Date of Conferral
Doctor of Education (Ed.D.)
Mary B. Hallums
Despite more than 4 decades of school leadership research, a significant knowledge gap remains on how school leaders provide instructional practices to improve student outcomes. The purpose of this qualitative research study was to identify administrators' and teachers' perceptions of school leaders' instructional practices and the key characteristics that influence student outcomes. Weber's model of instructional leadership was the conceptual framework for the descriptive case study. The research questions centered on principals' and teachers' perceptions of how school leaders provide instructional leadership to improve student outcomes. Data collection occurred through interviews and document reviews. Four principals and six teachers were interviewed. The selection criteria included having knowledge of the instructional leadership role, be elementary level working in Title I schools, and demonstrated academic success at their school site, as principals and teachers. I used the district-study-site rating standard and the School Quality Rating Policy (SQRP), to determine which principals and teachers have demonstrated academic success at their respective school sites. Thematic analysis yielded 5 emergent themes related to administrator and teacher leadership behaviors and student outcomes: creating a shared vision, creating a positive climate, cultivating leadership in others, managing data and processes, and improving instruction. The study supports positive social change by providing insight into the progress of principals as they implement instructional leadership practices for the teachers of their respective schools that lead to improved student outcomes.
Walker, Kenya, "Administrators' and Teachers' Perceptions of Leadership Behaviors and Impacts on Student Outcomes" (2020). Walden Dissertations and Doctoral Studies. 9466.