Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jerry Collins

Abstract

The research problem addressed in this study centered on middle school principals who were inconsistently implementing instructional leadership practices to support teachers teaching mathematics even though they received middle-grades leadership development (MLD) training. The purpose of this basic qualitative research was to understand why middle school principals, trained in MLD, were inconsistently implementing instructional leadership practices to support teachers teaching mathematics. The research question asked how middle school principals, trained in MLD, implement instructional leadership practices to support teachers teaching mathematics to improve student academic outcomes. The conceptual framework was Vygotsky's learning and development theory used within MLD training to support school principals who, in turn, support mathematics teachers for students to construct new knowledge by making connections with their mathematical experiences. Semistructured interviews were conducted with 6 middle school principals to gather information about middle school principals' instructional leadership practices as they supported teachers teaching mathematics. A thematic analysis was conducted. The participants identified the importance of school leaders engaging in unique practices with middle school mathematics teachers including supporting mathematics teachers, building strong relationships, specific instructional practice in the mathematics classroom, and engaging in professional development. The findings have implications for positive social change by helping middle school principals to better apply instructional leadership practices to support teachers teaching mathematics to improve student academic outcomes.

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