Constructing School Leadership at the Intersection of Democracy and Coherency

• In Event: 58.020 - Fostering Educational Equity and Social Justice

Abstract

The mutual influence of a principal and teachers on matters of curriculum, instruction, and assessment can promote teaching quality and student achievement. This paper presents four types of leadership that were developed by cross-partitioning concepts of shared instructional leadership and instructional program coherence. Drawing on our proposed leadership typology, this study examined the relationship between teachers ‘perceptions of shared instructional leadership and instructional program coherence in their school. The sample comprised 90 secondary public schools. The primary method of analysis was hierarchical linear modeling (HLM). Results indicated instructional program coherence was the main statistically significant predictor of the differences among schools in teachers’ perceptions of shared instructional leadership.

Authors

• Xi Zhan, The Ohio State University - Columbus

• Roger D. Goddard, The Ohio State University

• Anika Ball Anthony, The Ohio State University