Principal Identity: Navigating the Dual Roles of Instructional Leader and Teacher Evaluator

Autor/in	Richardson, Benjamin
Titel	Principal Identity: Navigating the Dual Roles of Instructional Leader and Teacher Evaluator
Quelle	(2023), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-0594-7
Schlagwörter	Hochschulschrift; Dissertation; Principals; Professional Identity; Instructional Leadership; Teacher Evaluation; Administrator Attitudes; Capacity Building; Faculty Development; Educational Improvement; Barriers; Academic Achievement; Urban Schools; Public School Teachers; School Districts; Teacher Effectiveness; Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Teacher appraisal; Lehrerbeurteilung; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Principals are expected to be instructional leaders in their schools because schools with effective instructional leaders have been shown to promote higher student achievement and more effective teaching and learning. Effective instructional leadership involves using teacher evaluation to promote teacher effectiveness. This qualitative research study sought the perspectives of twelve building principals in one urban public school district in the Midwest to shed light on their definitions of instructional leadership and how they make sense of their work as evaluators considering their instructional leadership identities. Through semi-structured interviews, I found that these principals defined instructional leadership through one of these four lenses: the guide, the capacity builder, the lead teacher, and the relationship builder. As evaluators, principals indicated that although they can sometimes leverage the evaluation tool to promote teacher growth and school improvement, there are also barriers to using the evaluation system in these ways. Finally, principals indicated that while the evaluation tool is necessary for their work, they use various strategies as instructional leaders that exist outside the bounds of the evaluation system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01