The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Principals' Instructional Leadership and Teacher Development: Teachers' Perspectives
Abstract
In recent years, reflective, collaborative, inquiry-oriented approaches to supervision of teachers and teacher development have been discussed in the professional literature. However, few published studies have directly examined teachers’perspectives on principals’everyday instructional leadership characteristics and the impact of those characteristics on teachers. This article describes the everyday strategies of principals practicing exemplary instructional leadership and how these principals influenced teachers. The data were drawn from a qualitative study of more than 800 teachers in the southeastern, midwestern, and northwestern United States. An open-ended questionnaire was designed to provide teachers with the opportunity to identify and describe in detail the characteristics of principals that enhanced their classroom instruction and what impact those characteristics had on them. Inductive analyses of the data generated two major themes comprising 11 strategies, which were used to construct the Reflection-Growth (RG) model of instructional leadership. This article emphasizes those strategies and the meanings teachers identified with them.
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Cites
The Discovery of Grounded Theory; Strategies for Qualitative Research
Glaser, B. G., Strauss, A. L., & Strutzel, E. (1968) · Nursing Research · doi:10.1097/00006199-196807000-00014 · Cited by 39,449
Cited by
Principals' leadership and teachers' motivation: Self‐determination theory analysis
Eyal, O., & Roth, G. (2011) · Journal of Educational Administration · doi:10.1108/09578231111129055 · Cited by 388
Grissom, J. A., Loeb, S., & Master, B. (2013) · Educational Researcher · doi:10.3102/0013189x13510020 · Cited by 332
The Scope of Principal Efforts to Improve Instruction
May, H., & Supovitz, J. A. (2011) · Educational Administration Quarterly · doi:10.1177/0013161x10383411 · Cited by 224
Chen, J., & Guo, W. (2020) · Educational Management Administration & Leadership · doi:10.1177/1741143218781066 · Cited by 138
Huang, L., Zhang, T., & Huang, Y. (2020) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100893 · Cited by 76
Maringe, F., Masinire, A., & Nkambule, T. (2015) · Educational Management Administration & Leadership · doi:10.1177/1741143215570303 · Cited by 55
Ford, T. G. (2018) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-018-9280-x · Cited by 17
(2015) · ScholarWorks (Walden University) · Cited by 8
Metadata
- Authors
- Blase, J., & Blase, J.
- Venue
- Educational Administration Quarterly
- Publisher
- SAGE Publications
- Published
- 1999-08-01
- Volume
- 35
- Issue
- 3
- Pages
- 349-378
- ISSN
- 0013-161X (ISSN-L)
- 0000-0000
- OpenAlex
- W2093931614
- Cited by
- 561
- References
- 1
- FWCI
- 25.77
- Type
- journal article
- Language
- en
- Open access
- closed
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