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Components of Instructional Leadership That Elicit Perceived Pedagogical Change of Teachers

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2018, Doctor of Education, Miami University, Educational Leadership.
Today’s principals are tasked with being instructional leaders, including supporting and improving the quality of teacher instructional pedagogy in the classroom. As the role of the instructional leader has developed, the components of instructional leadership have become expansive and complex. Although specific instructional leadership components have correlated with increased student achievement, less is known about how those components elicit teacher motivation to change their pedagogy. This qualitative study explored teachers’ perspectives of instructional leadership components that elicit perceived change in instructional pedagogy, and to further examine the components that a principal identified as the most effective for perceived change of teacher pedagogy. The instructional leadership model outlined by Hallinger and Murphy (1985) and Hoy, Tarter, and Woolfolk Hoy’s (2006) theory of academic optimism are used as a theoretical framework for this study. Qualitative data from teacher and principal interviews in a midwestern suburban elementary school were collected and analyzed to identify the components of instructional leadership that elicit perceived change, from the perspectives of teachers, as well as the principal. This study addressed three research questions: 1) What actions of an instructional leader have the most influence in a teacher’s perceived pedagogical change?; 2) What do instructional leaders perceive to be the most influential components of instructional leadership that elicit change in pedagogy?; 3) What is the relationship between principal and teacher perceptions of effective instructional leadership components? Five themes emerged from the results of the teachers’ and principal’s responses (in order of importance): Relationship, Purpose, Instructional Support, Organizational Vision, and Organizational Culture. The five major themes were consistent for the teachers and the principal, although there was slight variance between subthemes. Identifying the instructional leadership components perceived by teachers and principals to be most significant in terms of eliciting pedagogical change can provide insights and guidance for principals who are seeking to enhance their effectiveness as instructional leaders.
Lucian Szlizewski, Dr. (Advisor)
Malin Joel, Dr. (Committee Chair)
96 p.

Recommended Citations

Citations

  • Kurty, P. J. (2018). Components of Instructional Leadership That Elicit Perceived Pedagogical Change of Teachers [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1542472036199944

    APA Style (7th edition)

  • Kurty, Peter. Components of Instructional Leadership That Elicit Perceived Pedagogical Change of Teachers . 2018. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1542472036199944.

    MLA Style (8th edition)

  • Kurty, Peter. "Components of Instructional Leadership That Elicit Perceived Pedagogical Change of Teachers ." Doctoral dissertation, Miami University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1542472036199944

    Chicago Manual of Style (17th edition)