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300NortbZcdJRaM.AIlIlArtxw"MI 41106-1346 USA 3l3n61-41OO 1Ol:li521~
Memorial universit;l7ofNewfounlllanll
Leadership, Change and the School Principal
by
JamesD.Hibbs.B.Sc.,B.Ed.
A Paper Foliosubmitted to theSchool of Graduate Studiesinpartialfulfilmentof the
requirements forthe degreeof Master ofEducation
Faculty of Education August 1998
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Paper FolioAbstract
Paperone of this foliopresentsarescan:h proposalthat would examine.through ethnographic case study. the instructional leadership role of the pnnc;pal
durin,
thistremendous period of educationalreform. Thestudyproposesto iDvestipte the practicesof a school principalintheareaofinstructionalleadershiptodetmninc:ifprincipalpracticesan:commensuratewithincreasedleadership expectations.byeducationalauthorines.inthe areasof curricuhDl1and instruction. Abruadcrperspective willabobepined throughsurvey data collectedfromall principals inone school district. Section 1of thereviewof literature eqllored.
threeoverlapping periods of organizationalaDd administrativestudysince the tum of this
cen tury: classicalorganizational thought. human relations approach and behavioura lscience:
approac h. Sectionnfocusedon the shiftinorganizatiODal thought toaPeWadrninistBtivc model -School-Based Management. This collaborativeapproachdevolves greater decision making rc:sponsJbilityto schoolsaDdplaces significantemphasison the instructi.onaIleadmhip role of the principal.
Papertwo reviewed the literature on the change:processand the roleofthe principalin effecting school improvement dmi:ng educationalchan ge.Thisreview also examinedthe instructionalleadcnhi.p roleoftbc principal and bowtbc emerging practices oftransfonnational leadership arc reshaping the role ofthc princjpaI.Inaddition,thispaper advanced thata balancedleadership approach, whichsupportsbothinstructional and transfcrmanonalleadershsp practices,willcreate the second-ordcr changes necessaryforincreased studentachievement.
Paper three reported on the Ocean Academyexperiencewitheducationalchange.The researcher examinedtheimplementationof a change processtoimprovestudc:ntachievement, particularlytheperformance of students requiring specialeducation services.This paper also detailed theinstructionalandtransformationalleadcrship practices of the principal and how the leadership approachwassupportedbythe literature.TIlesiu:forthisanalysiswastheschoo l m which the researcher was the principal.
Table orCoateats
Introduction .
Statementof theProblem . Purposeof theStudy . Significanceof theStudy .
Review ofLiteraturc .
Section [•ThreePhasesof Organizational Theory ClassicalOrganizationTheory..
SocialSystemTheory .
BehaviouralScience .
. 4
. 8
\0
\2
\3 13
16
\8
OrganizationalTheory and EvolutionoftheRoleof thePrincipal 19 Section II - Scbool-BesedManagement . .. 24
School-Based Management
PrincipalasInstructional Leader ResearchQuestions
DesignoftheStudy DataAnalysis References._.. Appendix A .
Appendix B .
... 24
....27
..32 ...34 ...38
. 42
. 47
. 49
Memoria{ Universit;y of NewfounMan3
Folio Paper 0
The Principal and Instructional Leadership, A Research Proposal
August 1998
SchoolsinNewfoundland are intheprocess of educational reform. "Rising concern for greater school productivitybasrequired government officials.
educators. and researchers,to reflecton the past andprobe into thefutureinsearch of ways to promote more effective schooling"(Sheppard&Deveraux,1997,p.3).
Researchers concerned.withtheeffectsofschoolingonstudents have paid particular attention recently tothei:nstructionalleadership role of the principal.
hypothesizing that the principal plays a key partinpromoting instructional improvement (Heck&Marcoulides, 1993).Reviews ofthe effective schools literature have indicated that strong instructi:onaIleadersbip correlates positive ly withschool effectiveness(Ginsberg, 1988;Rothberg&Pawlas,199 3;Stronge, 1993).Principals, byusing proper managementtechniques and leadership strategies,particularlyincurriculum and instruction.,arcexpect ed.to havea dramatic impact on the effectivenessof their schools (Pellicer,Anderson.Keefe.
Kelley,and McCleary,1990).The recommendationsof the RoyalCommissionof Inquiryinto the Delivery ofPrograms and Servicesin Primary,Elementary.and
Secondary Education(1992) for this province underscore the need. for the roleof the principaltoinclude leadershipin curriculum and instruction matters.
Paper Folio:Paper
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The PrincipalandInstructional Leadership. A Research Proposal ., Past and current practicehasprincipalsperforming largelymanagerial tasks.Strange(1990 ) contends that "principalstodayhave a primarily managerial orientation within the education hierarchy"(p.I).Strange (1990)further argues that "an examination of virtually any principa1ship task analysis study reveals that principals invest significant amounts oftimeingeneral administrative duties that canhardly beconstruedasinstructionalleadership" (p. 4).
The administrative duties oftbeprincipal are important to the safe and efficient operation of schools.However, accordingto Hansen (1990) the new visionof the principalship is oneinwhich strong insauctionalleadership is advocated..
When theprincipalexercises bis or ber role as an instructional leader.
teachers teach better, students leam more,and schools become better places to work and learn. Theprincipalmust bea partnerinthe learning process ratherthan an overseer to managerial operations andproceduralfunctions.
(Hansen,1990,p.101)
The importance of the principal as a teaching-learningleader within theschoolis well groundedinthe effectiveschools research(Kimbrough&Burkett,1990;
Sergi ovanni , 1991).The purpose of this researchproposalisto use criteria that havebeen developedfrom the research literaturetoexam ine the instructional leadership role of the principal. The study will involve a case studyof one
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ThePrindpal andlnsrnu:noMiLemhnhip.AReseardoProposol ...3 Newfoundland scbool principalanda surveyofallpriDcipalsaltha!school district whichespousesthenewproviocialpolicyof school-baseddecision making.
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ThePrinctpaJandInsrrucriolUllLeadership,ARuemY:1lProposal ..A
Statnpcgtoftkfrobkm BackgroupdtotheStudy Publicdissatisfactionwiththe quality ofeducationprovidedin Newfoundlandschoolsbasresultedinan aa:miDation ofCUJTmtmode lsof
_00
andtheleadenhip pnIOticesofthe principal.•Asthepublic clamours forbetterschools,betterCIIlT'icula,betterteachers,and better-educated studen ts, thepressureweighs heavilyon alledacercrs, especiallytheprincipal"(Corter&Klotz. 1990 ,p.36).
The provincialgovernment.in responseto the increestngpressurefrom the publicandspecialinterest groups,suchastheNewfoundl and andLabradorHome andSchool Pedererica,isdemandinggreateraccountabilityfrom.schools.The RoyalCommissio nReport(1992) iteratedconcern aboutthequality and direction of schoolinginthisprovince.TheCommissionrecognizedthat educational
impro vement inNewfoundl and schoolswasdependent onincreased collaboration
between thestakeholdersineducationthroughadecentralizedapproach inthe administration of schools.
The DepartmentofEducationinNewfoundland,indevolvingresponsibi lity to schools, is advocating aschcol-besedmanagement model throughastructured school improvementprocess.Thiscollaborative modelof instru cti ona11ead ers hip Paper Folio:Paper
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The PrincipalandInstTUCrioNJI Leadership.A Research Proposal ...5
isa ccmtinuous improvement modelthrough whicb the principal involvesteachers inthe decision-makingprocessthrough. consensus-building approach.This
instructionallcadersbipprocess is intendedtofaCIlitatetheinstitutionalization of changeatboththe individualand organizaJionallevelandensure collective movementtowardsashared scbool vision.resulting in increased student achievement levels.
The pivotal role of the principalin improving school effectiveness isbased on studies that havebeenconducted for thepast quarter century. The main ideais:
effectiv eschools haveeffectiveleaders (Hansen. 1990).Inaddition., the enhanced instructionalleadcrshiprolebeingadvocated.fortheprincipaliswell groundedin thebodyofdatafrtnn effective schoolsresearch(Andrews&Soder,1987;Cuban.
1988;Hansen.1990;Heck&Marcoulides,1993;Pellicereta!..1990;Rothberg&
Pawlas,1993).Principals whobecome involvedininstructionalandcurriculum concernsintheir schoolssee increased student achievement,even inthe faceof limi ting factors such as poverty(Carter&Klotz.1990 ).While the educational policyofthe Department ofEducationhasprincipalsbeingtouted as leaderswith the solutions to the problems that low student achievement present. itis doubtful whether this isfully supportedin the educational practice of principals.
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The PrincipalandInstructionalLeadership, A Research Proposal ...6 That the leadership ofthe principalinthe area of curriculum andinstruction isquestionableshoul d notbesurprising.Smyth(l983) acknowledged that observationalreportsof principals reveal thatmanydonot possessadequate trainingin instructional leadership. Hestates:
Attheexpenseof generalizing,itwould seemthatthe principal'srole as an instructional leader. knowledgeablein pedagogyandclassroom processes.
isvery much subservient to his orherroleas a plantmanager [and furthermore]tdon'tsee principals asbeingentirely to blamein thematter.
They havebeenvery capably aided andabetted.byacademicswho have convinced them of the indispensability of large amounts of organizational theory,administrative behaviour,andeconomics and politicsof education. Thishas, ofcourse.beenatthe expense ofa sound understanding of teaching andlearning theory.(p.61)
Thelack of training for principalsincurriculum.and instructionis also evident in the preparation programs foradministratorsinthis province.Despiterecent chan ges inthegraduate level program at Memorial UniversityofNewfoundland.
which replacedthe EducationalAdministration programwiththe Educational Leadershipprogram, coursesin curriculum and instruction are not compulsory to meet graduationreq uirem en ts.
Given that the behaviours and characteristicsof instructionallead ersare associ ated with increased school effec tiveness and higher achievementlevels,the factors that affect the degreeofinstru ctionalleaders hip exhibitedbyprincipals are of considerableimportance.Departmentof Education policyin Newfoundland Paper Folio: Paper
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Th~PrillcipalandllUtTVetiolUlll.etltioship.A Research Proposal ....
mandates a more visible rolei:Dinstru.cti.on and curriculum ccecems for principals butthisdoes DOtnecessarily meanthatprincipals actually any out that mandate.
Even the importancethatthe principal attaches to maners that wouldimpro ve the instructionalprogram.does not necessarilytranslate into time spent on these matters.Campbell and Williamson (1991)ina study thatexaminedthe perceptions ofprincipals regarding the importance they actuallyplace on identified dailytasks and the importance they should idcal1y place on those same tasks
The timethatprincipals actually spend onitnporwrttasks conflictswith the amount of time they believe shouldbespent [which means] principals do nothave sufficient timetoprovide the quality leadership expectedofthem bythe multitude of constituents they serve.(p.115)
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Tn. PrincipalandInnrvctiOMlLemI=hip.AResearchProposal ...8
PPI"J)OKoftbcStpdy
The roleofthe principaliscontinuingtoevolvein responseto CUJ'T'mt restructUringeffortsbytheprovincialgovermnent. Theshifttowards collaborative decision-makingbasimpactedgreatlyon the expectations of principals to becomeinstructionalleaders.Theapproachby Newfound land educational authoritiesisfoundedintheda%afrom effective schoolsresearch whichlinkeffectiveprincipalswitheffectiveschools.Ginsberg(1988) stares:
'Theeffectiveschools research emphasizes the imponanceoftheschool principalforsuccess,andhighliglllsiDsaucrionalleadership as perhapsthe keycomponent oftbc principalsbip. Reviews oftbeeffecti veschoo ls literatureclearlyindicatethat instructionallcadersbipis one ofseveral importantvariables for an effective school. (p.76)
The effortsto improve achievementofNewfoundland studen ts are being chann elled through theschool improvement policyof theDepartmentof Education.Schoolimprovementinitiativeshave prompted discussionsofmore inputinthedecision- makingprocessatthelocalscbocl level.Thishasgiven rise to somedistrictschool-basedmanagement pilot initiatives but none ona provincial level(Del aney,1996).
Giventhecurrentsignifican ce attributedto the instructionalleaders hip role of the principal mandated throughthis decentralize dapproach. this studywill explore the instructional leadership practices ofthe principal asit is demonstrated Paper Folio: Paper
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71IePrincipaland InstrUCtional Leadership.IfReseilTCh. Proposal ...9
in oneschool districtwhichadvocatesinsl:ructicmaIleadersbipfor its principals underascbool-besedmanagement model and through the Departmentof Education'sstructured school improvementprocess.Thestudy willinvo lvea case studyoftheprincipalinoneschoolto examine the administrator and teac her perceptions regardingthe instructionalleade:rship evidentinthat school. To increase the generalizability of the research findings the studywiltalso conducta district-widesurveyofallprincipals to exploretheir inst:ructionalleadership practices within their schools.
Paper Folio,Paper
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The PrincipalandInstructi onal Leadership, A Research Proposal ...10 Stgplflq p c;e oft b'Stgdy
Thisstudy will attempttodetermineifthe practices of a schoolprincipalin the area of instructiona1leadcrshipiscommensurate with the policy mandate from theNewfoundland Department ofEduca ti on. The shifttowardsanew administrativemodelwhichpromotesschool-basedmanagementpracticeshas increased leadership expectations ofprincipalsinthe areas ofcurriculumand instructionbutstudy of recentliteraturein thearea of instructional leadership reveals lack. ofconsensusasto whatactually constitutes strong instructional leadershipby principals.Complicatingthis lack ofconsensusis lack of a precise definition of the instructional leadershipconstruct andthe influence ofpast administrative models on leadership practices.
Thepracticalimplications ofthe insnuctionalleadersbiprole of the principal can be assessed by recording observations of the actual practices of the principaland completingataskanalysisin addition toan interview of the principal'sperceptions oflris/her owninstructionalleadershipperformance.
Subsequent comparisonof the intended and actual insttuctionalleadershiproles can alsobeassessed by recording,throughfocussedgroup interviews, the perceptions ofteac hers astothe effectiveness of the principalin fulfillingthis role.
A broader perspective of principal involvementin curriculumandinstructionwill Paper Folio:Paper
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The PrincipalandInstTuctiotuJi Leadership,A Research Proposal ...11
begainedthroughthe administration of a survey instrumenttoall principals in one schooldistriet.
Thereiscompelling consistencyin the research findings that strong instructional leadership is associated with more effective schools(Andrews&
Soder, 1987; Cuban, 1988;Heck&Marcoulides,1993;PelliceretaI.•1990;
Rothberg&Pawlas, 1993). Given the concernexpressed about present levelsof student achievement, and the relationship betweenstudentachievement and the inst:ructionalleadcrship practices of the principal, this study should contribute signifi cantlytotheunderstanding ofthe role ofthe principal as instructional leader.
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The PrincipalandIllStruetionaJ Leadership. A Research Proposal ...12 Revi ewofI ItultDre
Organizations are social entities that havebeendocumentedsince the known origins of commerce.The newest thing about organizationtheoryisthe study ofit (Shafritz&Ott.1992).Hoyand Miskel(1987)reveal that "systemati c study of administration and developmentof theories oforganization and administration are twentieth-century phenomenon"(p. I).
Since thefirstwritingsaboutmanagement and organizations byMuslims.
Hebrews,Greeks,and Romans,the basic elements of organizations haveremained relativelyconstant through history.Shafritz andOtt(1992)itera tethe fundamental compos ition of organizations as:
Organizations (ortheir important constituencies)havepurposes (which may be explicit orimplicit),attract participants, acquire and allocateresourcesto accomplish goals,use some fonn ofstructure to divideand coordinat e activities,and relyon certain members toleador manageothers.Although theelemen ts of organizations have remained relatively cons tant, their purposes,structures,waysofdoingthings.and methods forcoordinating activitieshavealwaysvaried widel y.(p.2)
Theories about organizations reflect the predominantculture and beliefsof the periodinwhich theydevelop.Sincetheturnofthiscentury the studyof organizations andadministration havebeenapproached from three different perspectives:classical organizational thought (1900),human relations approach (1930), and behavioural scienceapproach (1950)(Hoy&Miskel,1987).Shafritz Paper Folio:Paper
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The PrincipalandInstructional Leadership. A Research Proposal ...I3 andOtt(1992) describe thesethree:overlapping periodsasclassical organization theory,human resource theory,and"modem" structural organization theory. Similarly, Hanson (1979) refers to the:three bodies of theory as classical organization theory,socialsystems theory andopensystems theory.SectionIof thisreviewwillgive a brief overview oftbe three generalphasesunder the headings classical organizational theory, socialsystems theory and behavioural science. This sectionwillalso focus on how organi.zational thoughthaspervaded the schoolorganization andhasaffectedthe role of the principal. SectionITwill highlight the salient features ofthe current organizational approachtoeducational administration. namely,school based management, and the instructional leadership role of the principal.
Section I • Three Pbases of Organizational Theory Classical Organizational Theory
Generally,threestrands of organizational philosophy have intermeshed into whatisreferred toas classical organization theory:(a) the scientific management approach of Frederick Taylor,(b) Max Weber'ssociological description of bureaucraticstructure;and (c) the:public administration account of scientific management by Gulick and Urwick (Hanson,1979).
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The PrincipalandInstructional Leadership. A Research Proposal ...14
Classical organizational thoughtwas influenced greatly by Frederick Tay lor,thefatherof the scientific management movement.Hanson(19 79) describesTaylor as theindividual who"defined principlesand practicesof scientific management which sent shock waves through all sectors of corporate tife"(p.25).
Taylor'sbackground as an industrial engineer contributed to hisideas that individuals couldbeprogrammedto be efficient machines. evidenced by his "time and motion studies"(Campbell&Gregg,1957; Hoy&Miskel,1987;Orlosky, McCleary,Shapiro,&Webb,1984).In1911,Taylorformalized his ideasin Principlesof ScientificManagement (faylor, 1916). HoyandMiskel(1987) revealthe flavour ofhis managerial theory:
1. A Large Daily Task- Eachperson in the establishment- nighor low, shouldhavea clearlydefined task.The carefully circumscribed taskshouldrequirea full day'seffon to complete.
2. Standard Conditions-The workershou ldbegiven standardized conditions and appliancestoaccomplish thetask with certainty.
3. High Pay for Sxccess-:Highpay shouldbe tiedtosuccessful completion.
4. LossinCase of Failure- Failure shouldbeperson ally costly.
5. ExpertiseillLarge Organizations-Asorganizationsbecome increasinglysophisticated,tasks shouldbe made so difficult as tobe accomplishedonly by a tim-rateworker.(p.9)
Max Weber'stheory ofbureaucracy(Weber,1946) advocatedtheview that organizations weremost efficientwhen there wereset rolesandprocedures for all Paper Folio: Paper
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The PrincipalandInstructional Leadership. A Research Proposal ...15
participants. Typically,bureeucrecyisusedto refertoa specific set of structural arrangements.Itis also used to refertospecificpatterns - panems that are not restricted to formal bureaucracies. Itiswidely assumed that the structural characteristics of organizations properly defined as "bureaucratic"influencethe behaviour of individuals whointeractwiththem(Sbafritz&Ott,1992). However.
many ofWeber'sbureaucratic viewsalsoreinforce Taylor's scientific management theory.
The value ofWeber's bureaucratic fonn of organizationis underscored by Shafritz andOn(1992)woo contend thathis"analysis of bureaucracy,first publishedin1922,remainsthe singlemostinfluential statement and thepoint of departure forall furtber enalys es on Ibe subject"(p.31). Orloskyetal.(1984) state: "Max Webercannot beexcludedfrom.early theorists,for his soc io logica l explanation or organizations produced a formal bureaucratic modelstill usedin som e organizational analyses"(p.11).
Hanson(1979) summarizes the classicalperiodof thought thisway:
the classical theorists believedthatan application of the bureaucratic structure and processes of organizational control would promote rational, efficient, and disciplined behaviour, maldng possible the achievement of well-defined goals. Efficiency,then.,is achieved by ammging positions within an organization according to hierarchy and jurisdiction and by placing power at thetop of a clear chain-of-command.Scientific procedures are used to determine thebestwayof perfonning a task, and Paper Folio:Paper
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The PrincipalandInstructionalLeadership,A ResearchProposal ...16 thenrules are writtenthatrequire workersto performinthe prescribed manner.Expertsarehired for defined roles and are groupedaccordingto task specialization. Usingrationallydefined structures and processes such asthese, a scienti.fieallyorderedflowof work can be carried outwith maximum efficiency.(p.9)
SocialSystemsTheory
Thehumanrelations movement developedinreaction to the"formal"or
"impemma.I" tradition of classical organizational theory (Hoy&Misk el,1987;
Orlosky,etaI.,1984 ).Students and practitioners of management have always bee n interested in,and concernedwith.the behaviourof peoplein organizations.
However, fimdamenta1 changesintheassumptions about the nonrational component of human behaviourdid not change untiltheemergence of workby Mary ParkerFollett and the Hawthorne Studies byMayo in the 1920 's (Shafritz&
Ott,1992).
Classi cal managementtheorytaughtthat the needsof the organizatio nand theneeds of tbe workercoin cidedbecauseifthecompany prospered,the worke r wouldalsoprosper.However,Hanso n (1979) points out:
as an awareness ofthe basicdifferences between theneedsof the individual(orhisor her work group)and the needs of tb eorganizati on grew,and as workergroupsbecame moresophistica tedin the sub-rosa skills of manipulating theproductionprocess,managementtechn ology gave birth to the'"humanrelationsphilosoph y"as a means ofreducing conflict.
The argument went that bybeing considerate,usingdemocratic procedures whenever possible,and maintainingopenlinesof communica tion, Paper Folio: Paper
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The Principal and Instructional Leadership.A Research Proposal ...17 management and workers could talk overtheirrespective problems and resolve themina friendly,congenial way_(p. 10)
The multiple studies by the Elton Mayo teamatthe Hawthorne plant of the Western ElectricCompany began as an experimentinthe mould of classical organizationtheory but the results redefined the problems at theHawthorne plant as social psychological problems - problemsthatinvolved intcrpersona.l relations in groups,group norms,control over one'senvironment, andpersonal rewards and recognition(Shafritz&.Ott, 1992).The Hawthorne studieslaid the foundation for the setof assumptions thatwoulddisplace classical organizational theory.
Bolman andDeal(1991)describesocial systems theoryinthecontextofthe human resource framework and the following assumptions:
1. Organizationsexist to servehumanneeds(ratherthanthe reverse).
2. Organizations and people need each other.(Organizations need ideas. energy,and talent; people need careers,salaries,and work:
opportunities.)
3. When the fit between the individual and theorganization ispoor.one or both will suffer: individualswinbeexp loited, or will seek to exploit the organizations, or both.
4. A good fit between individual andorganization benefits both:human beings find meaningful and satisfyingwork, and organizations get thehuman talent and energythat they need. (p.121) The conflict between classicalorganization theory andsocial systemstheory facilitated thedevelopment of the behavioural science theory of organizations.
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The Principalandlnstruetionm Leadership.A. Research Proposal ...18 BebaviOUllllScience
Because the classical and human relationsapproaches ignored theimpac t of social relations and formalstructureODbehaviour,the behavioural science approachusedboth perspectives and added propositions drawn from psychology. sociology, political science and economies. The focus of the behavioural science approach is work. behaviourinformal organizations (Hoy&Miskel,1987).
The classical andsocialsystemstheories tendto view organizations as
"closed systems" that arc isolated andUDafTceted bytheirenvironment.Inthe early1960's,behavioural scientists began shifting their perspectives from a closed- systemsto an opcn-systems perspective.Hanson (1979) states:
Open system theory conceives of an organization as asetof interrelated pamthat interactwiththe environment almost as a living creaturedoes. The organizationtradeswithits environment.Itreceives inputssuch as human and material resources, values,communityexpectations,societal demands;transforms them through a production process; andexports the product intothe environment with valueadded The organizationreceivesa rerum forits effortssoit can survive .Thecycle then begins onceagain.(p.
13)
Today,few contemporary organizational theorists accept the premisethat organizations can be completely understood in isolation ofevents occurring externally.Hoy&Miskel(1987) argue that'the issue ofopen versusclose d systemsisclosed, on thesidcofopenncss"(p.16).Senge(1990)viewssystems
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71fePrincipalandInstruetio1UZ1LemJership.AResearchProposal ...19
thiDkingasa"disciplineforseeing'wholes' ;aframeworkfor seeing interrelationshipsratherthanthings,for seeingpatternsof changeratherthanstatic 'snaps bots ' "(p.68).Senge (1990)arguesthemeritsof systems thinlcingfor organizations oftoda>:.
Today,systemsthinkingisneededmorethaneverbecause:we are becoming overwhelmed by complexity.Perhapsfor the first time inhistory , humankind hasthe capacity tocreatefarmoreinformationthananyone can absorb,to foster fargreaterinterdependencythananyone can manage.and to accelerate change far fasterthananyone's ability tokeep pace.Certainly the scaleof complexityis witho utprecedent,AUarotmdusareexamples of
"systemicbreakdowns"•..problems thathave nosimp lelocalcause.
Simil arly,organizations break down,despiteindividua l brilliance and innovative products,becausetheyare unabletopulltheir diversefunctions andtalentsinto a productive whole.(p.69)
InSlIDlDWy,theIiteratun:recordsthreeoverlappingperiods of
organizational thoughtthat have reflected thesocietyand cultures prevalentatthe time."Inordertotrulyunderstand organizationtheory asitexiststoday,one must appreciatethehistoricalcontexts through whichitdeveloped and the cultun.1 milieusduring andinwhichimportantcontributionswere made to itsbodyof knowledge"(Shafritz&On,1992, p.2).
OrganjzationaJlbeoryand EvolutionoftheRole9fthe Princip al
Therole oftheprincipalhaschanged,innosmallpan.by developmentsin organizationaltheory.Organizationaltho ught pervadedtheschoolorganization
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ThePrinripaJandInstructio nal Leadership.AResearch Proposal ...20 aDdaffected thestyle ofleadcrsltip!batwaseffectedbyprincipals.The differing organizational perspectivesalsoinfluencedleaders hip selectionasdecision- malcingwasinfluenced greatlybytheprevailingtheory of educational administration.
Sergiovmmi(1984) eonl<Dds!batexp~citlyfonnulated asmmptionsof educational administrativetheoryoperateinconjunctionwithtacitassumptions(0 defin e howevents oughttobe interpreted. The influenceoftaeit or background asswnptions on administrative practice are described as:
bow problems are defined, what factors are to be considered.how events are to beevalua ted.which decision-makingstrategiesaretobeused.and whatthestandardsare bywhichtruthistobedeterminedcan allbetraced totheprevailingbackgroundassumptionsofthe admiDistra.tor and the groupinquestion.Astheassumptionschangesodothecharacteristics of practice.(p.528)
Withintheclassicaltheoryperspective ,the"efficiencyprinciples"espoused byTaylor(1916)are evidentinthepractices ofprincipals.Sergiovanni (1984) states:
Efficiencyprinciplespersevere today asstrong consideratio nsincurriculum development, selectin g educational materials, developinginstructional systems,andinoth eraspectsof educational admini stration.This continued interest inscientific management can beattributedto aperiodofeconom ic instability and todemandsfor accountabilityfelt byallpublic organizations.Butitsstren gth is derived from theattractivenessof effici ency and technical rationalityin Westernthough t(p.529)
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ThePrincipalandInstructionalLeadership.ARD earch Proposal ...21 Theinfluenceofscientificmanagement on leadership practicesisalso underscoredby Wood, Nicholson,BeFindley(1979)indcscnbing autocratic leadership.
Autocratic leadership centersauthoritywiththestatusleader,whointum passesordersdownthelineforsubordi:nates10foUow.Inautocratic leadership, communicationflowsfromthetopdown,and there is little feedback comnnmicationfromsubordinates.Ina schoolwithan autocratic principalor supervisor, thereislittleorDOprovision for the organizationof committees 10 improveorevaluate the school.The:principalis the evaluatorof the school, thestudents , the curriculum,andthe teachers;and as an autocraticleader,is consideredan expertinall fieldsof learning as wellas anexpertinadministrativedetail. Autocra tic leadershipworks against our society' sconceptoftheimportance ofthe individual.(p.35) 11I.e leadership environment as scm through thelens ofclassical theory emphasizes rationality,clarity,andprecision.The same enviromnent as seen lhroughthelens ofsocio-politiea1 group theoryemphasizesinconsistency, ambi gu ity, and compromise"(Hanson.1979,p.235).Theefficiencyperspective didnotgive adequateaneaticetothehumansideof lifeineducational organizations.Suchissuesas individual personalityandhuman needs and such condi tions asjob satisfaction,motivation.and morale seemedtobeclearly secondary.
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The PrincipalandInstrUctional Leadership.A.Research Proposal .,., The evolution of organizationsinto bodieswithastrong emphasis on the
"person"isiteratedby Sergiovanni (1984) as he describes anidealschoo l situation
throughthesocial system' sframe of reference:
anideal school department or UDitisone characterized by highly motivate d individualswho arecommittedtocbjeetivesfromwhich they derive satisfaction.These individuals areIinkcdtogetherinto highly effective workgroups.Thework groups are cbaractcrized bycommitment to common objectives,group loyalty,andmutual support.(p. 529) The leadershiprequiredto support such workgroupsrecognizes that it is thegroup that attains the goals and not the leader,that...Ieadership is the performance ofacts whichassistthegroupinachieving certain ends"(Hanson, 1979,p. 234).Woodetal.(l979)describe this typeofleadership as democratic and contends "the democratic leaderisnot one who countshandsevery timea decisionmust be made,but rather onewhoarrivesat a decisionby utilizinghis or herown competencies as an educational leader aswell as the opinions of the we ll- informed" {p. 35).
The school,viewed from anopen systemperspective,is sensitive to shifts inits immediate environmenLThisstateof flux can be a positiveresourcesinceit provides an atmosphere that canfacilitate change.This dynamic interplay with the external environment is politicalinnature since theinput and output demandsin an opensystemare often diverse and conflicting.For example,the highschool is PaperFolio:Paper
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The PrincipalandInstructional Leadership. A Research Proposal ...13 expectedtomaintaintight control over studentsbutat the same timeto teach them self-responsibility and initiative (Sergiovanni, 1984).Both these goals are desirableyetconflicting.
Leadershipinanopensystemenvironment requires a principalwho is concerned"with comprehensiveplanningso thatthe use of people and resources winbemaximized"(Hanson,1979,p.14).Scrgiovanni(1984)believesthat in an environment of dynamic interplay a..satisficing"(p.531)image of the person and organization is offered as a substitute for more traditional rational images.
"Admini stratorsdo not seek theoptimalsolutions to the problems theyface but seek solutions thatwillsatisfy a variety ofdemands. [For example]...Inthe schools the"best"readingprogramis not selected for childrenbutthe one which teacherswinaccept and implement with the minimum amount of difficulty is chosen" (Sergiovanni, 1984,p. 531).
In summary,theroleof the principal maybeunderstoodwithin the framework of developments of organizational theory and research. This research indicates that the roleof the principal continues to change in response to administrative research and theory. Recent educational concerns have pressured the province toadoptanew administrativemodel-School-Based Management.
This collaborative approach devolves greater decision-making responsibility to PaperFolio:Paper
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ThePrincipal andIm rructio tuJ!Leadership. A Research Proposal ...24
individual schoolsandplaces significant emphasis on theinsttuctionall~hip roleofthe principal.
S«tiOD0 • S£boof..Basd Mlp'Ccmcnt School.Based Mana gem ent
Therebasbeensubstantialsocialscience research in the areaof organizationaltheory and morespecifica1ly,educational administrative theory.
Theresearch andresulting theory have seen a kaleid oscope of views thatrange fromclassi cal theory, soci alsystem.theory andsystems(c los ed and open) theory.
Whilehistoricalaspectsof orgmizmional theory continue to affecttherole ofthe principalas weapproach thenewmill~recent educationreform and restructuring effortsresultingfromthe findingsof effecti ve schoo lsresearch are primarilyresponsiblefor shapingtheprincipal sbipin the 1990's.Thecurrent approach of school-basedmanagementhasfocussedschoo l improvement initiatives throughprocesses of shared or collaborati vedecision-making.Rakes&
Cox(1994)state:"Sincethebeginningofthetwen tieth century.management philosop hyhasmovedlikea pendulumfromthe autocrati cscien tifictheorytothe oppositeextremeof thehuman relations theorytothecurrent human resourc esor processviewof administrativedecision-making"(p.98).Sergi ovann i (1984)feel s thathuman resources theoryis anatural maturation ofearlier human relations PaperFolio:Paper
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The PrincipalandInstructional Leadership. A Research Proposal ...~5
theoryandcompels"shared decision-making, joint planning. common goals.
increas ed responsibility,and positive provision for more autonomy"(p. 530)by principals.
School-based managementbas become synonymouswith"effective schools"andthe province is proceeding, albeit cautiously, to implement reforms thatwill bringabout significantchangeineducationalpractice.The crux of this restructuringis an environment that will enable schoolstaff to createconditions in schoolsthatfacilitate improvement, innovation and continuous growth.This model includes concepts such as shared decision-making (Ambrosie,1989;David, 1989) participatory management (Fullen, 1995; Gonon&Snowden. 1991)and empowerment (Hess,1992;Whitaker&Moses, 1994).Bonin (1996)states that
"w hileit goes under a number oflabels - such as collaborativeschool management,school based governance,and localschool management- site based managementisa process utilizing shared decision making in the day to dayand long tenn running of the school"(p. 20).
School-based management involves a shared decision-makingapproach that encompassesallstakeholdersinthe school community including teachers.parents, and students.The rationale for school-based management, outlined by David (1989), is based on two well-established propositions:
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ThePrincipal andInsrructiona/ Leadership,AResearch Proposal ...26 1. The scboolisthe primarydeasion-makingunit;and.itscorollary,
decisionsshouldbemadeatthe lowest possible level.
2. Changesrequiresownershipthai:comesfromtheopportUnityto patti<ipoteindcfiDingcbangeaodtheflexibili tytoadaptitto individualcircumsta:nc:esthe corollaryisthatchangedoes not result fromexternallyimposedproccd=s
Inpractice,these propositions1I3DSlate intotwopoliciesthat definethe essence of school-based management:(1)~gschool autonomy throughsomecom.binatiOl1 ofsite budgetaryc:omrolandrelie ffrom constrain:i:ngrules andregulations;and(2)sharing the authorityto make decisions withteachers.and sometimesparems.studentsand other communitymembers.(p.46)
Newfoundlandhasrecentlyjoined the list ofbclieversinscbool-besed management(Sheppard&.Devera ux.199 7).The recent RoyalCommission(1992) has..recognizedthatan essential componentof educationalimprovementwasthe development of new models ofadministration.suchasschool-basedmanagemen t.
which recognizetheneedfor collaborationamongvarious partners" (Sheppard&
Deveraux.1997.p.3).
Thechanges beingrecommended bytheRoyalCommission(199 2)an:
categorizedintheliterature as'rcsaucturing'instead of're forming'sincereform tends to betop-downand disjo intedinapproach, whereas restructuringinvolves fundamental change thattranslates into meaningful alterations atthe classroom level and ultima telyimpactspositivelyonstudentlearning(Anderson, 1993;
Conley,1993;Corbett,1990;David. 199 1;Elmore,1992;Krovetz, 1993;
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ThePrincipalandInstruerio ll41Leadership.ARt!S~archProposal ...27
Rothberg&Pawles,1993;5chIecbty. 1993;Wbi1>ker&M_. 1994).Wlritaker and Moses(1994 )maintain,"At itsheart.the notion of rcstrueturing emergesfrom adeep-seatedand growing disenchammentwiththecurrentsystem.eecompessm g both thewaysinwhichtheteaching andlearningcceur andthemanagement ofthe enterprise"(p.2).This is th. course being charted ror Newfoundlandsebocls.
PrincipalasInmuctj QDaJI.eadq
Inthe beginning there wereteachers.Then there were principals.The firstprincipalswere teachers.Hence, theoldestform of publicschoo l administration was derivedfromtheclassroom"(Cuban,1988,p.53).Sinceits inception as the first educational administrative position the role of the principal hascontinually changedfromclosely resemblingtheroleof a teacher to a role quitedifferen t from a teacher(WoodetaI..1979).
Historical accounts suggestthat the principalsupervised theschool's curriculumand instructioninaddition to important, butevery da y bureaucratic responsibilities.Cuban(1988) points outthat" in 1841 theCincinna ti public schools dismissed schools one hour early each Wednesday to provide for practical impro vem entinthe various studies. lessons,and qualifications appertainingto theirprofess ional duties.Theprincipal s of each schoolwere directedto usethat timetoplan. organize,and implementaprogram"(p.57).
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ThePrincipalandl11StTUCtion.a/1..etJdenJrip.AResearchProposal ...2S
WhilethedesireforinstructionaJ leadership byprincipalswasevidentthere isadominantmanagerial patr<rn ofleadcrsbip.Theleadership role of the principalhasbeenredirectedfromschool management toinstructionalleadership.
Infact,themainbodyof effectiveschool' sresearch and educational leaders hip literaturebasrepeatedlyemphasizedtheimportanceofinstructionalleadershipin schoolsoccess(Andrews&Soder,1987;Cuban,1988; Heck&Marcoulides, 1993;Pelliceretal.,1990;Rothberg&Pawlas,1993).For example,a classic studyeondueted
m
1978 byGi1bertAustin andhiseolleagueseompared18 high- achievingand12low-achieving schoolsinMarylandusingthe state's accountabilitydata.The researchindicated that one differencebetweenhigh-and low-achieving schoolswasthe impact ofthc principal.Inhigher-achievi ng schools.
principals exercisedstrong leadership,participateddirectlyandfrequently ininstructionalmatters,had higher expectationsforsuccess and were oriented toward academicgoals.(Sergiovanni,1991,p. 76) The research indicates certainessentialbehavioursthatmustbeexercisedby schoolleaders.1beyinclude:<a)identificationand expressionofa setof values and expedationsthatplacea high priority oninstructioninthetotalschool program; (b)a clear instructional goal focus withsystemati c plansfor accomplishment;(c)the abilityof principalsto shareinstructionallead crship functionswith others;and(d)maintenance ofa safe and orderlyschool Paper Folio:Paper
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ThePrincipalandlnstnu:tionaJLeodenhip.A ResearchProposal ...19
enviroomentthatpromotesleamingandprotee:UstUdentsinsauctiona ltime (Pelliceret&1..1990).
InstructionalleadershipisDot a well-defined conceptUalCOnstnlet(Stronge.
199 3, Ginsberg ,19 88).Thereislackofunanimityinthedefinitions proposed in theliteratureand many definitions tendtobetoobroadas to encompass many principalbehaviors that can onlybeconstrued as managerial.How ever,thereare manysetsofcharacteristi cs and behavioursthatarepurportedto contributeto the instructional leader'seffectiveness:
I. Hansen and Smith(1989) eeetead thattheultimate goalisinstructional impro v ement andto achiev ethisgoaltheprincipalmust provide leadership instaff development, curriculum cycle, clinical supervisionand evaluati on andassessm en t.
2. AndrewsandSoder (1987)identifythe effective instruetionalleader asone who is highlyvisiblein theschool communityandperformswellin roles of: resource provider. comm uni cator,andinstructional resource.
3. Donm oyer-and Wagstaff(1988)contendcdthatthe most din:ct wayfera school principaJtoexercise tnstrucnonal leadersbipisthroughthe managerial tasks heOTshe completes every day,such asschedu ling ,
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The Prim:ipalandInslTUCtiona/ Leadership.ARUeJJTChProposal ...30
articulating policies.rulesandnorms.hiring personnel.supervising personnel. coordinatingpupilservices, and managingstaffdevelopment.
4. Stron ge(1993) advocatesthat!be principal' sprimary role be one of educationalleadersbipandbecba:racterizedbythreegeneral dimensions of behaviour. defining theschool'smission.managingtheinstructional program, and promoting a positive learning euvironmenL
Thereexists significantdisparityintheliterature regarding the "bes t"role of the principal: manager,instroctionalleaderor both (Cuban. 1988;Donmoyer&
Wa~1988;Frase&Melton, 1992;Ginsberg.1988 ;HaIlin ger, 1989 ;Pajek&
McAfee,199 2; and Stroege,1993).Whilethepositiverelationship between instructionalleadership and effectiveschoolshasalreadybeenestablished (Ginsberg, 1988;Rothberg&Pawlas,1993; Sergiovaooi , 199 1;Strooge,1993), theroleof the principalas an instructional leaderisnot necessarilyguaranteed by virtueoftheposition. Perryand Peny(199 1) conducted a multiple-year surveyto determine bow principalsofsmaller secondaryschools spend theirwork timeand discoveredthat 68%ofprincipalssaid theyspent lessthanhalftheirtimeinthe roleofinstructionaI leader.
Insummary,the roleof theschoolprincipal undergoessigni ficant transformation when the decision-makingis decentralized and schoolsbegin PaperFolio:Paper
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ThePrincipalatrd/1fStTUetioruJiLetuJenhip.ARrsearchProposal ...31
opcrariDgunder. scbool-besedmanagementmodel (Delaney, I9%).Thisshiftin cootrolfrom thecentralizedpowerstructuretothelocalschoolrequires thatthe traditionalmanagerial roleof thepri:ncipa1evolvetoencompassthatof
instructionalleader.
Tllis
shiftinadministrativethoughtrequiresthattheprincipal facilitatethe creationof a teaching-leaming environmentthatfosterscollaboration with themajorstakeboldersineducation- stUdents,parents.teachers.the community,andthattheprocessultimately becomes a vehiclefO Tschool improvement.Paper Folio:Paper
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The PrincipaltmdInstructionalLeadership.A ResearchProposal .•.32 RCHl u h Qgestiou
The efforts to improve achievement of Newfoundlandstudentsarebeing channelled throoghtheSCboollmprovcment policy oftheDepartment of Education.Giventhe current significance attributedtothe instructionalleaders hip role oftheprincipalmandated throughthisdec:entIalizedapproach,this studywill attempt atwo-pronged approach. The firstcomponentwill focus on the levelof instructional leadershipthatisactually presentinone schoolthatbas been involvedinscboo l-based decision-making throughtheDepartmentof Education's school improvementprocess.Thestudywillexaminethe principal' sand teacher perceptions regardinginstructionalleadership practices demonstratedinthe scbool. A significantaspect of thisstudy willalso involve anexamination ofthe factors that affectthe instructionalleadership practices ofthe principal.
Asecond component ofthisstudywinfocus on the instructional leadetship practicesofother principalsin the same schooldistrictofthisprovince.This segment of the study will involvethe distnbutionof a surveyinstrumentto examine school principals'dailyworkload and determinethroughataskanalysis the levelof instructional leadershipthat isbeing practised in the principalship.
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ThePrincipaland111StT11Ctit»tDUadenhip. ARu earc h Proposal ...33 17WstIUiywillezami1lep.eTt!Searr:h questions:
1. Whatis1MrratI/.nojin.ftructio nalkalknhip?
2. Howisbutrucrional /~hipf!Vident in the school?
3. Whattypeofaatvittesare prlndpals engagedin011adailybasis?
4. Whichprincipalactivitiesare mlUIagerial and which are instrUctional leadenhippracricQ?
5. Whatarethefeu:ton tJuu affect~lewl o/instructionalleaJenhipinthe school?
The PrincipalandInstructional Leadership. A Research Proposal ...34 Daigpof theStudy
"Researc h design,most broadly conceived, involves deciding what the research purpose and questionswillbe, what information most appropriatelywill answer specific research questions, andwhichstrategies are most effectivefor obtainingit"(LeCompte&.Preissle,1993,p.30). This study will employ qualitative and quantitative research methods.
There are many orientationsandapproachesto research within the qualitativerealm.Qualitative researchtakesplace in the subjects'natural setting, andthedesign includes data collection methods such as participant observation.
document analysis, and in-depth interviews.Specifically,social science research haschangedinto distinct methods over time,byfocusing on different core questions and concerns (Kennedy,1995).One such method is the ethnograp hic case study,rooted in anthropology,and having multiple research modes.
Ethnographers use themethods of intensive fieldwork, particularly participant observation.
Marshall&Rossman(1995)emphasize the importanceofthe ethnographic interviewin gathering the participant's perspectivethrough a firsthand encounter.
LeCompte&.Preissle (1993) define case study as"a case is the number of units - PaperFolio:Paper
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The Principal and Instructional Leadership, A Research Proposal ...35 one - studied, whether the unitisa formal organization, a psychotic child, a community.or an encountergroup.Because they are reconstructions of a single culture,ethnographies are case studies,bydefinition" (p. 32). The sample for this case studywill bepurposeful, and include a schoolfrom.a districtinthis province which bas schools that are currently involvedintheschool improvement process and operating under a decentralized management structure.Many school districts inthis province would meetthis criterion. This willpermittheresearchers to establish the inquiryprocessinan information-rich location to ensure collection of relevant data.
Thiscase study will be conductedinaschool whose district espouses school-baseddecision making. Themainsource of data forthiscase study will be personal and focus group interviews with teachers and administrators of the chosen school. In-depth interviewing is a data collection method that is used oftenby qualitative researchers.
Interviews have particular strengths.An interview is a useful way to get large amounts of data quickly. When morethanone person participates {e.g.,focus-group interviews),the interview process gathers a wide variety of infonnation across a larger number of subjectsthanif there were fewer participants - the familiar trade-off between breadth and depth. Immediate follow-up and clarification are possible. Combined with observation, interviews allow the researcher to understand the meaning people hold for their everyday activities. (Marshall&Rossman, i995, p. 81)
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The Principal and Instructional Leadership, A Research Proposal ...36 Thefocusgroupinterview involves agroupof people, usually from seven to ten persons who havebeenselected because they share certain characteristics that are relevant to the questions oftbestudy (Marshall&Rossman, 1995).The focusgroupinterview.also tends to promote discussion among participantsand possiblyencourages themtodeliberate andexplaintheirresponses to agreater degree.AsstatedinMarshall and Rossman (1995):
The interviewer creates a permissive environment, asking focussed questions,in ordertoencourage discussion and the expression of differing points ofview....This method assumesthatan individual'svalues and beliefs do not formina vacuum:people often need to listentoothers' opinions and understandingsin ordertoformtheirown. One-on-one interviews may be impoverishedbecausetheparticipant had not reflected on the topic and feelsunpreparedto respond Often the questions in a focus group setting are deceptively simple ...The advantages of the focusgroup interviews are thatthismethodissocially oriented, studying panicipants in a natural.reallife atmosphere... the format allowsthefacilitator the flexibility10explore unanticipated issues as they arisein the discussion;the results have highface validity - because the method is readilyunderstood; the findings appear believable;itisrelativelylow cost; [and]it provides quickresults.(p.84)
A minimumoften participants will beusedinthis qualitative studyto increase credibility through having multiple data sources.All participants will beadvised ofthe purpose of the study and asked for their infonned consent10participate.
LeCompte&Preissle (1993)state:"Key infonnants are individuals who possessspecial knowledge. Slams, or communicative skills and who are willing to
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The Principa.l and Instructional Leadership. A Research Proposal ...37
share that knowledgewiththe researcher" (p.166).A significant key infonnant wiUbetheinternalfacilitator of the School Improvement process.This individual is responsibleto promote the use of consensus in decision-making andactsas a liaison between the staffand the administration. The internal facilitator,byvirtue ofposition.willhave information-richdataregarding thepurposes of thestudy.
Otherkeyinformant interviewees that maybeinterviewed privately are the principal, the vice-priectpal, andtheguidance counsellor.
The studywillalso have a quantitative elementtocomplement theresearch findings of thequalitative data. Itwillemploy a survey distributed to each of the principals in the chosen school district. The surveywillbedeveloped basedon the research tmderstanding of managerial and instructionalleadersbip. and the data from the interviews of participants involved in the school case study.Issue stobe addressed includekindsof activitiesinwhich principals are engaged and the time dedicated to each of these activities.
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The Principal andInstructionalLeadership.A Research Proposal ...38 D,taAn'Mi'
Qualitative research makes use of the researcher as instrument.
Researchers,intheir naturalisticparadigmare atthesame time theinstru ment itself,theinstrumentadministrator,thedata collector, the data analyst,and thedata interpreter.Qualitativeresearchmethods: such as interviewing and observation depend on thehuman being as aninstrument (Guba&Lincoln, 1981, as citedin Kennedy,1995). The researcher,by entering into the livesof the participants, bringsa rangeof strategic,ethical,andpersonal issues thatare notcharacteristicof more quantitative approacbes.In thisstudytheresearcher willdeal with theissue ofresearcherbias throughcarefulanalysis ofboth qualitative and quantitative sources of data.
Theuse of multipledata sources and document analysisisinrecognition of thereseercber's view thatcurrent principal practice is not commensurate with the administrativemodeladvanced bythe Department of Education.The researcher's bias canbe adequately addressed through thismethod.
Datato be collected from thetaped private and focus-group interviewswith participants will be organized accordingto thequestions asked in theinterview process (referto appendix A).Responses will be recorded and categorizedunder the appropriate question category.The principal andlor vice-principalmaybe Paper Folio:Paper
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ThePrincipalandInstTuctional Leadership, A Research Proposal ...39 interviewed separately (refer toappendixB)with responsesrecorded in the same fasbion. Documents such as school improvement meeting andstaffmeeting minuteswillbeused to triangulate thedatacollectedfromthe personal and focus groupinterviews.
The quantitative surveyinstrumentadministered toallprincipals of one schooldistrict will increase the appJicability ofthe researchfindings.The data fromthe survey instnnnent will beanalyzedusingthe SPSS software package and will assistintheappropriate classification of the daily activities of the school district principals as either managerial or instructionalleaciersbip practices or a combination ofboth.
~
A minimum often participants will be used in the qualitative data-gathering process to address the purpose of the study. The criteria used to defend the validity of thisstudy win be credibility, transferability (generalizabiliry), dependability,confirmability,and triangulation.
Credibility willbeestablished by investigating the level of instructional leadership evidentinaschool whichhasadopted theadministrative model of school-based managementand is involved in the school improvement process.
Thisadministrativeapproachfosters instructional leadership practices.
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The PrincipalandInsrrvctiona/Leadership.A.Research Proposal ..A.O
Transferability will be establishedonly to populations similarinstructure to theschool organization chosen.However,the focus-group sessions and multiple data sources will ensure that the findings are validbutrepresentative onlytothe extent of schoolsofsimil arpersonnel.demographic and administrative composition.
Dependability,accordingtoMarshall&Rossman (1994), occurs when the researcher attemptsto"accoun t for changing conditionsinthephenomenon chosen for study as well as changesinthedesign createdbyincreasinglyrefined understanding ofthe setting"(p.145). A thorough accounting of the circumstances during which thestudywillbeconductcdwill ensure dependability.
Triangulationwillreduce researcher bias and will be established from the multiple data sources - multiple interviewees.school improvement minutes.staff meeting minutes and the schoolreportcard.
Adistinguishingfeature of qualitativeresearch design is that itis evolutionary and emergent bynature. Inplanning a qualitativeresearch study the design cannot be fully specifiedinadvance. The naturalisticand inductive nature of the study makes it inappropriatetomakeall of the research design decisions.
such as identification of all participants.
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11rePrincipalandInstructional Leadership,A Research Proposal ...4I
Inthe design oftbisstudytheavailability ofasuitable site and participants islimitedbytimeandfinancialresources.
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The PrincipalandInstructionalLeadership.A ResearchProposal ...42
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The PrindpalandInstructional Leadenhip,A Research Proposal ...47
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The following questionswillbe asked ofthe teacher participants during the interview.
1. Canyou descnbe some of the activities or events thatthe principal doesto create abetterteachinglleaming environmentinthe school.
2. Canyou describe some oftheactivities or events that the principal does to facilitate the development ofcurriculumintheschool.
3. Can you describe some of theactivities or events that the principal doesto facilitate collaborativedecision-makingintheschool.
4. Canyou describe some oftheactivities or events thatthe principaldoesto provide forstaffdevelopmentinthe school.
5. Whatisyourunderstanding ofthe term:instructionelleedership?
6. Hasschoo l-bas ed management and the school improvementprocess encouraged higher levels ofinsttuctionalleadershipinyour school?
Examples.
7. Doyou believeinstructional leadership bytheprincipaland others is desirableinthis school?Explain.
8. Do you feel the instructicealleadershiprole is a shared responsibilityat this school7 Ifso why?
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The PrincipalandInstructional Leadership, .AResearch Proposal ...48 9. Whatfactorshave the potential tofacilitBteor derail this process?Explain. 10. Do youbelieve that instroctionallcadership practices haveaffected the
achievement levels of students? Examples?
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The Prindpaland111St1'Uaional Leadership. AResearchProposal ...49
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The following questionswillbeasked oftbepriDcipa1Ivice-principaJduringthe intervi ew.
1. Canyoudcscn~some oftbeactivitiesoreventsthatyouengag einto create a better teacbingllean:ring eoviromneIltinthe school.
2. Canyoudescribesome ofthe activities or eventsthatyou engage into facilitate thedevelopm ent ofcurriculuminthe school.
3. Can you describe some oftbe activities or events thatyou engagein to facilitate collaborative decisioa-meciaginthe school.
4. Canyoudescribesome oftheactivitiesor eventsthatyou engageinto provide for staff developmentinthe school.
S. What isyour understanding oftheterm:instructionalleadership?
6. Hasschool-basedmanagement andtheschool improvementprocess encoura ged higheTlevels ofi:nstructionalleadersh:ipinyour school?
Examples.
7. Doyou believeinstructional leadershipbytheprincipalandethersis desirableinthis schoo l?Explain.
8. Do youfeel theinstructional leadership roleisashared responsibility at this school? If sowhy?
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ThePriIIdpa!andI1JStT11Clional Leadership.AResearch Proposal ...50 9. What factorshavethepoteDrialtof.aciliWeorderailthisprocess?Explain.
to. Doyoubelievethatinsttuctiona)leadership practiceshaveaffectedthe achievement levels of students?Examples?
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