Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

David Weintraub

Abstract

Researchers have shown that principals are second only to teachers in their impact on student learning. The problem studied was principals’ abilities to balance their responsibilities as operational managers while placing primary focus on instructional leadership. The purpose of this qualitative study was to explore the processes established by school principals to balance the expectation of managing their buildings while being instructional leaders and how their sense of self-efficacy influenced their ability to establish and adhere to those processes and structures. The theories of complexity self-efficacy guided this study. Data were collected using structured and semistructured interviews with six elementary and middle school principals from one district in a MidAtlantic U. S. state. A combination of in vivo and value coding was used to support thematic analysis. Themes included shared vision/responsibility, setting priorities, shared leadership, continued professional learning, and organizational procedure. Results indicate that principals need a stable sense of self-efficacy to be the conduit through which continuous adaptation of processes and structures necessary to accommodate the needs of a complex organization like a school. Key findings indicated that principals need to establish structures that ensure they are not the only instructional leader within their schools and they need to develop processes that ensure they are not the only managers within their schools. Recommendations include a system of continuous authentic feedback for school leaders through supervisors or a principal mentorship program. The findings of this study inform social change by identifying the ways in which principals meet the expectation of maintaining priority focus on instructional leadership while being efficient organizational managers of their schools.

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