Conceptualizing Instructional Leadership

The Voices of Principals

Bibliographic Data

ID9729896
AuthorsUlrich C Reitzug (University of North Carolina at Greensboro, corresponding author), Deborah L West (University of North Carolina at Greensboro), Roma Angel (Appalachian State University, Boone, NC)
Year2008
Volume40
Issue6
Pages694-714
Publication date2008-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124508319583
OpenAlexW1988142634
LanguageEN
Citations received6
References cited13

Instructional leadership has long been advocated as a primary responsibility of principals. What is unclear, however, is the role that instructional leadership plays in the current high-stakes testing era in the daily work lives of principals, how they practice as instructional leaders, and toward what instructional outcomes they strive. This study focused on how principals understand the relationship between their daily work and the improvement of instruction in their schools. The study incorporates the voices of 20 principals. Multiple conceptions of instructional leadership are identified and problematic aspects of these conceptions are discussed

Educational leadership · Instructional design · Instructional leadership · Mathematics education · Pedagogy · Teacher Leadership · Work (physics · Collaborative Teaching and Inclusion · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies

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