Dissertation

Principal leadership support & system alignment: stakeholder input

This study highlights the perceptions by K-12 school principals of dimensions and attributes of the principalship. Prioritizing time with many stakeholders when leading staff, managing a site, and maintaining a student-centered focus requires the principal to balance his/her time to stay focused on ensuring students are learning. In many circumstances, the instructional leadership aspects of the principalship—such as conducting classroom observations and support, having collegial conversations with the teaching staff, and providing general instructional support—take a backburner to non-instructional aspects, specifically to secure an orderly and supportive environment. Given the nature of the continued expansion and demands placed on the principalship, coupled with the multilayered and multidimensional demands of this complex role, school principals must continue developing their leadership practices. My study points to the value of assessing and aligning systems within school districts and structures that are already in place, such as evaluations to integrate support mechanisms and tools that focus on the strategic development of each principal.

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