Examining Preservice Principal Preparation on Instructional Leadership to Advance Teachers’ Instructional Capacities

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  In Roundtable Session: Developing Equity-Centered Leaders: Promising Practices (Table 15)

Abstract

School principals can play important instructional roles in advancing teachers’ instructional capacities. To this end, they need to be prepared well for such instructional leadership roles through principal preparation programs prior to holding any school leadership positions. In this quantitative study, we employed structure equation modeling (SEM) to investigate the perceptions of in-service elementary principals related to how the university principal preparation programs (UPPPs) they attended prepared them on instructional leadership. Findings of the study did not show direct positive significant relationships between participants’ perceptions of their UPPPs and teachers’ instructional capacities. However, there were indirect positive significant relationships mediated by school vision and climate.

Authors

• Hamada Elfarargy, South Dakota State University

• Beverly J. Irby, Texas A&M University

• Rafael Lara-Alecio, Texas A&M University

• Fuhui Tong, Texas A&M University