Instructional leadership can be conceptualized as the leadership approach wherein the school leader collaborates with teachers, to provide both support and guidance to establish the best teaching practices for students (Brolund, 2016). At its core, instructional leadership is student-oriented, as the collaboration between the teachers and the principal is intended to ensure that the student has the best learning experience that can create the desired competencies (Spillane et al., 2003). In instructional leadership, the role of the school leader is not solely to provide instruction to the teachers, but to work in conjunction with them and to provide them with the necessary professional development tools that can enhance their pedagogical approaches and practices. Against this background, the present exploration sought to understand the determinants of instructional leadership effectiveness, in the context of school administrators who were transitioning now, or who have transitioned between school settings within the last 5 years. For this study, school leaders can be either a principal or an assistant principal, specifically. Additionally, when referencing a transition in this study, the transition referenced is referring to the transition from elementary (Pre- Kindergarten to 6th Grade) to secondary (7th Grade to 12th Grade) school or the vice versa, secondary school (7-12) to elementary school (K-6). Before conducting any research on the topic, it was important to ascertain the extent to which the concept of instructional leadership was deemed pertinent by school leaders, and whether there were any 3 noteworthy differences in how instructional leadership is employed in elementary versus secondary school environments. To this end, I reached out to school leaders who have experienced transition within the last 5 years for just an off-the-record chat. The topics of my conversations are expounded on subsequently, before a brief consideration of current knowledge on the topic and a statement on the importance and significance of the research.

Creator

• Franklin, Corye J.

Publisher

• Proquest Dissertations & Theses

• MUShare

Language

• English

Identifier

• Proquest Publication Number: 30243747

Keyword

• school setting transition

• instructional leadership

• desired competencies

• pedagogy

• teaching practices

Date created

• 2022

Resource type

• Capstone Project

Rights statement

• http://rightsstatements.org/vocab/InC/1.0/