Instructional Leadership Practices of High School Principals Regarding Proficiency in Literacy

High school principals at an urban public school district located in the northern United States were inconsistently implementing instructional leadership practices to support teachers teaching literacy. The purpose of this basic qualitative study was to explore how high school principals have inconsistently implemented instructional leadership practices to support teacher\u27s teaching of literacy. The conceptual framework was the instructional leadership theory, which emphasizes emphasized that educational leaders should encourage instructional staff to execute specific goals that lead to student academic success. Purposeful sampling was used to identify 8 high school principals. Data were collected via video conferencing interviews using Skype. Data were analyzed by using thematic analysis to identify emergent themes. The findings were that high school principals implement instructional leadership practices to support teachers teaching literacy through accountability, professional development, and collaboration with other academic departments. Implications for positive social change within the local urban public school district include recommendations for high school principals to support teachers teaching literacy via accountability, professional development, and collaboration with other academic departments in assisting students to graduate from school