Principal Theories of Practice: Mapping the Cognitive Structure and Effects of Instructional Leadership

• In Event: Roundtable Session 90
  In Roundtable Session: Instructional and Transformational Leadership

Abstract

Building on Argyris and Schön’s (1974) concept of theories of practice, this study investigated the instructional leadership assumptions and action strategies of four successful school principals. Using a qualitative, multi-case study design based on interviews, observations, and reflective exercises, the study explored principal theories of practice, their effects on teachers, and the extent to which the principals engaged in reflection-in-action, actively questioning and revising their own assumptions and action strategies based on feedback. Findings revealed that principals used action strategies based on strong moral and utilitarian assumptions that affected teachers in a variety of positive ways. Evidence of reflection-in-action, however, was limited. Implications of the theory of practice framework for professional practice, principal preparation, and future research are discussed.

Authors

• Gary W. Houchens, Western Kentucky University

• John L. Keedy, University of Louisville