The principal\u27s effect on teachers\u27 instructional practices in urban K–8 school settings

Research suggests that there are essential elements and core responsibilities required for a school principal to enact reform for continuous school improvement. Multiple studies have been completed on what defines effective leadership over long periods of time. Instructional Leadership is a critical subset of effective leadership for the enhancement of teaching and learning and a catalyst for school change. This qualitative study focuses on the elements and practices of instructional leadership from two perspectives. First, the study examines how principals enact instructional leadership with teachers that results in the improvement and enrichment of teachers\u27 instructional practices. The study then examines teachers\u27 perspectives on effective instructional leadership to identify those elements that have supported their professional growth and development. The analyses triangulate across these two perspectives. The data source for this study consists of interviews with nominated principals who have been identified by senior district leadership as instructional leaders and those teachers who have been nominated by their principals as the benefactors of the instructional interventions. The results of the study will contribute to educators\u27 understanding of effective leadership as it relates to principals as instructional leaders. The results may also contribute to the way that districts prepare aspiring and new principals, provide instructional leadership to teachers, and delivers professional development to all principals. Findings suggest that an effective principal must be grounded in instructional leadership in order to improve classroom practices. There are consistencies between the perceptions of principals and teachers to what constitutes effective instructional leadership. These consistencies resulted in sets of claims of behaviors, processes, practices, and strategies that, when applied, teaching improved. Ultimately, the outcomes of the study could lead to changes in instructional leadership practices by principals, as well as teachers expanding their understanding of the principal\u27s role as it relates to school reform. Both tenets could support the development and implementation of district\u27s strategic and professional education plans