School District Effect on Principal Instructional Leadership Efficacy

Abstract This qualitative multiple-case study examined district and other antecedents that contribute to principal instructional leadership efficacy. With increased demands that schools better prepare students for a more complex society, principals need to be able to remain focused on the quality of instruction using a more collaborative, distributed form of leadership. They need to target their own energy and efforts on things that really make a difference. Using a conceptual framework based on sociocognitive theory as well as district and instructional leadership, the research explored how districts currently contribute to principal instructional leadership efficacy and makes recommendations for district improvement and for further academic research. Five principals and 5 district office central office administrators were interviewed to ascertain school district factors that positively impact principal instructional leadership efficacy. As well, factors other than those that were perceived as district related that appeared to affect principal instructional leadership efficacy were brought to light. Three overarching themes arose from the findings. Districts enhance principal efficacy through (a) a district growth culture that provides overarching efficacy support, (b) the support and development of collaborative learning structures, and (c) the provision of district human and financial resources that promote principal autonomy and provide pressure and support. Recommendations include the need to strengthen the cooperation between the Department of Education and Early Childhood Development to create more robust data systems for principals and the need for in-service efficacy training for principals and school district central office administrators.

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Educational Research

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2017

Author dc:creator

• Keeping, George Thomas

Advisor dc:contributor.advisor

• Friesen, Sharon

Committee members dc:contributor.committeemember

• Friesen, Dr. Sharon
• Gereluk, Dr. Dianne
• Jacobsen, Dr. Michele
• Kawalilak, Dr. Colleen
• Adams, Dr. Pamela
• Field, Dr. James

• Education--Administration

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

eng

DOI

http://dx.doi.org/10.11575/PRISM/27712

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:11023/4064