The Perceptions of Principal Instructional Leadership Practices on 8th Grade Ohio Achievement Assessment (OAA)
The purpose of this study was to identify the instructional leadership behaviors that distinguish effective suburban school in Northeast Ohio to reach conclusions about the contextual factors that influence the nature and exercise of the instructional leadership in schools. This research was conducted for the following purposes: (a) to determine if a significant relationship between principal self-perceived instructional leadership behavior and student performance, (b) to determine if a significant relationship between teacher perceived principal instructional leadership behavior and student performance, (c) to determine the extent principals’ instructional leadership behavior scores, as perceived by principals, principal experience and student socioeconomic status (SES) explain the variance in student performance, (d) to determine the teachers’ perceptions of principal instructional leadership behavior, teacher experience and student socioeconomic status (SES) explains the variance in student performance. This study followed a descriptive and comparative research design. A version of the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger (1984) was sent to 1,454 Ohio middle school principals and teachers, and 505 survey respondents were used. Results indicated that both principals and teachers perceive framing school goals as the most important instructional leadership behavior. Other results show that student socioeconomic status and framing schools goals were perceived to explain the variance in student performance in middle schools.
Educational Leadership, School Administration
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