The Role of the Elementary School Principal: Navigating the Tension Between Instructional and Social Leadership

From a North American perspective, education as a social system emphasizes the moral and ethical importance of supporting all students’ academic growth and success, as well as ensuring that their basic personal and social needs are met. The role of the school principal has changed significantly over the past 30 years, from primarily fulfilling an administrative function to a multifaceted role involving leading the overall improvement of student achievement, engagement, and well-being, along with ensuring the physiological, social, and emotional needs of students are met. This qualitative exploratory case study explored how five elementary school principals in one large urban school district perceived the tension between the instructional leadership and social leadership expectations of their role as they focused on meeting students' academic and non-academic needs. The research question: How do elementary school principals understand and navigate the tension between instructional leadership and social leadership that is inherent in the principal role? The research is targeted at the tensions that exist to maintain these realms of leadership, not as competitors, but as working mechanisms to support student success. Data were gathered utilizing the following methods: one-on-one semi-structured interviews, reflective principal e-journals, field notes, and site-based artifacts such as school documents and school websites. Data were analyzed using thematic and document analysis. The analysis identified six thematic sections. Time, need, supporting personnel, accountability/responsibility, external supports, and navigating complexities were the themes identified within the principals’ leadership. Eighteen findings were identified. These 18 findings draw attention to the tensions that exist for principals as they address aspects of social and instructional leadership and the ways principals work to effectively and efficiently navigate these tensions to support the students, teachers, staff, and the broader community. One conclusion that can be drawn from this study is that principals draw upon adaptative forms of leadership as they navigate the tensions to meet the needs of students in an equitable and encompassing manner. This study highlights the ways in which principals navigate social and instructional leadership to create inclusive and equitable learning environments for all members of the school community.

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Education Graduate Program – Educational Research

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2024

Author dc:creator

• Bauer, Kevin

Advisor dc:contributor.advisor

• Friesen, Sharon

Committee members dc:contributor.committeemember

• Burns, Amy
• McGregor, Stephen
• Winchester, Ian
• Cherkowski, Sabre

• Educational Leadership
• Social Leadership
• Instructional Leadership
• Elementary Principal

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

en

DOI

https://dx.doi.org/10.11575/PRISM/47586

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:1880/119975