Principals\u27 Content Knowledge: Examining the Relationship between Principals\u27 Reading Knowledge and Leadership Actions from Principals\u27 and Teachers\u27 Perceptions

Principals\u27 leadership content knowledge in reading was investigated by examining the relationship between the perceived reading knowledge of principals and perceived leadership actions principals take to support reading instruction. Survey results from 78 principals and 1,876 teachers were analyzed. Results showed a positive, statistically significant correlation between principals\u27 perceptions of their reading knowledge and principals\u27 perceptions of the actions they take to support reading. A stronger positive, significant correlation between teachers\u27 perceptions of their principal\u27s reading knowledge and teachers\u27 perceptions of their principal\u27s actions was also demonstrated. These correlations substantiated studies that purported principals with more reading knowledge are more likely to take leadership actions to support effective reading instruction. In this study, reading knowledge was defined by both reading content and pedagogy. Significant but weak relationships were found between: teachers\u27 perceptions of their principal\u27s reading knowledge and type of school; teachers\u27 perceptions of their principal\u27s actions and type of school; and teachers\u27 perceptions of their principal\u27s actions and teachers\u27 years of experience. Non-significant results were found for all other relationships examined. Comparisons of survey responses revealed discrepancies between principals\u27 and teachers\u27 perceptions of the degree of principals\u27 reading knowledge and extent of their actions, which may be important since the literature suggests that differing levels of knowledge and ideas of actions a principal should take can stymie school progress. The study\u27s results suggest: changes in principal preparation programs; ongoing content training for current principals; streamlining principal tasks; and a formal understanding of roles and responsibilities for instructional leadership