Date of Award
Dr. Brian Robert Beabout
Dr. Darlean Morgan Brown
Dr. Elizabeth Keane Jeffers
Dr. Janice Gail Janz
Professional development of site-based leadership has become a growing area of focus to effect change in schools (Houle, 2006; Barnes, Camburn, Sanders, & Sebastian, 2010; Spanneut, Tobin, & Ayers, 2012; Price, 2012; Prytula, Noonan, & Hellsten, 2013; Ganon-Shilon, & Schechter, 2017). Defining what to present in site-based leaders' professional development remains a concern (Oliver, 2005; Da'as, Schechter, & Qadach, 2018). The conceptual framework and subsequent three research questions of the study grew from the need for clarity of content for site-based leaders' professional development. Hallinger's (1982, 1990), Principal Instructional Management Rating Scale (PIMRS) three dimensions, and its ten job function subscales influenced the inquiry process of the study.
The degree to which site-based leaders in high performing economically disadvantaged school provide instructional leadership in schools is the first element of inquiry. Secondly, the study sought to elicit which of the PIMRS' ten instructional leadership job function subscales are perceived as most frequently enacted by principals. Lastly, the exploration of which of the PIMRS" ten instructional job function subscales that is perceived as most essential in supporting students' academic gains is presented.
The non-experimental study used the PIMRS and two (2) other added survey questions specifically about perceptions regarding the PIMRS' ten job function subscales. The study’s purposive sample population are Principals and Middle Academic Leaders (Assistant Principals, Academic Deans, Interventionists, Lead Teachers, and other leadership faculty) assigned to their high performing, economically disadvantaged schools in Louisiana for at least one school year before the study. Measures of central tendency were collected, calculated, and analyzed in response to the study’s three research questions using SPSS.
Specifically, identification of Essential Instructional Leadership Behaviors (EILB) as potential content for site-based leaders' professional development was investigated. Provided is insight into designing professional development for site-based leaders in schools. The scope of this study was limited to school settings in Louisiana and perceptions about the principals' instructional leadership behaviors who were involved in the study. The findings’ implications offer possibilities for content that is relevant to the improvement of practice, and research policies.
Favorite, Karen Brooks, "Essential Instructional Leadership Behaviors in High Performing, Economically Disadvantaged Schools: Potential Content for Site-based Leaders’ Professional Development" (2020). University of New Orleans Theses and Dissertations. 2738.