The DOI matches its Crossref record; 18 of the 19 references it cites were found in a registry or an index.
“I’m Not Where I Want to Be”: Teaching Principals’ Instructional Leadership Practices
Open accessAbstract
This paper reports on the ways in which teaching principals in rural schools in Alberta, Manitoba, and Saskatchewan, Canada enact instructional leadership within the five leadership domains conceptualized by Robinson, Lloyd, and Rowe (2008). Although participants suggested that they were “not where they wanted to be” in their efforts to enact instructional leadership, their actions demonstrate exemplary practice in this regard. The nature of the discourse perpetuated by leadership groups and teachers’ associations that equates instructional leadership with classroom visits only has the effect of decreasing teaching principals’ self-efficacy as instructional leaders. We argue for recognition of these leaders’ efforts to support learning, and a reconstitution of the role of the teaching principal such that instructional leadership expectations are realistically manageable for leaders in small rural schools.
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The specific nature of the teaching assignment may be a significant variable in principals' perceptions of efficacy.
“Our findings suggest the specific nature of the teaching assignment may be a significant variable in principals' perceptions of efficacy (Newton & Wallin, 2013; Wallin et al., 2019).”
From Teaching Principals in Rural, Remote, and Northern Schools in Canada: An Empirical Analysis of Workload, Roles, and Instructional Leadership (2025) · cites this paper as Wallin et al., 2019
Many teaching principals feel that they are not prepared to deal with the resulting tensions and dilemmas associated with their multiple roles.
“Many teaching principals feel that they are not prepared to deal with the resulting tensions and dilemmas that are associated with their multiple roles (Ewington et al., 2008; Klocko & Justis, 2019; Wallin et al., 2019).”
From Teaching Principals in Rural, Remote, and Northern Schools in Canada: An Empirical Analysis of Workload, Roles, and Instructional Leadership (2025) · cites this paper as Wallin et al., 2019
Teaching principals identified a sense of guilt and dissatisfaction over the frequent need to be taken away from their classrooms.
“They also identified a sense of guilt and dissatisfaction over the frequent need to be taken away from their classrooms (Newton & Wallin, 2013; Wallin et al., 2019).”
From Teaching Principals in Rural, Remote, and Northern Schools in Canada: An Empirical Analysis of Workload, Roles, and Instructional Leadership (2025) · cites this paper as Wallin et al., 2019
Citations
Cites
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Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008) · Educational Administration Quarterly · doi:10.1177/0013161x08321509 · Cited by 2,549
Linking Leadership to Student Learning
Leithwood, K. A., & Louis, K. S. (2011) · Cited by 543
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Robinson, V. (2010) · Leadership and Policy in Schools · doi:10.1080/15700760903026748 · Cited by 258
The Interpersonal Challenges of Instructional Leadership
Fevre, D. M. L., & Robinson, V. (2014) · Educational Administration Quarterly · doi:10.1177/0013161x13518218 · Cited by 137
Complexity and Volume: An Inquiry into Factors that Drive Principals’ Work
Pollock, K. E., Wang, F., & Hauseman, D. (2015) · Societies · doi:10.3390/soc5020537 · Cited by 108
Smit, R., Hyry-Beihammer, E. K., & Raggl, A. (2015) · International Journal of Educational Research · doi:10.1016/j.ijer.2015.04.007 · Cited by 68
Sustainable leadership in small rural schools: Selected Australian vignettes
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If We Get You, How Can We Keep You? Problems with Recruiting and Retaining Rural Administrators
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Goal Setting in Principal Evaluation: Goal Quality and Predictors of Achievement
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The Teaching Principal: An Untenable Position or a Promising Model?
Newton, P. M., & Wallin, D. (2013) · Alberta Journal of Educational Research · doi:10.55016/ojs/ajer.v59i1.55675 · Cited by 27
Self-citationLeadership and Student Learning: What Works and How
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Teaching principals in small rural schools: 'My cup overfloweth
Wallin, D. C., & Newton, P. (2015) · Alberta Journal of Educational Research · doi:10.11575/ajer.v60i4.55982 · Cited by 19
Self-citationTeaching Principals in Small Rural Schools: “My Cup Overfloweth”
Wallin, D., & Newton, P. (2015) · Alberta Journal of Educational Research · doi:10.55016/ojs/ajer.v60i4.55982 · Cited by 19
Self-citationGrady, M. L. (1990) · Journal of Research in Rural Education · Cited by 15
Flagged first, then by citations
1 of the 19 references couldn’t be matched to a known paper.
Research works printed but not linked: 2
- Stake, R. (2000). Case studies. In N. Denzen, & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 435-454). Thousand Oaks, CA: Sage.
- Wallin, D., & Newton, P. (2013). Instructional leadership of the rural teaching principal: Double the trouble or twice the fun? International Studies in Educational Administration, 41(2), 19-31.
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Comparing Rural and Non-rural Principal’s Instructional Leadership in the Age of ESSA
O'Shea, C. M., & Zuckerman, S. J. (2022) · The rural educator · doi:10.55533/2643-9662.1343 · Cited by 22
Mette, I. M. (2024) · Journal of Educational Supervision · doi:10.31045/jes.7.3.3 · Cited by 5
Okul Öncesi Eğitim Kurumlarında Okul Müdürlerinin Öğretimsel Liderlik Rollerinin incelenmesi
Nursel, A. T. A., & BOLAT, E. Y. (2023) · Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17240/aibuefd.2023..-1321246 · Cited by 1
Wallin, D., Newton, P., & Jutras, M. (2025) · Theory & Practice in Rural Education · doi:10.3776/tpre.2025.v15n1p182-213
“The challenges of the position affirmed common findings in the literature that suggest that teaching principals have difficulties finding the time to manage the dual expectations of the role (Parsons & Hunter, 2019; Starr & White, 2008; Jutras et al., 2020; Wallin et al., 2019).”
InfluentialSelf-citationRural Teaching Principal: Leadership with Precious Few Minutes.
Jutras, M., Wallin, D., Newton, P., & Adilman, J. (2020) · Canadian Journal of Educational Administration and Policy
Self-citationFoster, J. C. (2020) · ScholarWorks (Walden University)
Instructional Leadership of Elementary School Principals Regarding Proficiency in Mathematics
Robinson, M. (2020) · ScholarWorks (Walden University)
Heath, M. D. (2021) · Digital Commons - ACU (Abilene Christian University)
Frias, J. P. (2021) · Digital Commons (Liberty University)
Ismail, S., & Sepeng, M. S. (2024) · Discourse and Communication for Sustainable Education · doi:10.2478/dcse-2024-0011
Pelatihan Pengembangan Kompetensi Manajerial Kepala Sekolah Sekolah Dasar Kabupaten Mimika
Rahman, H., Syamsuddin, A. F., Sayidiman, S., Irfan, M., & Nurhaedah, N. (2025) · Jurnal Panrita · doi:10.47435/jcs.v3i1.3868
Simms, W. (2025) · VIUSpace (Vancouver Island University Library) · doi:10.25316/ir-20297
Investigating School-Based Leaders’ Concrete Steps Towards Wîtaskêwin in Treaty 6 Territory
Bazin Webster, P. (2024) · HARVEST (University of Saskatchewan)
The JIBI Story: Cultural Evolution Toward Writing Excellence
Ofori, E. (2025) · Scholarship@Western (Western University)
Saputry, G. A., Andriani, D. E., & Riyandi, D. (2026) · Journal of Education Research · doi:10.37985/jer.v7i4.4159
Metadata
- Authors
- Wallin, D., Newton, P., Jutras, M., & Adilman, J.
- Affiliations
- University of Saskatchewan (CA)
- Venue
- The Rural Educator
- Published
- 2019-07-24
- Volume
- 40
- Issue
- 2
- Pages
- 23-32
- ISSN
- 0273-446X (ISSN-L)
- 2643-9662
- OpenAlex
- W2964250751
- Cited by
- 7
- References
- 19
- Citations by year
- 2025: 2 · 2024: 1 · 2023: 1 · 2022: 1 · 2021: 1 · 2020: 1
- FWCI
- 2.02
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- The rural educator (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › School Leadership and Teacher Performance
- Social Sciences › Education › Educational Leadership and Practices
- Keywords
- instructional leadership, rural schools, leadership domains, self-efficacy, classroom visits, teachers' associations, leadership discourse, small schools, Alberta, Manitoba, Saskatchewan
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