance of instructional leadership has increased especially since the implementation of the No Child Left Behind Act in January of 2002. However, a common definition of instructional leadership is difficult to locate in the literature. In this three-round Delphi study, 24 Virginia Title I elementary school principals defined the concept of instructional leadership in terms of the knowledge, skills, and behaviors that practitioners believe school principals need to be an instructional leader in Virginia elementary schools. The research questions were:
- What do elementary principals perceive to be the specific knowledge necessary to be an instructional leader?
- What do elementary principals perceive to be the specific skills necessary to be an instructional leader?
- What do elementary principals perceive to be the specific behaviors necessary to be an instructional leader?
- Doctoral Dissertations