Two Charter School Principals’ Engagement in Instructional Leadership

Author:

Bickmore Dana L.1,Dowell Margaret-Mary Sulentic2

Affiliation:

1. Educational leadership program at Louisiana State University. Her research interests include the professional development of practicing principals, the principal's role in induction, and principal leadership in charter middle grades schools. Her most recent work has appeared in Mentoring & Tutoring, Teaching and Teacher Education, the Journal of School Leadership, and Research in Middle Level Education.

2. Literacy and urban education in the School of Education, Louisiana State University. Sulentic Dowell's research agenda includes three strands and focuses on literacy in urban settings—specifically, the complexities of literacy leadership in public, nonpublic, and charter settings; providing access to literature; and service learning as a pathway to preparing preservice teaches to teach literacy authentically in urban environs.

Abstract

This comparative case (Merriam, 2009) study explored two charter school principals’ engagement in instructional leadership. Analysis of three data sources—interviews, observations, and documents—revealed that principals were almost exclusively focused on state accountability and possessed limited knowledge of pedagogical practices. In particular, these two principals had difficulties managing aspects of the instructional program and sustaining a positive school climate, possibly related to their limited educational experience. As a result, these two principals focused on structural changes, delegated instructional issues, and appeared to rely heavily on commercial programs as opposed to enhancement of teacher classroom practices. Comparisons of charter principal practices with traditional principal instructional leadership models are made and implications discussed.

Publisher

SAGE Publications

Reference54 articles.

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