Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Hallums

Abstract

In a southeastern state in the United States, a gap in practice exists regarding the consistent implementation of instructional leadership practices to promote teacher leadership and culture in schools. The purpose of this study was to explore administrators’ perspectives of their implementation of instructional leadership practices to influence teacher leadership and culture. The conceptual framework for this qualitative approach was Bass and Avolio’s transformational leadership theory. The research question focused on high school administrators’ perceptions of the instructional leadership practices they are using to influence teacher leadership and school culture. Purposive sampling was used, and six high school administrators participated in semistructured interviews; all participants had at least 5 years of experience. In vivo and pattern coding were used to support thematic analysis of the data. Participants identified the importance of understanding and modeling instructional leadership practices, selecting strong teacher leader candidates, and enhancing teacher leadership abilities. Challenges and barriers to implementation of instructional leadership practices included time, the expanding nature of the administrative workload, and the lack of consistency of assignment within the district. The development of an environment of trust, encouraging collaboration, and fostering a shared vision to carry out common goals and initiatives were determined to be the most beneficial instructional leadership practices that influenced teacher leadership and culture in this research study. Positive social change implications include an enhanced level of teacher leadership and culture that supports enhanced community partnerships and enhanced opportunities for student learning.

Download

Share

 
COinS