Principal Leadership and the Virginia Literacy Act: From Policy Interpretation to Implementation

Abstract

This study investigates the role of elementary school principals in implementing early literacy policy changes within Virginia's school districts, focusing on the Virginia Literacy Act (VLA). Amid concerns about declining literacy rates, recent legislative reforms mandate evidence-based reading instruction across the state, bringing urgent challenges and demands for effective leadership. Using a generic qualitative research design, this study examines principals' perceptions of how they navigate the interpretation and implementation of the VLA, guided by Fullan's Change Theory. It explores how principals interpret and communicate policy expectations and the leadership strategies they use to implement the VLA and support teachers. Data collection consisted of semi-structured interviews with elementary school principals from districts actively engaged in VLA implementation. Through thematic analysis, findings identified key leadership strategies, challenges in policy enactment, and the support systems necessary for effective policy integration. This study contributes to the literature on educational leadership and policy implementation by offering insights into the practical role of principals in leading instructional change. The findings provide recommendations for improving professional development, leadership practices, and policy structures to support early literacy reform efforts.