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Conceptualizing Instructional Leadership: The Voices of Principals

¹ University of North Carolina at Greensboro
² Appalachian State University, Boone, NC

^* To whom correspondence should be addressed. E-mail: ucreitzu{at}uncg.edu.

	Abstract

Instructional leadership has long been advocated as a primary responsibility of principals. What is unclear, however, is the role that instructional leadership plays in the current high-stakes testing era in the daily work lives of principals, how they practice as instructional leaders, and toward what instructional outcomes they strive. This study focused on how principals understand the relationship between their daily work and the improvement of instruction in their schools. The study incorporates the voices of 20 principals. Multiple conceptions of instructional leadership are identified and problematic aspects of these conceptions are discussed.

First published on May 28, 2008, doi:10.1177/0013124508319583

Education and Urban Society 2008;40:694.

A more recent version of this article appeared on September 1, 2008


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