Date of Conferral

7-18-2024

Date of Award

July 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Kropiewnicki

Abstract

Principals serve as the instructional leader of their schools and teaching staff, a critical role in leading science achievement. In a racially diverse K-8 public school district in New Jersey, elementary principals are challenged to provide instructional support to teachers who are struggling to teach science to elementary students performing below proficiency on the state’s standardized assessment for science. The research questions focused on principals’ perceived challenges to support elementary science teachers, as well as recommendations for improved training and resources to support teachers. A basic qualitative study consisted of semistructured interviews with 12 elementary principals and assistant principals. The data were analyzed for emerging themes using Murphy et al.’s conceptual framework for instructional leadership. The themes identified included a struggle to balance operational leadership with instructional leadership, time constraints on science instruction for teachers and principals, lack of actionable and timely data on science instructional practices and students’ performance on science assessments, a need for consistent implementation of supports, enhanced professional development for leadership and instruction in science, and greater emphasis on science. Findings indicated a need for additional and more effective professional development for principals and assistant principals specific to science pedagogy, science content knowledge, and a framework for instructional support of science. Implications for social change include improved instructional leadership, teacher performance, and student achievement in science. The results support principals to become better equipped to provide instructional leadership in science, professional development to their teachers, and lead their schools to increase students’ achievement in science.

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