Date of Conferral



Doctor of Education (Ed.D.)




Jerry Collins


AbstractThe problem addressed in this project study was that principals at the elementary schools under study had been inconsistent in applying instructional leadership practices (ILP) supporting character education (CE). The purpose of this study was to examine the perceptions of elementary school principals regarding ILP to support CE. The instructional leadership model was the conceptual framework guiding the study. The research question asked what practices elementary school principals implement to support CE in their schools. A basic qualitative research design with purposive sampling was used to select elementary school principals who were state-certified and administrators for at least 2 years. Interviews were conducted with 10 participants and, using thematic analysis, themes emerged. The first theme was that CE is important for a holistic learning experience. The second theme was that institutions have not done enough to promote CE. The last theme was schools’ management must be at the forefront of the promotion of CE through the promotion of implementation of ILP. The key recommendation was a district-wide professional development (PD) to assist elementary school principals to learn how to support CE using ILP. The school district should use a district-wide 3-day PD to help school principals to learn how to implement ILP to support CE because the findings include strategies for elementary school principals to integrate CE into the curriculum. The strategies found in PD have implications for positive social change for elementary school principals to apply ILP to integrate CE into the curriculum.