Date of Conferral
2020
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Peter Kiriakidis
Abstract
Principals are expected to serve as the lead instructional leaders on the campus, ensuring
academic growth for all students. The research problem of this study was the lack of
understanding of the perceptions of elementary school principals regarding teachers’
literacy teaching strategies. The purpose and research question of this study were to
understand the instructional leadership practices of elementary school principals
regarding teachers’ literacy teaching strategies. The conceptual framework was based on
constructivism. Ten principals participated in semistructured, face-to-face, audio-taped
interviews. Thematic analysis revealed that school principals: (a) focus on how to
increase literacy state scores, (b) struggle to apply instructional leadership practices, (c)
need professional development to support literacy instruction, and (d) believe in
professional learning communities to support literacy instruction. The research findings
may be used by principals to enhance instructional leadership practices to support both
literacy teachers and student learning, which, in turn, would contribute to students
graduating.
Recommended Citation
Ukpaka, Cherron Lynnette, "How Elementary School Principals Perceive Teachers’ Literacy Teaching Strategies" (2020). Walden Dissertations and Doctoral Studies. 9287.
https://scholarworks.waldenu.edu/dissertations/9287
