Principals' Knowledge and Practices of Literacy Instruction: Impact on Teachers' Perceptions and Student Reading Achievement

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Parental Factors and Students' Reading Attitude

Abstract

This research explores principals’ perceived leadership content knowledge around literacy by examining the relationship between principals’ perceptions of their own literacy knowledge and the actions that they took to support teachers’ literacy instruction. A sampling group includes 51 elementary principals, 15 middle school principals, 150 elementary teachers and middle school teachers from Title I and non-Title I schools in a suburban, public education school district of Texas. The two instruments for collecting and analyzing data are the Principal Quality Literacy Practices Survey, which was established by the 2004 International Reading Association Standards for Reading Professionals, and the 2018-2019 State of Texas Assessments of Academic Readiness (STAAR) scores, which can be found on the Texas Education Agency website.

Author

• Hannah Mose Harvey, Houston Baptist University