Author

Arief Ebrahim

Date of Award

4-2020

Document Type

Doctoral Dissertation

Degree Name

Education, Ed.D.

Department

Education

First Advisor

Dr. Jacqueline Waggoner

LC Subjects

Educational leadership; First year school principals; School principals--Case studies--Canada; Women school principals

Abstract

Over the years, changes in the complex responsibilities of principals have brought about greater demands to the role. This study examined new principals’ (1 , 2 and 3 year), perceptions relative to Instructional Leadership; an area of practice that due to the additional and complex roles of principals, does not get the attention it requires. Both the quality of the leader’s Instructional knowledge and the capability of the leader employing this knowledge has also raised some questions (Robinson, 2010; Smylie & Bennett, 2005). The participants in this study comprised of a group of 19 principals who lead schools in Alberta, Canada. Six male participants and 13 female participants took part in the study. Four of the participants were in their 1st year. Six of the participants were in their 2nd year. Nine of the participants were in their 3rd year. This quantitative descriptive research included an exploratory analysis of disaggregated groups by conducting a crosswalk with two instruments; the Principal Instructional Management Rating Scale (PIMRS) and Competency 6: Instructional Leadership, from the Leadership Quality Standard (LQS). Descriptive statistics using SPSS were also calculated to see if gender and years of experience impacted principal perceptions of Instructional Leadership. The results showed the mean scores of the PIMRS subcategories of frames school goals and promotes professional development were rated the highest by the new principals as a collective group. Whereas, the mean scores of the subcategories of provides incentives for teachers and provides incentives for students were rated the lowest by the new principals as a collective group. In terms of the LQS and PIMRS crosswalk, the indicator (i) Accessing supports, experts and resources to impact success was rated the highest mean score. The lowest mean score in this crosswalk was indicator (h) Data analysis to inform instruction and enhance achievement. Relative to gender, when performing the LQS and PIMRS crosswalk, female principals scored higher mean scores in all seven Competency 6 LQS indicators. When looking at years of experience, 1st and 2nd year principals scored higher in all but one of the Competency 6 LQS indicators. Implications of this study revealed more research into the perceptions of new principals in the other LQS competencies could serve to enhance the pre-existing work of school districts. Further examination related to the underlying factors of the way gender perceptions influence the work of the principal. For example; why is it that female principals seem to appear stronger in their work as Instructional Leaders? Lastly, an inquiry could be made as to why there were two areas from the PIMRS that did not crosswalk with LQS Competency 6 indicators (d) and (f).

Comments

Copyright for this work is retained by the author.

Share

COinS