A Longitudinal Analysis of Principals’ Instructional Leadership Behaviors in the First Decade of the Educational Accountability Era: Does Context Matter?

• In Event: Poster Session 11
  In Poster Session: Division L Section 5 Poster Session

Abstract

Using two-level hierarchical linear modeling and three waves of the Schools and Staffing Survey (NCES: 1999/2003/2007), this quantitative, longitudinal/repeated cross-sectional, self-report survey design will investigate a set of principals' instructional leadership behavior changes during NCLB. Researcher will operationalize Hallinger's (2011b) conceptually-based leadership for learning domains into three main constructs: the contexts for leadership (antecedents); leadership focus, and sharing leadership (changes/differences as outcomes). Study will attempt to determine, at aggregate levels: if educational policies at the state, district, and school levels have affected principal leadership behaviors over time.

Author

• Douglas M. Wieczorek, Syracuse University