Challenges to Instructional Leadership: The Experience of Portuguese Principals

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Examining Differentiated Instructional Leadership

Abstract

Drawing upon a wider piece of research, this paper aims to investigate principals’ perceptions of their work as well as challenges and possibilities as a result of the legislative text concerning their status and role. Data were collected through semi-structured interviews with 25 principals working in Portuguese public schools. Findings highlight the excessive bureaucratic burden that inhibits the enactment of pedagogical leadership. In addition, principals stress the ongoing changes in legislation and the bulk of reforms impacting negatively on their work with teachers and pupils. However, positive aspects were also found, namely a positive school ethos, team work and teacher and pupil interaction with implications for academic achievement which are explained by specific strategies and actions enacted in context.

Authors

• Diana Alexandra Assunção Pereira, University of Minho

• Maria A. Flores, Minho University, Portugal