Principals as Instructional Leaders in K–5 Urban Schools

• In Event: Moscone Center North Roundtable Session 13
  In Roundtable Session: Exploring the Many Facets of Instructional Leadership

Abstract

The purpose of this study was to explore how elementary principals enact instructional leadership in K–5 urban elementary public schools at a time when principals are held accountable for students’ state test scores. The participants in this bounded case study were three urban elementary principals from the same district. Data collection included individual interviews, documents, and participant-led school walks. Three themes emerged: (a) instructional leadership was shaped by district focuses, (b) building positive school climate was important to principals as instructional leaders, and (c) principals in urban districts face a variety of challenges. The findings have implications for principals as instructional leaders and principal preparation programs interested in developing principals who can navigate accountability measures and lead with integrity.

Author

• Barbara Hawley, Kent State University