Enhancing instructional leadership through collaborative coaching: a multi-case study

2017 ◽  
Vol 6 (1) ◽  
pp. 34-49 ◽  
Author(s):  
Gary W. Houchens ◽  
Tom A. Stewart ◽  
Sara Jennings
Keyword(s):  
Instructional Leadership ◽  
Peer Coaching ◽  
School Principals ◽  
Professional Community ◽  
Research Literature ◽  
Self Awareness ◽  
Group Setting ◽  
Content Type ◽  
Self Reflection ◽  
Theories Of Practice

Purpose Executive coaching has become increasingly important for enhancing organizational leaders’ professional effectiveness. The purpose of this paper is to contribute to a growing body of research literature that examines how coaching techniques help school principals improve their instructional leadership. Design/methodology/approach Using a protocol based on a theories of practice framework (Argyris and Schön, 1974) to support principals in deepening their self-reflection, this study added the element of a guided peer-coaching component in a group setting. Findings Results confirmed the effectiveness of the coaching protocol for assisting principals in deepening their self-awareness and critical reflection regarding their leadership, including the way principals’ core assumptions about teaching and leadership shaped the outcomes of their problem-solving strategies. Perceptions of the peer-coaching element were mixed, however. While principals reported feeling affirmed by sharing their leadership challenges with others, and indicated that the group coaching experience contributed to their sense of professional community, there were limitations to principals’ willingness to challenge one another’s core assumptions. Originality/value This study builds on literature that cites theories of practice as a mechanism for enhancing professional effectiveness and represents a further iteration of recent research studies applying the concept to the work of school principals. Findings affirm that a coaching protocol based on theories of practice is well received by principals, serves to deepen self-reflection, and can, in limited cases, contribute to sweeping changes of thinking and practice congruent with the concept of double-loop learning.

The west wind vs the east wind: instructional leadership model in China

2017 ◽  
Vol 55 (2) ◽  
pp. 186-206 ◽  
Author(s):  
Haiyan Qian ◽  
Allan Walker ◽  
Xiaojun Li
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
Social Contexts ◽  
Three Dimensions ◽  
The West ◽  
Content Type ◽  
West Wind ◽  
East Wind ◽  
Context Specific

Purpose The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms. Design/methodology/approach In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals. Findings An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals. Originality/value The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

Assessing and strengthening instructional leadership among primary school principals in Vietnam

2018 ◽  
Vol 32 (3) ◽  
pp. 396-415 ◽  
Author(s):  
Hảo Thi Nguyễn ◽  
Philip Hallinger ◽  
Chia Wen Chen
Keyword(s):  
Educational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Primary Schools ◽  
Leadership Practices ◽  
School Principals ◽  
Leadership And Management ◽  
Content Type ◽  
Primary School Principals ◽  
Principal Instructional Leadership

Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “antecedent variables”: school size, school location (urban/rural), principal’s gender and prior teaching experience. Finally, the paper sought insights from principals and teachers on how instructional leadership could be strengthened in the Vietnamese education context. Design/methodology/approach Both quantitative survey and qualitative methods were used in this study. The sample consisted of 569 teachers and 117 principals working in 117 primary schools located in Ho Chi Minh province of Vietnam. Data collection employed a translated and adapted Vietnamese language form of the PIMRS Teacher Form. An open-ended question posed to both teachers and principals was included in the survey instrument to gather recommendations for strengthening instructional leadership in Vietnam. The research used Rasch analysis, Cronbach’s test of internal consistency, confirmatory factor analysis, t-tests, and analysis of variance in data analysis. Findings The research achieved a preliminary validation of a Vietnamese language Teacher Form of the PIMRS. The analysis of PIMRS data gathered from teachers found that the primary school principals were perceived to be exercising instructional leadership at a surprisingly high level. Consistent with international research findings, selected evidence indicated stronger instructional leadership from the female principals, though the pattern was not strong. None of the other antecedents evidenced a significant relationship with patterns of principal instructional leadership. A number of overlapping recommendations were made by teachers and principals for strengthening instructional leadership in Vietnam. Research limitations/implications Although a Teacher Form of the PIMRS Vietnam was successfully validated, follow-up studies should be conducted with both the Teacher Form and Principal Form of this instrument. More broadly, the high scores on the PIMRS accorded to the principals in this study were deemed “surprising” in light of the lack of prior policy focus and training on this role of the principal in Vietnam. Thus, the authors recommend that this research be extended to a larger cross-level study of schools from different parts of Vietnam in order to provide additional confirmation of these preliminary findings. Practical implications Feedback from principals and teachers indicated a need for system leaders to articulate instructional leadership more explicitly as part of the principal’s role set in Vietnam. Only then will it become part of the formal expectations that shape principals’ practice and the preparation and professional development programs in which they participate. The principals also suggested that instructional leadership could be strengthened by enabling model principals to share instructional leadership practices with colleagues. Finally, teachers and principals highlighted the need to broaden, legitimate, and strengthen sources of instructional leadership within the school beyond the principal. These suggestions are not only consistent with policy actions taken in other societies, but are also grounded in the context of education in Vietnam. Originality/value The first internationally published study of educational leadership and management in Vietnam only appeared in 2012. In the succeeding years, several qualitative studies have emerged describing principal leadership practices in a handful of schools. The current study represents the first published quantitative study of school leadership from Vietnam. Although the results are preliminary in nature, the study provides both baseline data on principal instructional leadership and a validated instrument that can be used in future research.

Principals’ instructional leadership under statewide teacher evaluation reform

2019 ◽  
Vol 33 (4) ◽  
pp. 629-643
Author(s):  
Chad R. Lochmiller ◽  
John L. Mancinelli
Keyword(s):  
Elementary School ◽  
Teacher Evaluation ◽  
Instructional Leadership ◽  
Elementary School Principals ◽  
School Principals ◽  
New Teacher ◽  
Evaluation Policy ◽  
Content Type ◽  
Teacher Evaluation Policy ◽  
New Teacher Evaluation

Purpose The purpose of this paper is to describe how elementary school principals adjust their leadership practice in response to Washington’s new teacher evaluation policy. Design/methodology/approach The authors conducted a modified content analysis of open-ended survey responses collected from elementary school principals in Washington State. In all, the survey included responses from 354 elementary school principals representing 25.0 percent of the state’s elementary school principal population. ATLAS.ti supported data analysis and assisted in the derivation of three key findings. Findings Elementary school principals changed their instructional leadership practice in response to the new teacher evaluation policy in three significant ways. First, principals adjusted their approach to classroom observation to complete more intentional, in-depth observational activities. Second, principals redistributed non-instructional responsibilities to clerical staff members to allow themselves and other administrators more time for classroom observation. Third, principals adopted a learning stance to the new policy and thus sought external support, especially coaching, to assist them with the implementation of new evaluation practices. Research limitations/implications The study faced three limitations. First, the sample of respondents included in this study cannot be generalized to the state as participants were not randomly selected. Second, the survey did not utilize a longitudinal design, and thus its findings only relate to the first year of the policy’s implementation. Third, the study does not include school-based evidence to triangulate principals’ survey responses. Originality/value The study contributes to the instructional leadership literature. Specifically, the study offers further insights into the adjustments principals make in their leadership to accommodate expectations found in new teacher evaluation policy.

Social justice leadership, instructional leadership, and the goals of schooling

2020 ◽  
Vol 34 (1) ◽  
pp. 81-95
Author(s):  
Haim Shaked
Keyword(s):  
Social Justice ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
School Principals ◽  
School Leaders ◽  
Teaching Quality ◽  
Social Justice Leadership ◽  
Content Type ◽  
New Research ◽  
School Principalship

Purpose School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and backgrounds. At the same time, school principals are also called upon to demonstrate instructional leadership, which emphasizes the teaching and learning aspects of school principalship. The purpose of this paper is to examine the relations between these two roles of today’s school principals. Design/methodology/approach To investigate the relations between social justice leadership and instructional leadership, this paper adds the question of the goal of schooling to the mix. After identifying possible goals of schooling, the paper conceptualizes social justice leadership and instructional leadership, respectively, while also examining their relations with schools’ major goals. Possible commonalities and contradictions between social justice leadership and instructional leadership are discussed. Findings The prevalent expectation that school leaders should give top priority to ongoing improvement of teaching quality and academic outcomes may be seen as reducing school leaders’ involvement in some aspects of social justice leadership, such as nurturing students’ active citizenship. Research limitations/implications This paper opens new research avenues. Based on the findings of this paper, the connection between principals’ perceptions regarding the goals of schooling and their leadership behaviors should be explored. Practical implications It seems advisable to discuss the interplay between social justice leadership and instructional leadership with prospective and current principals, as well as with other school stakeholders. Originality/value Insofar as the relations between social justice leadership and instructional leadership have not been explored so far, this paper narrows a gap in the available knowledge.

Perspectives on principal instructional leadership in Vietnam: a preliminary model

2017 ◽  
Vol 55 (2) ◽  
pp. 222-239 ◽  
Author(s):  
Philip Hallinger ◽  
Allan Walker ◽  
Dao Thi Hong Nguyen ◽  
Thang Truong ◽  
Thi Thinh Nguyen
Keyword(s):  
Instructional Leadership ◽  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Qualitative Inquiry ◽  
Instructional Leaders ◽  
Content Type ◽  
Primary School Principals ◽  
Preliminary Model ◽  
Principal Instructional Leadership

Purpose Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western cultural contexts. An urgent challenge in educational leadership and management lies in expanding the range of national settings for investigations of instructional leadership. The current study addressed this challenge in the context of Vietnam, a nation with a very limited formal knowledge base in school leadership (Hallinger and Bryant, 2013b; Hallinger and Truong, 2014). The purpose of this paper is to describe the perspectives of Vietnamese primary school principals toward their role as instructional leaders, illuminate instructional leadership practices perceived as important by the principals, and develop a preliminary model of instructional leadership within the Vietnamese education context. Design/methodology/approach This study was a qualitative inquiry that sought to illuminate the perspectives of Vietnamese principals toward their role as instructional leaders. The research employed semi-structured interviews with 27 primary school principals. Data analysis employed grounded theory in order to synthesize results gathered from the principals into a preliminary conceptual model. Findings The study yielded a preliminary model of principal instructional leadership in Vietnam. The authors’ model evidences similarities to western models of instructional leadership by including dimensions focusing on setting direction, managing curriculum and instruction and developing the school learning climate. Differences also emerged in terms of two additional constructs, building solidarity and managing external relationships. Other distinctive practices of Vietnamese instructional leaders also emerged in the findings which the authors suggest can be linked to the institutional, political and socio-cultural context of education in this society. Research limitations/implications Key limitations arise from the focus on primary schools, small size of the sample, absence of data from the Northern region of Vietnam, and lack of verification of principals’ perspectives with data from other stakeholders. Originality/value This study is one of the first empirical studies of Vietnamese school leadership submitted for publication in international refereed journals and the first study that has that sought to conceptualize the instructional leadership role of principals in Vietnam. Moreover, the study illustrates how conceptualizations of school leadership are shaped by features of specific societies. This lends credence to scholarly admonitions concerning the lack of universality of leadership theories.

scholarly journals National strategy for supporting school principal’s instructional leadership

2019 ◽  
Vol 57 (5) ◽  
pp. 540-553 ◽  
Author(s):  
Marit Aas ◽  
Jan Merok Paulsen
Keyword(s):  
School District ◽  
Instructional Leadership ◽  
Distributed Leadership ◽  
Cultural Context ◽  
Leadership Practices ◽  
School Principals ◽  
Teaching Staff ◽  
Content Type ◽  
District Administrators ◽  
School District Administrators

Purpose A number of empirical studies and evaluations in Norway and Sweden shows variabilities in the degree to which the municipalities succeed in their endeavors to support school principals’ instructional leadership practices. In response to this situation, the Norwegian and Swedish directorates of education have developed a joint collaborative design for practice learning of instructional leadership. Based on findings from two separate studies, the purpose of this paper is to contribute to theory development and improved practice for school district administrators and their subordinated school leaders. Design/methodology/approach The study draws on the data from participants who completed the program in June 2015, June 2016 and June 2017, respectively. The data are based on individual reflection documents from students on their learning and new leadership practices 4 months, 16 months and 28 months after the end of the program. Findings The project subjected to this study, labeled “Benchlearning,” involved learning from experiences of others, observational learning, dialogic group learning and in the final round translating what is learnt into the social and cultural context in which the individual school principal’s school is situated. When participating school principals experience observation-based learning together with trusted colleagues, followed by vicarious learning from these experiences in their schools, the authors see some facilitating factors to be of particular importance: learning infrastructure, digital tools, compulsory tasks associated with preparation and subsequent experiments with their teachers. Emerging from the analysis was a systematic balancing act of autonomy and structure running through the various learning activities. Finally, a strong evidence was found that developing core competence in digital learning and formative assessment among teaching staff required enhanced distributed leadership across the whole school organization. By sharing leadership tasks on instructional issues with teachers and other non-leaders, principals succeeded in leveling up instructional leadership significantly. Research limitations/implications The implications of the study can be summed up in the following four principles. First, policy makers should take into accounts the fact that principals’ motivation and willingness to initiate change processes can be created in a synergy between structured school visits and engagement in learning groups based on a sound theoretical foundation. Second, within a socially contracted practice in a well-designed learning group, it is possible to raise principals’ level of self-efficacy. Third, a systematic reflection process on authentic practice is an example of how principals can develop their metacognitive capacity and how knowledge can be transformed into new practice. Finally, educators should be trained to be process leaders in order to create a balance between demand and support in promoting principals’ learning of new instructional leadership practices. Practical implications School district administrators should take into accounts the fact that changing practices will be supported by sense-making processes involving discussions about how new instructional practices are justified. Specifically, shifts in talk and actions will also involve shifts in the ways people relate to each other and how they relate to their internal context. Further, leadership programs should include trying out new practices as the focal learning mode, accompanied by individual and collective reflective activities. Originality/value The findings of the study underscore the mutual interdependence of distributed leadership and student-centered focus accompanied with the school’s learning capacity as enabling conditions for principals’ practice learning in the field of instructional leadership.

‘Readiness to lead’: a tentative tool for analysis

2020 ◽  
Vol 34 (8) ◽  
pp. 1317-1337
Author(s):  
Jenny Johnston ◽  
Bradley Shipway
Keyword(s):  
School Reform ◽  
Design Methodology ◽  
School Principals ◽  
International Schools ◽  
Research Literature ◽  
Leadership Strategies ◽  
Unexpected Finding ◽  
Australian School ◽  
Validation Data ◽  
Content Type

PurposeThis paper reports on research into Australian school principals' leadership. It explores an emerging construct – that of ‘readiness to lead’ – and showcases the development of a tentative tool for determining school principals' readiness to lead.Design/methodology/approachSeven principals from Australian and International Schools were interviewed about their leadership strategies, intentions and expectations for impending school reform. Qualitative analyses using grounded theory and an interpretivist constructivist paradigm were applied.FindingsThe construct of ‘readiness to lead’ emerged during initial analysis and a tool was developed from a compilation of literature on leadership. Findings revealed that five principals were well-aligned with the strategies, intentions and expectations the research literature indicates are characteristic of good leadership. These principals could be regarded as ‘ready to lead’ their schools in significant school reform. An unexpected finding was that the concepts of ‘hope’ and ‘trust’ also played a significant role in leadership. ‘Hope’ appeared important as a major strategy for the less-well aligned principals, whereas mutual ‘trust’ appeared to be evident in the principals with stronger leadership readiness.Research limitations/implicationsThe tool warrants peer review and validation; data revealed an emerging construct and review is welcomed. The authors are continuing to research and investigate in this field, and invite further academic dialogue.Originality/valueThe study has explored the fecundity of the tool for analysis, and evaluated the principals' preparedness to lead reform. Having a tool to determine whether and to what degree school principals are ready to lead would be advantageous for the profession.

A paradoxical approach to instructional leadership

2020 ◽  
Vol 34 (10) ◽  
pp. 1637-1646
Author(s):  
Haim Shaked
Keyword(s):  
Instructional Leadership ◽  
School Principals ◽  
Instructional Leader ◽  
School Level ◽  
Structured Interviews ◽  
Content Type ◽  
Nature Study ◽  
Conflicting Demands ◽  
Level Data ◽  
Experience Education

PurposePerceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership.Design/methodology/approachThe current study is qualitative in nature. Study participants were 30 Israeli school principals, representing the larger body of Israeli principals in terms of sex, age, years of experience, education and school level. Data were collected through semi-structured interviews. Data analysis included a two-step theory-driven coding process.FindingsThis study found that the paradoxical approach allowed school principals to hold conflicting perspectives on instructional leadership simultaneously. Thus, it has reduced the effect of the perceptual inhibitors of instructional leadership, as it permitted principals to delay the decision between the expectation to fulfill the role of instructional leader and their disagreements with it.Originality/valueDespite prolonged pressures, school principals demonstrate limited involvement in instructional leadership, in part because of perceptual inhibitors. The findings of this study can be used in dealing with these inhibitors.

Relative deprivation, self-interest and social justice: why I do research on in-equality

2014 ◽  
Vol 33 (5) ◽  
pp. 429-441 ◽  
Author(s):  
Eddy S.W. Ng
Keyword(s):  
Social Justice ◽  
Relative Deprivation ◽  
Multiple Identities ◽  
Self Awareness ◽  
Attitudes And Beliefs ◽  
Content Type ◽  
Self Reflection ◽  
Similar Work ◽  
Self Interest ◽  
Conducting Research

Purpose – The purpose of this paper is to offer an insight into why men do research on in-equality. Design/methodology/approach – The author utilizes autoethnography, as a form of self-reflection, to help make sense of the own experiences and to connect it with the broader world. It is a narrative based on personal experiences which connects the author's biography with his research endeavours. It also enables to engage in self-analysis and self-awareness of the motives for conducting research on in-equality. Findings – In this narrative, the author shares his journey as an equality scholar, and how his multiple identities as a visible minority, an immigrant to Canada, and a gay person shapes my worldview, attitudes, and beliefs, which in turn influences his own work on equality and diversity. The narrative is based on the intersection of multiple identities, and not just solely based on the author's gender. The attribute feeling deprived on behalf of others, rational self-interest, and social justice as the chief reasons for engaging in in-equality research. Research limitations/implications – Autoethnography is inherently subjective, based upon the author's own biases and interpretation of events, but the subjectivity can also be an opportunity for intentional self-awareness and reflexivity. Given the multiple identities that the author holds, some of the experiences recounted here may be unique to the author, and some may be shared with others. Thus, it is not the author's intention to represent, in general, why men do in-equality research. Originality/value – This autoethnography has allowed the author the opportunity to be self-aware of the complexity of the multiple identities. This self-awareness also allows the author to be more respectful, authentic, and inclusive of others. The author hopes that these reflections will resonate with some of you, and perhaps inspire one to engage in similar work, for reasons that are unique to one and all.

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

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