The Lack of Leadership Pedagogical Knowledge and Its Potential Impact in Schools

• In Event: 15.060 - MTCC Roundtable Session One
  In Roundtable Session: 15.060-3 - Teaching and Leading for Diverse Learning

Abstract

This exploratory, qualitative multiple-site case study examined principals’ expectations of teaching practices and children’s learning for early elementary grade levels (K, 1st, 2nd, and 3rd). Specifically, this study investigated principals’ understanding of developmentally appropriate practices regarding instructional methods, curriculum content, and assessment strategies. This study also examined how these constructs impact leadership decisions and offered contextual examples to exemplify their influence in real-life situations. Data collection included different school configurations (i.e., PreK-1st grade, PreK-3rd grade, K-5th grade, PreK-8th grade), and consisted of multiple data sources. The twelve guidelines of Developmentally Appropriate Practices (DAP) and the Professional Standards of Educational Leaders (PSEL) provided a framework for thematic analysis. Results indicate principals’ leadership decisions are potentially impacting various aspects of schools negatively.

Author

• Megan Hallissey, Columbus State University