All the Right Moves: Instructional Leadership and Discipline Decision-Making

• In Event: Leading for Organizational Change, Resilience, and Addressing Student Behavior

Abstract

This exploratory qualitative study examines how principals integrate instructional leadership into student discipline decision-making. Drawing on interviews with 50 school leaders, we apply the framework of instructional leadership “moves” (Rigby et al., 2021) to analyze how leaders’ actions support learning in the context of behavior management. Findings reveal a predominance of direct instructional moves—such as coaching and modeling with teachers—and a strong preference for non-exclusionary discipline focused on dialogue, reflection, and capacity building. These patterns suggest that principals actively engage as leaders for learning in their school discipline practices. Our findings expand understandings of instructional leadership by highlighting its relevance in balancing support for stakeholders and shaping school climate.

Authors

• Regina Lynn Seabrook, University of Minnesota

• Jeff Walls, University of Iowa