Date of Award
12-2022
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Educational Administration
Department
Educational Administration
Major Professor
Beabout, Brian
Second Advisor
Broadhurst, Christopher
Third Advisor
Jeffers, Elizabeth
Abstract
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).
Recommended Citation
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.
https://scholarworks.uno.edu/td/3049
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.