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Dissertations / Theses on the topic 'Instructional leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Lysne, Daniel W. "Elementary principals' development of instructional leadership /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7606.

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2

Robinson, Courtney Brooke. "Instructional leadership for high school principals." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708304.

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<p> Instructional leadership for high school principals is becoming more important as principals are being held increasingly accountable for student achievement results. Principals are next to teachers in impacting learning in the classroom. The problem for high school principals is that they do not feel prepared to be instructional leaders for their school. There are many tasks a principal must handle throughout the day and these tasks take time away from principals acting as the instructional leader for their school. Principals are also not always supported in their development as an ins

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3

Brabham, Carla Brabham. "Principals' Perceptions of Instructional Leadership Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3865.

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Instructional leadership is an important aspect of student achievement and the overall success of schools. Principals, as instructional leaders, need continual reflection on their competency. Job-embedded professional development (JEPD) for teachers is implemented and monitored by instructional leaders. The purpose of this case study was to examine the perceived instructional leadership development of two principals at two schools where JEPD was used. Weber's model of instructional leadership guided the research questions on how the implementation of JEPD affected the principals' instructional

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4

Nixon, Lori, and William Flora. "K12 Educational Leadership Training: Behind the Times with Instructional Leadership." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3035.

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5

Gill, Linda J. "Understanding New Principals' Transition to Instructional Leadership." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752460.

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<p> Understanding New Principals’ Transition to Instructional Leadership The purpose of this study was to understand the instructional leadership role development of new principals. The overarching research question that guided this study was: How do new principals transition into an instructional leadership role? Using a basic qualitative approach, 12 new principals participated in the study. Data collection included a series of three interviews with each principal. Additionally, they were observed enacting an instructional leadership activity.</p><p> Novice principals have a reperto

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6

Mercer, Nancy Anne. "Instructional Leadership for a School-Based Innovation." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/30135.

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This study looked at the leadership style of one public elementary school principal that chose single-gender education as an innovation to manage and improve student behavior and the leadership of the principal during the implementation process. The anticipated outcome was that the researcher would discover that the principal followed steps outlined in professional research, however, what was learned were that some principals do not adhere to those guidelines. In this study, the principal researched, implemented, and oversaw the implementation, and she strategized a short-term plan for teacher

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Hejres, Sabah Khalifa. "Investigating the effectiveness of leadership styles on instructional leadership and teacher outcomes." Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/17160.

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There are different criteria that affect active leadership styles that enhance the role of a principal as an Instructional Leadership. However, many principals lack such criteria where a strong principal considered as an Instructional Leadership. To become Instructional Leaders, principals must transform their practices from managerial to instructional. They need to exercise their leadership by exhibiting the leadership styles in their role and character, or their role will merely perform administrative duties that are akin to an administrative position. Furthermore, a school principal as a le

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8

Lee, Kyle A. "THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY." UKnowledge, 2015. http://uknowledge.uky.edu/edl_etds/12.

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In understanding leadership to be the single most important factor in shaping a school’s performance, and second highest factor influencing student achievement, it is a necessity for investigations to focus on what successful leaders do to have excelling schools. Research has alluded to the understanding that the principal can no longer serve as the sole instructional leader of a school. This need for collaboration within the organization places a weight on principals to incorporate others within the school decision-making process. This study examined how collective instructional leadership is

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9

Kidd, Robert E. Laymon Ronald L. "Perceptions of instructional leadership tasks of building principals." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713219.

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Thesis (Ed. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed July 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), John T. Goeldi, Patricia H. Klass, Mary Ann Lynn, Richard M. Peters. Includes bibliographical references (leaves 83-86) and abstract. Also available in print.

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10

Mafuwane, Barber Mbangwa. "The contribution of instructional leadership to learner performance." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24016.

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This is an explanatory research investigation on the role of principals as instructional leaders which has been highlighted over the past two to three decades. The emergence of this concept in the leadership field and the rigorous research attention that it has received is a result of mounting pressure faced by principals as a result of the year-on-year poor performance of learners in the matriculation examinations. Parents, politicians and other organs of civil society expect principals to be accountable for what happens in the classroom (teaching and learning), including the performance of l

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11

Sawyer, Emmett. "The relationship between cognitive styles and instructional leadership /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841359.

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12

Hedgpeth, Pamela S. "Professional development practices for developing principal instructional leadership /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988668.

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13

Garcia, Lee Guillermo. "Principal instructional leadership in majority-minority secondary schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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14

Juncker, Janeel M. "Student Participation in the Distribution of Instructional Leadership." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6858.

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This explorative study offers much needed perspective on students' role and development as instructional leaders (Halverson & Clifford, 2013) through answering the following questions: (a) How can students be involved in distributions of instructional leadership in a studio learning environment; (b) What is the value of their contribution; and (c) What patterns of distributed instructional leadership (DIL) facilitate student involvement? I chose an animation studio at a large western university for the setting, on account of its collective-leadership structure involving students. I randomly sa

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Zhan, Xi. "Development and Analysis of Two Instruments: The Shared Instructional Leadership Scale (SILS) and the Instructional Program Coherence Scale (IPCS)." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480635675654798.

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16

Lineburg, Paul Norman. "The Influence of the Instructional Leadership of Principals on Change in Teachers' Instructional Practices." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26688.

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Since the 1980s, researchers have suggested that principals are an integral part of school effectiveness through their actions as instructional leaders. Standardized testing and strict accountability, which heavily influence todayâ s public schools, make principals responsible for student achievement. They fulfill this responsibility by influencing and guiding the quality of teaching and learning in their schools. The purpose of this study was to measure how high school principals influenced change in teachersâ instructional practices; however, other factors influencing classroom instructio

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DeVoe, Shawna. "K-4 Teachers' Perceptions of Teacher Instructional Leadership Practices." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1395128452.

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18

Agent, Renee L. "Instructional Personnel Perceptions on Integrating Instructional Technology in K-12 Classrooms: A Case Study." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505226/.

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Integrating digital pedagogy into instruction in a manner that promotes critical thinking and drives increased student achievement and engagement in all classrooms is a goal of many campuses and districts that invest heavily in hardware, software, and professional development on an annual basis. Digital pedagogy goals tend to center around preparing students for the 21st century workforce, promoting instruction that is more engaging, and providing deeper learning for all students; however, achieving these goals is not possible without teachers willing and able to effectively implement instruct

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19

Hauer, Loisann. "Bay area leadership| Exploring the influences of a community leadership development program on participants." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076466.

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<p> This qualitative phenomenological study explored the personal insights, preferences, and experiences of individuals who graduated from a community leadership development program. Fifteen Bay Area Leadership Program graduates from the Burlington and Hamilton, Ontario, Canada program between 2002-2007 participated in this study. Several inter-related themes emerged from the respondents’ stories and narratives regarding the program elements that influenced the learning experience. Respondents’ acknowledged and recognized that the program had positively impacted their development a

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20

Bertalan, Rebecca Kennedy. "Student Skill Evaluation| Nursing Education Culture and Instructional Leadership." Thesis, The University of Alabama, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602900.

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<p> Evaluation is a delicate dance led by educators. However, this is not a couple’s dance. It is an orchestrated event with many participants and interested stakeholders. When multiple educators collaborate to evaluate groups of students, it is imperative that these educators rehearse their understanding of the assessment process in order to achieve a harmonious and synchronized result. In evaluation this is termed interrater reliability. Rubrics are constructed to map out the steps of evaluation, but it has been shown that the use of rubrics does not result in reliable scores (Alinier,

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21

Huber, Donna S. "Influences on high school principals' mathematics instructional leadership practices." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1195003040.

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Simmons, Andrea O. D. "The Impact of Instructional Leadership on Student Reading Success." Thesis, University of South Alabama, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13856497.

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<p> Knowing how to promote the literacy success of all students can be elusive to those aspiring to be school leaders and/or principals. The purpose of this study was to identify the perceived instructional leadership behaviors of principals in schools that experience success in reading on standardized tests. The researcher studied these behaviors by examining school principals’ instructional leadership as identified by the Professional Standards for Educational Leaders and the Principal Instructional Management Rating Scale. Student reading proficiency was measured using the ACT Aspire

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23

Walker, Deborah Tamara. "The influence of the superintendent on principal instructional leadership." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2843.

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The purpose of this interpretive case study was to determine the ways in which the superintendent communicates expectations for principal performance in relation to three areas of instructional leadership: building commitment to a shared vision and values; working with teachers to foster instructional improvement; and ensuring student achievement and equity. The central premise of the study was that the superintendent holds an essential piece of the puzzle that is school reform, and by putting this piece into place, individual schools can work together as part of a larger system to improve lea

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24

Bass, Jay David. "Instructional leadership activity of elementary principals in effective schools." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54487.

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Strong administrative leadership in coordinating and controlling the instructional program has been consistently cited as one component that influences the effectiveness of a school. However, there is debate in the literature regarding (1) the role that the principal plays in determining a school's effectiveness and (2) the specific activities that characterize the principal’s instructional leadership behavior. In addition, little information has been reported that determines how situational variables of the school affect the instructional leadership role of the principal. The purpose of this

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Quinn, David M. "The impact of principal leadership behaviors on instructional practice /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946322.

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26

Allen, Angela M. "Academic optimism and instructional leadership in urban elementary schools." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618389.

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In response to the increase in accountability, based on federal and state legislation, educators have searched for factors to positively impact student achievement. The Coleman Report (1966) stated that student socioeconomic status was the greatest predictor of academic success. Researchers and educators alike have worked to demonstrate that other factors within a school's control may be powerful predictors as well and may assist schools in overcoming this environmental obstacle. The purpose of this study was to examine academic optimism as a construct consisting of academic emphasis, collecti

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Robinson, Carney Cynthia. "Reimaged| The Emotionally Intelligent Instructional Technology Leader." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810510.

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<p> For over forty years, researchers, policymakers, and educational leaders have promoted computer technology use within schools to enhance teaching and learning (Culp, Honey, & Mandinach, 2003; U.S. Department of Education, 2010). The effective schools literature of the 1980s suggested principals should be the instructional leader of the school building; however, school principals are often tasked with other administrative and managerial responsibilities diverting their attention from instructional technology (Lashway, 2002; Fullan 2014). Filling this gap requires a school leader who und

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28

Hawley, Barbara Sue. "HOW PRINCIPALS ENACT INSTRUCTIONAL LEADERSHIP IN K–5 URBAN SCHOOLS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1562789644253807.

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29

King, Donnalyn Patricia. "THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/435077.

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Educational Leadership<br>Ed.D.<br>This is a qualitative study designed to investigate how principals and selected staff members perceive the principal as an instructional leader. Specifically, it attempted to ascertain whether there was any divergence between the perceptions of the teachers and the principals. The focal group comprising the sample of thirty-five constituted five principals, five vice-principals and twenty-five classroom teachers. The demographic composition of the sample has been summarized in table 3.1 according to variables relating to gender, teaching experience, qualifica

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Adkins, Margo. "Portraits of the high school principal| Perspectives on instructional leadership." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712007.

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<p> Education reform has increased accountability measures for principals to ensure all students are achieving. Although student achievement should be the primary focus of a principal, the various responsibilities of the principalship can overshadow instruction. Due to the large number of students, multitude of course offerings, extra-curricular activities, discipline, and operational issues, many high school principals are inundated with responsibilities and challenges that may cause less time to be allocated to curriculum and instruction. These multiple responsibilities can also lead to prin

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Javadi, Vahid. "Middle leadership in Malaysian international secondary schools : the intersection of instructional, distributed and teacher leadership." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/48613/.

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This thesis examines middle leadership in four international secondary schools in Malaysia. It focuses on five main areas; roles, responsibilities, role relationships, instructional engagement and leadership involvement. Data were collected through observations, documentary analysis and 52 semi-structured interviews with four principals, 12 heads of department and 36 teachers. The empirical data indicate that the middle leaders’ roles suffer from lack of clarity, with managerial tasks dominating their job scope. Different role interpretations have led to the development of misunderstanding and

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Kurty, Peter James. "Components of Instructional Leadership That Elicit Perceived Pedagogical Change of Teachers." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1542472036199944.

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Miller, Kimberly Pietsch. "Developing Instructional Leadership in Early Experience Secondary School Principals: A Case Study." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532455016812114.

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34

Bendikson, Linda. "The effects of principal instructional leadership on secondary school performance." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/8924.

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The aims of this research were to develop a system to assess the relative performance of secondary schools in order to compare the nature and impact of principals’ instructional leadership in more and less effective schools. Study 1 developed a multi-indicator method for assessing the relative performance of 102 New Zealand secondary schools, using publicly available examination data. Five indicators were used to categorise schools of similar type as either higher-, mid-, or lower-performing and to identify schools that showed sustained improvement in performance. In Study 2, 651 teachers in 2

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Thompson, M. Kathryn. "Involvement in instructional leadership and job satisfaction among assistant principals." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=990285281&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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36

Jenkins, Daniel. "Exploring Instructional Strategies and Learning Goals in Undergraduate Leadership Education." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3168.

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Leadership education has been integral to the undergraduate curriculum since the early 1990's. Today, more than 1,000 colleges and universities in the United States offer undergraduate courses in leadership studies and many offer academic credit in the form of a bachelor's degree, academic minor, or certificate. Yet, little is known about those who teach leadership studies courses to undergraduates, the instructional strategies they employ, or the learning goals they set. The purpose of this study was to identify the instructional strategies that are most frequently used by instructors whe

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Garrard, John Christian Timothy. "Instructional leadership of high school assistant principals in Northern California." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/29.

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To identify how high school assistant principals in large suburban schools serve as instructional leaders and how they develop these skills, this research utilized a multiple-case study design, followed by a cross-case analysis of the data. This research explores the instructional leadership of three female comprehensive high school assistant principals who are employed in the same Northern California school district. Each case was developed with the use of interviews, observation and document analysis. Included in each case is a description of the assistant principal's instructional job respo

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Kleidon, George William. "Principals' Instructional Leadership in Title I Schools| A Closer Look." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829301.

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<p> The students in Title I schools remain the most vulnerable in our education system. Principals in these schools must be exceptional and well prepared. However, principals have been trained in a universal approach that is not sufficient for those who lead schools with high poverty rates as well as culturally and linguistically diverse learners. The purpose of this mixed-methods descriptive study was to gain insight from principals about instructional leadership in Title I schools. Thirty-two principals described their perceptions about the preparation, supports, and challenges necessary to

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Namukwambi, Nahum. "An investigation of instructional leadership in a Namibian rural school." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003515.

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The purpose of this study was to investigate how instructional leadership manifests itself and can be strengthened in a Namibian rural school. As a teacher, head of department and later an education officer, I have long held the view that committed school leadership is essential for the school’s instructional and academic success. Equally, I have always been aware of the impact of the past segregation and the unequal education provided by the colonial government in South Africa and South West Africa/Namibia. The inferior education provided to Africans posed a serious challenge to the leadershi

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Brown, Lori Lynne. "Educator Perceptions of Instructional Leadership in the School Improvement Process." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3031.

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The purpose of this case study was to conduct an investigation of educator perceptions of instructional leadership in the school improvement process. Interviews were conducted with educators and an administrator in a small, rural high school in Middle Tennessee. In 2010, the high school was labeled as a low performing school by the Tennessee Department of Education (TDOE). In 2014, Commissioner Kevin Huffman announced the school was on the TDOE Reward School Cusp List for being in the top 10% of schools based on one-year progress data from the Tennessee Value-added Assessment System (TVAAS) sc

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Atkinson, Ronald Jr. "An Assessment of the Perceived Instructional Leadership Behaviors of Assistant Prinicpals." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2982.

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This study examined the extent to which the role of the assistant principal is perceived to include instructional leadership behaviors. Specifically, this study compared the perceptions of instructional leadership practices of elementary, middle, and high school assistant principals from the perspectives of assistant principals, principals, and teachers. A nonexperimental comparative design was used. Quantitative data were collected via a version of the Principal Instructional Management Rating Scale that was adapted for application to assistant principals. Analysis of variance, independent-sa

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42

Hall, Michelle D. "Perceived Self-efficacy of Teachers Who Receive Discipline-specific Instruction in Writing Through One-to-One Instructional Coaching - A Case Study." Thesis, Point Park University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254215.

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<p> The qualitative case study examines the impact of instructional coaching as it relates to teacher self-efficacy in their writing instruction. Since limited data exists on the writing practices of teachers, the study will examine the self-efficacy of teachers in grades 3-8. The primary research question for the research study is: <i>What is the Perceived Self-efficacy of Teachers Who Receive Discipline-specific Instruction in Writing through One-on-One Instructional Coaching?</i> From a constructivist view, the researcher examined one school district’s journey with instructional coach

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Greenblatt, Pamela Doron. "School-based instructional rounds| Factors that influence teacher collaboration." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158574.

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<p> Described as sitting, “…at the intersection of three current popular approaches to the improvement of teaching and learning – walkthroughs, [professional] networks, and district improvement strategies” (City, Elmore, Fiarman, & Teital, 2011, p. 4)- instructional rounds is designed to bridge the gap between educators and their instruction. At its core, instructional rounds rests upon the same premise as any other community of practice; however, this community of practice has developed a set of protocols and procedures that quickly establishes expectations of the

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Eastwood, Rebecca G. "Instructional Leadership as Defined by Virginia Elementary Title I Principals: a Delphi Study." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37331.

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Policymakers have tried to link the principal to student outcomes, thus shifting the role of the principal from manager to instructional leader of the school. The significance of instructional leadership has increased especially since the implementation of the No Child Left Behind Act in January of 2002. However, a common definition of instructional leadership is difficult to locate in the literature. In this three-round Delphi study, 24 Virginia Title I elementary school principals defined the concept of instructional leadership in terms of the knowledge, skills, and behaviors that

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Williams, Tonya Mahone. "The assistant principalship and instructional leadership in Clayton County public schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/103.

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The purpose of this study was to investigate the instructional leadership tasks that are performed by assistant principals in Clayton County Public Schools. This study tested ten null hypotheses to determine if statistically significant relationships existed between the assistant principalship and Krug’s instructional leadership tasks. A modified questionnaire was used to obtain responses to address the research questions posed in this study. Questionnaires were mailed to every elementary, middle and high school assistant principal in the Clayton County Public School System. The questionnaire

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46

Staples, Caron. "A COMPARISON OF THE LEADERSHIP ROLES OF PUBLIC AND PRIVATE ELEMENTARY SCHOOL PRINCIPALS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2316.

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Public school principals' role requirements have undergone changes during standards-based reform and accountability (Copland, 2001; Daresh, 1998; Jones, 1999; Lashway, 2003a). This study was designed to identify the leadership role focus and behaviors of public school principals who were attempting to meet the challenges of this movement and to provide valuable information about the effects of accountability reforms on school leadership. Public school principals were subject to the mandated policy initiatives associated with the accountability movement. Private school principals, or lower scho

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Jasso, Laura K. "Teacher Perceptions of Effective Instructional Coaching in Professional Development Support." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976245.

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<p> Many school districts are utilizing instructional coaches to support teachers as they implement their professional learning in the classroom. This study examined teachers’ perceptions of effective instructional coaching practices to gain insight about which aspects of instructional coaching teachers find most supportive in implementing change in the classroom. Adult learning theory, andragogy, was used as the theoretical framework guiding this study. Survey data from the Perceptions of Coaching Survey (PCS) was collected from 116 teachers across six states. These teachers were engage

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Murrillo, Marilyn. "Faculty adaptation to emerging instructional technologies in higher education." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3589.

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This study examined how and why faculty adopt podcasting as an instructional technology tool in their teaching. Podcasting is an instructional technology tool being used for teaching and learning in higher education. Faculty may record lectures with audio, video, and/or PowerPoint slides to instruct students on class material. Students may access podcasts at their convenience through various devices, including mobile devices and computers. Research has shown that students who use podcasts to study for tests tend to perform more successfully on tests. This study was a qualitative multiple case

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Crabtree, Jerry R. Laymon Ronald L. Halinski Ronald S. "A study of the importance of instructional leadership behavior of principals." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323730.

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Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 9, 2006. Dissertation Committee: Ronald L. Laymon, Ronald S. Halinski (co-chairs), Paul J. Baker, Larry D. Kennedy, Richard L. Berg. Includes bibliographical references (leaves 91-96) and abstract. Also available in print.

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Tshazibana, Vukile Shadrack. "Challenges of instructional leadership in historically disadvantaged schools in South Africa." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1016059.

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The research presented in this thesis investigates challenges faced by principals in historically disadvantaged schools in terms of their role as instructional leaders facilitating the implementation of curriculum policies. The study consists of two parts. The first study sampled 25 school principals, 80 teachers and 11 department of education officials from the Uitenhage and Port Elizabeth education districts in the Eastern Cape. Data obtained in the first study were generated by administering a pen-and-paper questionnaire and individual interviews to selected participants. The second study e

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