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dc.contributor.authorEastwood, Rebecca G.en_US
dc.date.accessioned2014-03-14T21:09:24Z
dc.date.available2014-03-14T21:09:24Z
dc.date.issued2012-01-30en_US
dc.identifier.otheretd-02062012-110124en_US
dc.identifier.urihttp://hdl.handle.net/10919/37331
dc.description.abstractPolicymakers 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:
  1. What do elementary principals perceive to be the specific knowledge necessary to be an instructional leader?
  2. What do elementary principals perceive to be the specific skills necessary to be an instructional leader?
  3. What do elementary principals perceive to be the specific behaviors necessary to be an instructional leader?
The use of Maykut and Morehouse’s (1994) constant comparative method generated themes and categories from the sorted descriptors submitted by the Delphi participants. The Delphi themes generated were (a) principal instructional leadership awareness, (b) focus on teaching and learning, (c) engaging stakeholders, and (d) building for instructional capacity. The final themes and categories produced during the Delphi process were compared to Robinson, Lloyd, and Rowe’s (2008) five leadership dimensions. Results from Delphi III complemented Robinson et al.’s (2008) five leadership dimensions with the exception of Dimension 4: “promoting and participating in teacher learning and development” (p. 635). While Delphi participants provided descriptors supporting professional development, they did not emphasize instructional leadership participation with teachers in professional development opportunities. The final definition of instructional leadership which emerged in the study provided knowledge, skills, and behaviors that current and future practitioners may incorporate in their own leadership practices to influence student achievement. The instructional leadership definition may serve as a springboard to guide curriculum decisions in leadership preparation programs seeking to improve instructional leadership practices. The definition of instructional leadership may also be useful to policymakers seeking to implement legislation linking leadership to student achievement.
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dc.publisherVirginia Techen_US
dc.relation.haspartEastwood_RG_D_2012.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectLeadershipen_US
dc.subjectInstructional Leadershipen_US
dc.subjectStudent Achievementen_US
dc.subjectDelphi methoden_US
dc.titleInstructional Leadership as Defined by Virginia Elementary Title I Principals: a Delphi Studyen_US
dc.typeDissertationen_US
dc.contributor.departmentAdministration and Supervision of Special Educationen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineAdministration and Supervision of Special Educationen_US
dc.contributor.committeechairTripp, Norman Wayneen_US
dc.contributor.committeememberWildman, Terry M.en_US
dc.contributor.committeememberWhitaker, Carol E.en_US
dc.contributor.committeememberCraig, James Richarden_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-02062012-110124/en_US
dc.date.sdate2012-02-06en_US
dc.date.rdate2012-02-24
dc.date.adate2012-02-24en_US


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