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Principal Identity: Navigating the Dual Roles of Instructional Leader and Teacher Evaluator
Richardson, Benjamin Josef
Richardson, Benjamin Josef
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Abstract
Principals are expected to be instructional leaders in their schools because schools with effective instructional leaders have been shown to promote higher student achievement and more effective teaching and learning. Effective instructional leadership involves using teacher evaluation to promote teacher effectiveness. This qualitative research study sought the perspectives of twelve building principals in one urban public school district in the Midwest to shed light on their definitions of instructional leadership and how they make sense of their work as evaluators considering their instructional leadership identities.Through semi-structured interviews, I found that these principals defined instructional leadership through one of these four lenses: the guide, the capacity builder, the lead teacher, and the relationship builder. As evaluators, principals indicated that although they can sometimes leverage the evaluation tool to promote teacher growth and school improvement, there are also barriers to using the evaluation system in these ways. Finally, principals indicated that while the evaluation tool is necessary for their work, they use various strategies as instructional leaders that exist outside the bounds of the evaluation system.
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Date
2023-01-01
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University of Kansas
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This item contains archived web content.
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983139_1.pdf
Adobe PDF, 955.35 KB
- Embargoed until 2173-05-31
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Keywords
Educational evaluation, Educational leadership, Educational administration, Education, Evaluation, Identity, Instructional, Leadership, Principal