Leading Across Content Areas: Credibility-Enhancing Strategies Employed in Instructional Leadership and Supervision

• In Event: 72.014 - Leading Across Content: Strategies of Principals and Superintendents

Abstract

The purpose of this paper is to examine the strategies that administrators used to enhance their credibility with content area teachers in five secondary schools. Using a qualitative case study approach, the paper reports the findings obtained from a thematic analysis of the data, specifically interviews with 52 individual participants. The analysis indicates that administrators and teachers held differing conceptions of credibility. Teachers appeared reluctant to implement feedback from supervisors with lower levels of credibility. To improve their credibility, administrators employed five key leadership strategies, including differentiating supervisory responsibilities, guiding conversations with data, and empowering teacher leaders with content area expertise. The findings provide important evidence about the potentially mediating role that credibility has in supervisory practice and teacher evaluation.

Author

• Chad Lochmiller, Indiana University