Date of Conferral
Doctor of Education (Ed.D.)
Elementary school principals, as instructional leaders, are critical to improving
mathematics proficiency. The research problem was that elementary school principals are
inconsistently applying instructional leadership to support mathematics teachers' efforts
to improve students' proficiency. The purpose of this qualitative case study was to
understand how elementary school principals apply instructional leadership to support
mathematics teachers in their efforts to improve student proficiency in mathematics. The
conceptual framework was the instructional leadership model of Hallinger and Murphy,
which defines three main dimensions of instructional leadership: (a) the school mission,
(b) the instructional program, and (c) the school climate. The research question was how
elementary school principals apply instructional leadership to support mathematics
teachers to improve student proficiency in mathematics. The participants were 12
elementary school principals who were purposefully selected. Data were collected via
semistructured interviews via Zoom using an interview protocol. Thematic analysis was
used to analyze the data. The themes revealed that principals should set goals based on
student achievement while fostering communication with all stakeholders. The themes
are embedded in the job functions within instructional leadership's three dimensions.
Implications for positive social change include providing new information on how school
principals can apply instructional leadership practices to better support mathematics
teachers' work with students. These efforts may help students to improve their
proficiency in mathematics and graduate from school.
Robinson, Melvinia, "Instructional Leadership of Elementary School Principals Regarding Proficiency in Mathematics" (2020). Walden Dissertations and Doctoral Studies. 9436.