An investigation of the curricular and instructional leadership roles of elementary principals

The purpose of this study was to investigate the curricular and instructional leadership of elementary principals. The case study was based on a series of interviews held with five principals and one backreader, a former principal. The principals selected for this study were from a single urban school district in North Carolina. All principals/participants had undergone extensive in-service training for instructional supervision and/or were cited for being strong curricular and instructional leaders by their associate superintendent. The interview questions centered on five areas: (1) curricular and instructional leadership, (2) evolution in the principalship role, (3) conflict around the principalship role, (4) definition of the curriculum, and (5) power and influence. Five assumptions, drawn from related research, served as check points for the interview analysis. Assumption One: The principalship role continues to search for definition, now evolving into a greater implementation of a curricular and instructional leadership role. Assumption Two: Teachers are in conflict with the curricular and instructional leadership role of the principal; but, where they have a positive perception of their workplace, they are more productive. Assumption Three: Curriculum is what each person experiences in the learning setting and the principal is the leader of that interpretation