Date of Award
The literature on instructional leadership includes the practices in which principals can engage (Stein & Nelson, 2003) and discusses how the principal’s leadership practices can be mediated by the teacher observation tool within the teacher evaluation system (Spillane, Halverson, & Diamond, 2001). However, the literature includes less about how and why leaders enact those instructional leadership practices (Spillane et al., 2001; Spillane, 2006) and how the teacher evaluation tool might or might not be influencing that how and why. The purpose of this qualitative study is to produce a description of how principals perceive the instructional leadership they provide teachers in the context of mandated teacher evaluation. Ten participants from two school districts participated in individual, semi-structured interviews. Three themes emerged from the data: the complexity of instructional leadership, the challenges of accountability, and the desire for more time. These findings were connected to the literature and the Instructional Management Framework (1987).
DeLatte, Gabrielle P., "A Phenomenological Study of Principals’ Perceptions of Instructional Leadership in the Context of Mandated Teacher Evaluation" (2022). University of New Orleans Theses and Dissertations. 3049.